Symphony Assessment System
Information for Parents
September 2015
What is Symphony?
Symphony is a group of 13 Leicestershire Primary
Schools who have been working closely together for the
past four years on all aspects of leading educational
ideas. Glen Hills Primary was a founder member and
since January 2015, Fairfield has also joined the
Symphony Group.
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Assessment has changed
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The New Way Forward
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Steps and Milestones
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Example Descriptors
This shows a maths year 1 sheet which teachers in year 1 will be assessing and planning the progress of
pupils in year 1. Similar sheets are used in Literacy for all year groups.
Year Group
Point
Grade
Assessment Milestone
Year 1 (page 1 of 2)
7
1C
9
1B
11
1A
Step 1
Step 2
Step 3
Refer to non-statutory guidance for exemplification
Number and Place
Value
■count to and across 50, forwards and backwards, beginning with 0 or 1, or from
any given number.
■read numbers to 20 in numerals;
■order numbers up to 50 and say one more and one less using concrete objects or
pictorial representations
■using quantities or objects, count in multiples of 2
■identify and represent numbers using objects and pictorial representations
■use language one more and one less in practical situations using concrete
objects or pictorial representations
■count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given
number
■count, read and write numbers to 100 in numerals; count in multiples of twos and tens
■count in multiples of twos to 50 and tens to 100
■given a 2 digit number, identify one more and one less
■identify and represent numbers using objects and pictorial representations including the
number line, and use the language of: equal to, more than, less than (fewer), most, least
■read and write numbers from 1 to 20 in numerals
■begin to recognise odd and even numbers
■begin to understand the place value of tens and units
■count beyond 100, forwards and backwards, beginning with 0 or 1, or
from any given number
■able to say one more or one less than a number beyond 100
■count in multiples of 2s, 5s and 10s to 100
■given a number, say one more and one less
■write numbers 1-20 in numerals and words (not necessarily spelt
correctly)
Addition and
Subtraction
■start to read, write and interpret mathematical statements involving addition (+),
subtraction (–) and equals (=) signs within 10
■being to know number bonds to 10 (using concrete objects or pictorial
representations)
■solve one-step problems that involve addition and subtraction using concrete
objects
■use the vocabulary associated with + and – (e.g. add, take away, more, less,
subtract, minus)
■read, write and interpret mathematical statements involving addition (+), subtraction (–) and
equals (=) signs within 20 [e.g. 7+6=13, 5-3=2, and 13 = 7+6, 2=5-3]
■know bonds of all numbers to 10 (with concrete objects or pictorial representations)
■represent and use number bonds
■add and subtract one-digit and two-digit numbers to 20, including zero
■solve one-step problems that involve addition and subtraction, using concrete objects and
pictorial representations, and missing number problems such as 7 = [ ] – 9.
■understand the vocabulary associated with problem solving
■represent and use number bonds and related subtraction facts within 20
(using concrete objects or pictorial representations)
■begin to know bonds of all numbers to 20 (using concrete objects or
pictorial representations)
Multiplication and
Division
■begin to know doubles up to double 5
■begin to know halves up to 10
■solve one-step problems involving multiplication and division, by calculating the
answer using concrete objects, with the support of the teacher.
■recognise patterns of numbers in 10x table
■begin to know corresponding halves
■begin to know doubles to double 10
■solve one-step problems involving multiplication and division, by calculating the answer using
concrete objects, pictorial representations with the support of the teacher.
■recognise patterns of numbers in X2, X10
■recognise odd and even numbers
■group objects into 2,5,or 10 to aid counting
■solve one-step problems involving multiplication and division, by
calculating the answer using concrete objects, pictorial
representations and arrays with the support of the teacher.
■recognise patterns of numbers in x2, x10, x5
Fractions
■recognise, find and name a half as one of two equal parts of a shape
■find half of a quantity less than 10 using concrete objects
■recognise, find and name a half as one of two equal parts of an object, shape or quantity using
concrete objects
■recognise, find and name a quarter as one of four equal parts of an object, shape using concrete
objects
■recognise, find and name a quarter as one of four equal parts of an
object, shape or a quantity using concrete objects
Problem Solving and
Reasoning
Pupils demonstrate mastery of the expectations of this year group by solving increasingly complex problems and reasoning mathematically, using the content above.
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Expectations
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Communication with Parents
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Validity
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