KS2

CCEA Comment Bank for Primary Schools 07/08

Communication across the curriculum—Foundation Stage

Talking and Listening--Foundation Stage

· listens attentively to a range of stories, poems and music

· listens and takes turns in conversations with adults and other children

· speaks clearly about own experiences

· carries out single step instructions

· makes predictions

· retells stories

· asks and answers questions

· knows that some words rhyme

· listens attentively and makes a good response to stories and poems

· gives and explains simple instructions

· tells others about thoughts and ideas

· asks and answers appropriate questions

· speaks confidently during class and group discussions

· uses a wide range of words when talking to adults and other children

· retells stories and experiences in detail and in the right order

· offers reasons to support opinions

· shows an awareness of sounds at the beginning, middle and end of words

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Reading-- Foundation Stage

· enjoys sharing books with adults in school and at home

· enjoys looking at books by

· shows a desire to learn to read

· knows the difference between pictures and print

· knows that pictures and print carry meaning

· talks about books using language such as cover, page, author

· recognises some familiar signs and labels in the environment, such as shop signs and labels on food

· understands that sounds are represented by letters

· reads on sight some words in a meaningful context

· reads a range of simple texts with some independence

· reads aloud and has a go at unfamiliar words

· uses a range of ways to work out unfamiliar words

· begins to read aloud with some expression and confidence

· reads silently for a short period of time

· selects a book/text for a specific purpose

· understands what has read and talks about it

· retells what has happened in a story and predicts what will happen next

· reads and follows simple instructions

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Writing--Foundation Stage

· talks about thoughts and ideas when drawing and painting

· knows the difference between drawings and writing

· talks about what is going to write

· enjoys taking part in shared writing sessions

· talks about different sorts of writing such as lists, recipes and stories

· writes in a variety of situations such as play

· begins to write familiar words

· shows some control when writing letters and spacing words

· writes with teacher guidance following shared preparation

· begins to write independently in sentences with generally accurate punctuation

· writes using capital letters and full stops in the right places

· begins to read and check writing

· begins to put ideas in the right order when writing

· uses a range of words when writing

· knows some ways to work out how to spell unfamiliar words

· shows control over formation of lower and upper case letters, size and spacing

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Communication across the curriculum—Key Stage 1-2

Talking and Listening--Level 1

· listens to and understands simple information

· takes on a role during play

· understands the meaning of short explanations and simple discussions

· follows single step instructions

· asks and answers simple questions

· talks in own words about thoughts and feelings

· talks in an imaginative way during play

· makes some attempt to talk about things does or events that happen

· speaks so that can be heard and understood

· makes eye contact with the listener

· takes turn when talking and listening to others

Talking and Listening--Level 2

· listens for the main points of a conversation or short explanation

· takes part in role-play with others

· follows short, straightforward instructions

· follows a discussion and joins in at a suitable time when has something to say

· asks questions to find out information and answers questions from others

· talks in own words about thoughts, imaginings and opinions

· talks about events in the order in which they happen

· speaks clearly so that can be understood

· uses body language to show is listening

Talking and Listening--Level 3

· listens to find specific information

· takes on a role in given situations

· follows the main points of a discussion

· makes comments which show understanding

· asks questions about what hears

· explains views and thinking

· uses suitable words to express

· talks about events in the order in which they happen

· makes some attempt to plan talk

· speaks in different ways for different audiences

· understands that body language may have an effect on the listener

Talking and Listening--Level 4

· listens and concentrates

· brings own ideas to a role

· offers and builds on ideas to keep discussion going

· picks up on other people’s ideas and says what thinks about them

· says what thinks about others’ ideas in an appropriate way

· expresses information, ideas and opinions clearly

· uses words that are relevant to the situation and topic

· plans how best to go about Talking and Listening activities

· plans how to make key points

· follows through with own ideas and opinions

· speaks in a way that gets the interest of listeners

· uses body language to get the interest of the listener

Talking and Listening--Level 5

· listens closely to what is said and picks up on relevant information and ideas

· uses relevant ideas in different roles

· asks questions to explore and develop ideas

· offers reasons to support own ideas

· challenges the views of others in an appropriate manner

· shows understanding by communicating detailed information

· uses words that are specific to situation and topic

· organises points in a clear sequence

· deliberately uses language to get a particular response

· speaks in a way that suits a range of listeners and situations

· deliberately uses body language to get a particular response

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Reading--Level 1

· understands that print, pictures and images can tell us something

· recognises some sounds in words

· matches letters with the sounds they make and uses this in reading

· recognises some everyday words, signs and symbols in surroundings

· uses picture clues to help find information

· uses some language connected with books

· talks about what reads and answers questions

Reading--Level 2

· understands and retells what reads

· puts information in the right order

· uses various strategies to read unfamiliar words

· finds information to answer questions in a given text

· uses knowledge of the alphabet and/or visual clues to find information

· recognises that texts are put together in a variety of ways

· asks questions and gives an opinion

· makes a prediction based on what reads

Reading--Level 3

· retells what reads in own words and in sequence

· understands the main points of a text

· uses a range of reading strategies without help

· understands that texts are written and organised in different ways

· uses understanding of how texts are organised to find information

· realises that different types of texts are put together in different ways

· makes deductions from the information in the text

· gives an opinion about what reads and the reason for it

Reading--Level 4

· identifies and understands the main points and ideas

· summarises the main points and ideas

· reads independently

· finds information and makes appropriate use of it

· understands how parts of a text are put together to suit audience and purpose

· picks up on underlying meanings and reads between the lines

· backs up opinion by giving explanations

Reading--Level 5

· uses details of text to deepen understanding

· identifies the main themes, points, processes or ideas

· selects and manages information from a variety of sources

· recognises the intentions of the writer and picks up on underlying meanings and attitudes

· identifies the difference between fact and opinion

· explains how language and structure work

· explains how layout and other visual features work

· uses evidence from texts to back up views and draw conclusions

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Writing--Level 1

· talks about what is going to write

· records thoughts, feelings and ideas using symbols and pictures

· records ideas using words, phrases or simple sentences

· matches letters with the sounds they make and uses this to write words

· writes words which are personal and important

· forms lower and upper case letters

Writing--Level 2

· talks about what is going to write and how is going to set out writing

· looks back over writing to check if has done what set out to do and makes changes

· writes about thoughts, feelings and ideas using simple vocabulary

· uses basic punctuation

· spells and writes common words so that they can be recognised

· produces handwriting that can be read

Writing--Level 3

· talks about and plans writing

· makes improvements to writing

· organises writing so that it follows a suitable structure

· writes about ideas and opinions

· adds detail to make the meaning more clear

· uses a variety of suitable words to make writing more interesting

· writes in a form to suit the task

· chooses a variety of ways to begin sentences

· uses basic punctuation and grammar accurately

· spells frequently used and topic words correctly

· produces handwriting which is accurately formed and consistent in size

Writing--Level 4

· checks and corrects writing to improve accuracy and meaning

· structures ideas for writing, including the use of paragraphs

· expresses thoughts, feelings and opinions, giving reasons

· gets meaning across clearly by using words correctly and by giving sufficient detail

· writes in different ways depending on why is writing and who is writing for

· uses a range of sentence structures

· uses a range of punctuation accurately

· uses accurate spelling and grammar on most occasions

Writing--Level 5

· makes changes in order to improve the quality of writing

· structures writing in a logical way

· gets meaning and ideas across by using precise words

· uses content that is relevant depending on who is writing for and why is writing

· gets information across effectively, using a formal style when appropriate

· uses sentence structures to get meaning across

· uses a range of punctuation consistently and accurately

· uses accurate grammar and spelling

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Using Mathematics across the curriculum—Foundation Stage

Using Mathematics--Foundation Stage

· enjoys taking part in mathematical activities

· uses appropriate mathematical language to describe work

· sorts and re-sorts materials for different criteria and talks about what has done

· orders numerals and sets within 10

· knows numbers that are more/less than

· can combine sets

· uses money in shopping activities

· adds and subtracts up to 10 using real objects

· counts forwards and backwards from different starting points

· recognises numbers to 20

· carries out mental calculations such as 1 more/less than up to 20, doubles to 10

· mentally adds and subtracts within 10

· understands that teen numbers are 10 plus another number

· predicts sequences in number

· makes a sensible guess of quantities within 10

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Using Mathematics across the curriculum—Key Stage 1-2

Using and Applying--Level 1

· can use the equipment needed for simple, practical problems

· talks about ways to solve simple, everyday problems

· can count forwards and backwards from a given point

· can talk about simple patterns and say what comes next

· can collect information and talk about it

· can show work using pictures and objects

· talks about work using some simple mathematical language

Using and Applying--Level 2

· can suggest how to do an activity or problem

· can select and use equipment for a simple, practical problem

· can use the right method of calculation to solve a problem

· is beginning to work out the answer ‘in head’

· can recognise patterns and simple relationships and talk about what comes next

· can collect information and talk about what it means

· can suggest some ways of recording answers

· talks about work using simple mathematical language

Using and Applying--Level 3

· can suggest different ways to approach an activity or problem

· can select and use suitable equipment for a practical problem

· selects the appropriate type of mathematics to use

· is beginning to organise and check own work

· uses mental methods effectively to work out the answer

· can identify and explain patterns and relationships and make predictions

· can find and collect information and understand what it means

· can record, present and communicate findings in simple ways

Using and Applying--Level 4

· can identify and use the right equipment and mathematics for a problem

· can plan and work in an organised way

· checks work for accuracy

· uses different ways to solve problems

· explores patterns and relationships

· can present and explain findings clearly

Using and Applying--Level 5

· can independently identify the information and equipment needed to solve problems

· chooses and uses a range of ways to solve problems

· plans and works in an organised way

· checks that work is accurate and that findings and results make sense

· can make simple predictions and test to see if they are right

· can summarise findings

· can record, present and communicate ideas clearly and appropriately

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Number--Level 1

· can understand, use, add and subtract numbers up to 10

· can estimate how many objects there are

· recognises and uses coins

· can make and describe patterns using objects, numbers or pictures

Number--Level 2

· can read, write and order numbers up to 100

· understands the difference between tens and units

· can add and subtract up to at least 20

· understands and uses halves and quarters

· understands and uses the appropriate coins to carry out shopping activities

· understands the link between adding and subtracting

Number--Level 3

· can understand, use, add and subtract numbers up to 1000

· can round numbers to the nearest 10 or 100

· can remember number facts up to 20

· can understand and use simple fractions in practical activities

· knows 2, 3, 4, 5 and 10 multiplication tables

· solves problems involving multiplication and division in practical situations

· can use number skills to solve money problems up to £10

· can describe number patterns within the 100 square

Number--Level 4

· can work out mathematical problems mentally, on paper and by using a calculator

· can estimate the answer to a problem

· can add, subtract, multiply and divide using whole numbers

· knows and can use multiplication facts up to 10x10

· can understand and measure up to two decimal places

· can add and subtract numbers up to two decimal places

· understands and uses simple fractions and percentages

· can make choices about spending and value for money

· knows about different methods of payment

· understands and uses simple mathematical rules described in words

Number--Level 5

· can multiply and divide with numbers up to two decimal places

· understands negative numbers in practical situations

· understands and uses the relationship between fractions, decimals and percentages

· works out fractions and percentages of quantities

· can add and subtract simple fractions

· can make informed choices about personal budgeting, spending and saving

· understands what interest is when saving and borrowing

· can use simple mathematical formulae and rules

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Measures--Level 1

· uses language such as ‘longer/shorter/heavier/lighter than’ to describe and compare objects

· can put events in the right order

· recognises ‘special’ times, such as lunch-time, on the clock

· knows the days of the week

Measures--Level 2

· can measure using steps, hands, yoghurt pots etc.

· knows the most commonly used units for measurement, including time

· knows the days of the week, months of the year and seasons, and can put them in order

· can tell the time in hours and half hours

Measures--Level 3

· can work out the area of a shape by counting squares

· can estimate, measure and record length, weight, capacity, time and temperature

· can read simple scales and digital displays

· can read and solve problems using a calendar

Measures--Level 4

· can accurately estimate and measure length, weight, capacity, time and temperature, using appropriate units

· understands the relationship between units of measurement, e.g. that 100 centimetres = 1 metre

· can add and subtract measures

· can use am, pm and the 24-hour clock when working with time

· uses practical ways to find the perimeter, area and volume of simple shapes

Measures--Level 5

· can convert from one metric unit to another, e.g. from kilometres to metres

· can add, subtract, multiply and divide measures

· understands and uses scale in maps and drawings

· can solve problems involving timetables

· can calculate the area and volume of some shapes

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Shape and Space--Level 1

· can sort, make and describe 2-D and 3-D shapes

· can use everyday language to describe position, e.g. under, beside, above

· can use language and follow instructions for movement, e.g. forwards, backwards, sideways

Shape and Space--Level 2

· can recognise, name and sort common 2-D and 3-D shapes

· can follow and give instructions for direction, e.g. left turn, right turn

Shape and Space--Level 3

· can recognise, name and describe simple 2-D and 3-D shapes

· recognises how shapes are symmetrical or can fit together

· can identify right angles in surroundings

Shape and Space--Level 4

· can describe 2-D shapes in terms of sides, angles and symmetry

· understands and uses appropriate language to describe lines, angles and location

· can use coordinates to plot points

Shape and Space--Level 5

· can measure, draw and label angles

· knows the properties of 2-D shapes and can describe 3-D shapes

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Handling Data--Level 1

· can sort objects for one criterion, e.g. by colour

· records results using real objects, drawings or ICT

Handling Data--Level 2

· can sort objects using two criteria, e.g. by colour and size

· can collect, record and talk about information using simple tables, graphs and diagrams

Handling Data--Level 3

· can collect and record information needed for an activity

· can find and read information from tables, charts, diagrams and databases

· can draw and label simple bar charts and pictograms

Handling Data--Level 4

· can find and interpret information from tables, diagrams, charts and graphs

· can identify, collect, record and present information in different ways

· can describe probability using words such as certain, likely and impossible

Handling Data--Level 5

· can design and use data collection sheets

· can interpret, create and label a range of tables, diagrams and graphs

· can calculate mean and range

· can compare and order events according to likelihood, e.g. very likely, unlikely, less likely

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Using ICT across the curriculum--Foundation Stage

Using ICT--Foundation Stage

· uses the space bar

· is able to use the delete key to correct mistakes

· uses the mouse to move around the screen

· is beginning to use the keyboard

· enters own name and password with/without help

· loads a CD with/without help

· moves the Roamer/Pixie forwards and backwards

· saves work on the computer

· prints work

· presents work using simple graphs and charts

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Using ICT across the curriculum—Key Stage 1-2

Using ICT--Level 1

· uses the mouse to match pictures to pictures, pictures to words and words to words

· accesses information from digital sources provided by the teacher

· expresses own ideas by using ICT to create pictures

· expresses own ideas by using ICT to compose text

· uses an onscreen word bank to compose simple sentences

· adds own voiceover to ICT work

· presents work in graphical form

· explores and interacts with digital toys and games

Using ICT--Level 2

· uses ICT to access and select the appropriate information

· writes simple sentences on screen using the computer keyboard

· uses ICT to add pictures and sounds to work

· collects data and enters it into the computer

· uses ICT to present data and to talk about what it means

· makes digital devices move backwards and forwards and change direction

· talks about improvements to ICT work

· saves work

Using ICT--Level 3

· asks questions about what is doing in ICT

· makes decisions about how to carry out the task

· uses ICT sources, provided by the teacher, to search for information

· uses ICT to select the information needed for an activity

· edits and uses information in own work

· adds sound and images to ICT work that has created

· presents and communicates work for different audiences

· makes improvements to ICT work

· collects data and is able to enter and organise it

· presents data that has collected, talks about it and draws conclusions

· makes digital devices follow simple routes

· makes predictions when solving problems using ICT

· saves work and understands the importance of using meaningful file names

· communicates by taking part in video-conferencing

· communicates using a digital camera

· selects and digitally stores best work to show to others

Using ICT--Level 4

· uses a range of digital sources to research and select text and graphics to support topic work

· locates and retrieves specific information from a website for use in topic work

· selects and edits information for use in own work

· produces a digital presentation of work which combines text, number, sound and pictures

· uses a spreadsheet to help makes predictions when solving problems

· makes positive contributions during video conferencing

· uses a range of ICT equipment in the classroom

· communicates by using a digital camera to capture and present pictures to support work

· uses appropriate ICT tools and features to make changes to work

· communicates by emailing work to other children

· contributes to the production of a digital video

· selects, organises and digitally stores best work

· presents work to the rest of the class

· is aware of how to behave when online

Using ICT--Level 5

· uses a range of digital sources to research, select and edit information to support work

· selects and evaluates text and graphics from a range of digital sources

· contributes to the design and creation of a website

· produces a multimedia presentation which integrates text, graphics and sound and makes use of animation and colour

· presents ICT work to others, outside the class

· contributes to the production of a digital video linked to topic work

· uses a digital camera to capture images and incorporates these within topic work

· contributes to the planning and production of a short animation

· contributes to the planning and production of a short film

· uses ICT tools and features to enhance the quality of work

· uses spreadsheets to carry out a range of given investigations

· participates in and contributes to online conferences

· uses email to communicate with peers and agreed organisations

· organises, stores and maintains a digital bank of chosen work to share with others

· shares and exchanges information by communicating digitally

· understands the importance of keeping safe when communicating online

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Thinking Skills and Personal Capabilities--Foundation Stage

Managing Information--Foundation Stage

· concentrates on work

· is able to select materials and resources with help

· suggests ways to obtain information

· follows directions

· begins to plan

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Thinking, Problem Solving and Decision Making--Foundation Stage

· recalls experiences and stories

· makes observations and talks about what has seen

· is able to retell stories and events in sequence

· identifies and names objects and events as same/different

· sorts and puts objects into groups

· makes simple predictions

· is keen to express thoughts and ideas

· is able to ask questions to find out information

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Being Creative--Foundation Stage

· is curious about the world

· uses senses to explore and respond

· talks about memories and experiences

· plays for pleasure and is creative

· shows excitement, enjoyment and surprise in learning

· is willing to take on new challenges

· experiments with ideas through writing, drawing and model making

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Working with Others--Foundation Stage

· is willing to join in

· is able to work and play cooperatively

· listens, takes turns and shares with other children

· learns from watching and listening

· is aware of how actions affect others

· is confident with adults and other children

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Self Management--Foundation Stage

· talks about what is doing and what has learned

· pays attention and keeps going until a task is finished

· is able to make choices and decisions

· asks an adult or friend for help

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Thinking Skills and Personal Capabilities—Key Stage 1

Managing Information--Key Stage 1

· shows interest by asking focused questions

· sees the need to have a plan

· can find information from different sources

· organises information

· gathers and records information

· presents his findings clearly

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Thinking, Problem Solving and Decision Making--Key Stage 1

· shows ability to memorise by retelling and recounting stories and events accurately

· shows understanding by sequencing information and making simple comparisons

· begins to explain ideas and give reasons

· shows eagerness to seek reasons

· makes predictions and thinks about possible consequences

· is able to explain a point of view

· puts effort into exploring different options and solutions

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Being Creative--Key Stage 1

· eagerly approaches new situations and is curious about finding out new things

· takes time to use imagination and is good at coming up with lots of new ideas

· shows willingness to try out and experiment with new and different approaches

· continues on with challenges even in the face of difficulty

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Working with Others--Key Stage 1

· is willing to join in by sharing and cooperating with others

· pays attention and follows directions during classroom activities

· is willing to work in a group and do fair share

· shows respect for other people by listening and speaking appropriately

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Self Management--Key Stage 1

· is eager and able to talk about class activities

· is careful about his work and regularly checks it for accuracy

· can concentrate and work through the various stages in a task

· knows when to ask for help

· is eager to explain what enjoys about class activities and what finds difficult

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Thinking Skills and Personal Capabilities—Key Stage 2

Managing Information--Key Stage 2

· shows interest by asking focused questions

· begins to plan for work ahead

· chooses the most appropriate information from different sources

· organises information thoroughly

· selects the most useful information, deciding what is relevant

· develops own methods to gather and record information

· presents findings for a particular audience

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Thinking, Problem Solving and Decision Making--Key Stage 2

· shows ability to use different memory strategies to help understanding

· makes sense of information by finding patterns, similarities and differences

· develops ideas and makes links between cause and effect

· shows eagerness to seek reasons and question evidence

· makes and tests predictions and draws some conclusions

· is able to understand more than one point of view

· recognises the need to explore and weigh up different options and opinions

· is willing to try out and persist with different solutions

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Being Creative--Key Stage 2

· shows eagerness in a range of problem solving situations

· explores ideas imaginatively and can turn them into creative outcomes and actions

· is open to new ideas and is able to work in a range of different ways

· is well motivated and persists with difficult tasks, despite setbacks

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Working with Others--Key Stage 2

· joins in by sharing and cooperating with others

· is willing to help others with their learning

· listens and learns from feedback

· takes responsibility for work done in a group

· shows respect by listening to differences in opinions

· makes efforts to work with others and reach agreement

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Self Management--Key Stage 2

· is eager and able to talk about school work and what can be improved

· shows a desire to be thorough with work

· is capable of working independently and of managing own time on a task

· knows when and how to seek help from a variety of sources

· can readily identify interests, aspirations, strengths and weaknesses

· is willing to cooperate to identify steps to help improve

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CCEA Comment Bank for Primary Schools 07/08

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