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Can use taught mathematical vocabularly and symbols and has a secure understanding of numbers within 10 and working beyond. Starting to be able to explain questions such as why? Can you show me how you got his? Proving mathematical findings.

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Great variety of sentences types used throughout the text. Use of ambitious vocabulary with alternative sentence starters.

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The S children are the children that are not risk takers, lack confidence to explore and do not have the English language to explain their learning.

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We are in agreement that our S+ children tend to be those that have a good grasp of English language as they are able to articulate their observations and explain their thoughts and how things work.

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S- Able to verbally record answers in the different units. Is showing a basic understanding of LOs. Can show their ideas through discussions, pictorials and simple sentences. Some support given within lessons through open questions. Begins to explain their ideas further through scaffolding and modelling.

S+- Has a strong understanding of the different units. Beginning to make links between concepts and making links to real life situations. Can confidently discuss their ideas. Beginning to make enquiries through questioning whilst starting to show confidence and independence in working scientifically.

M- Independently and confidently working scientifically. Making connections to real life current affairs. Consistently uses key scientific vocabulary and can provide in depth responses.

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Can articulate reasoning using Mathematical vocabulary.

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Amir can describe experiences outside of school. Loves to share things that he has done with family members. He has an interest in the world around him and loves to share it with others. Often needs to be prompted during class discussions.

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Able to answer the medium problem solving question - showing different combinations.

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Ezra is able to make connections between new and past experiences in his learning - Slinky Linky Snake. He is able to discuss, in detail, and make references to 'What if?' and predictions based on his own ideas. He is able to relate to things that he has seen and heard and can also attempt to explain these in his own words. Articulate and confident. HPL - Adam the Agile Ant - Can be open minded to new views and experiences.

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We are in agreement that our S children have a good recognition of numbers to 5 and can count to 10 (some beyond). However, they struggle with one to one correspondence above 3.

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Problem solving and challenge 3 largely correct and accurate. Strong understanding of arithmetic which is applied to reasoning and problem solving.

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Good attempts made at reasoning but some misconceptions in explanations which is why she isn’t M yet. Some arithmetic misconceptions also but M should be mostly accurate.

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Medium/Hot task and challenge completed independently. Student researched extra facts about the inventor. 

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Medium/Hot task completed independently. Challenge not attempted. 

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Talks about their family members (sometimes out of context and not always coherent)

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Demonstrating sound understanding against LO with explanation and developing enquiry. This student was able to set up their own experiment and able to explain how to make this experiment a fair test and draw conclusions from their investigation.

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Results average 10+ in tests.
Reasoning and problem solving is evident in books.
Responses in purple with next steps to challenge them.
Mathematically vocabulary used mostly correctly in explanations.

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Children that are s+ have a secure recognition of number to 10, if not further. They can self correct and have accurate 1 to 1 correspondence. They are beginning to experiment with their own symbols and marks.

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Was able to understand the lesson objective but, needed support and a word mat to be able to complete the tasks.

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Arithmetic skills are there but are they consistent? Not that much evidence of reasoning and feedback is structured and scaffolded.

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Consistent use of fluency activities.
Written scaffolding in books.
Support with adult shown.
Lower test scores.

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Livia can use a features checklist to self assess her own work and reply to purple pen questions. She has independently included all structural features of a report and grammatical features: commas in a list, proper nouns and possessive apostrophes.

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Can include most structural and grammatical features from a non-chronological report checklist. Inconsistent with capital letters for proper nouns.

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S- Has correct number formation. Is able to use concrete resources to solve problems. Knows key and basic knowledge- counting in 2s, 5s, 10s/ number bonds. Support may be needed within lessons- especially within the reasoning element.

S+-Beginning to use reasoning to explain how they have reached an answer. Through the manipulation of resources, can show how they have reached an answer. More independent but may often need support with furthering their reasoning skills. Is able to reach the challenges in lessons.

M- Works very independently and hitting all LOs. Consistent in fluency. Continually able to reason and explain their mathematical processes. Able to apply their knowledge to problem solving- can solve 'true or false, convince me' type questions. Can show this through concrete, abstract and pictorial. Is able to manipulate numbers and can show the inverse in operations.

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Inconsistent use of conjunctions and relies on scaffolded structure to complete tasks

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Great response to developmental marking, excellent diagram and strong explanation.

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Hot Task completed independently. Fluency, reasoning, problem solving and next steps evident. 

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Medium task completed independently. Fluency and problem solving evident and correct. Unable to explain reasoning. 

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Kibin was able to complete the medium task with the support of Miss Nawazish and the use of concrete apparatus. He completed his purple pen independently.

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Good use of scientific vocabulary, articulating ideas and diagrams

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Explanations are in depth and vocabulary is used correctly. Diagrams support the explanations accurately and minimal scaffolding is required

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We are in agreement that our s writers have inconsistencies in their pencil grip and light pencil pressure. There is a mixture of language  and understanding ability between the classes in our S writers but mainly they are EAL which amazes ascribing meaning to marks more difficult.

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Can segment sounds confidently. Knows all phase 2 sounds. Needs some support with blending.

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S\S+
Scaffolded feedback. Used vocabulary sheet resource to help with descriptions

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Able to read independently segment and blend. Can read words using the sounds that have been taught in lesson with increasing fluency.

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- Use of subjunctive form
-Precise instructions with modal verbs, adverbs and parenthesis included

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Experiment write up - including prediction with scientific reasoning and logical steps for method. Next step from teacher identifies presentation of method, new line, new step.

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Can meet the mastery objectives with support - using the subjunctive and using a colon for effect.

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Not enough literary devices included to be mastery

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Experiment write up - clear hypothesis, prediction with scientific reasoning, simple steps for method, clear labelled diagram. As identified in next steps - explanation could be added to conclusion.

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Able to independently read sentences including phase 3 sounds and digraphs and will make attempt at unknown words using context.

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Missing precise details in instructions

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Demonstrates sound understanding of Medium independent activities. Clear presentation of working out and giving reason when problem solving.

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Confident problem solving with reasoning to prove understanding.

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Understands and tolerates other people's celebrations and family dynamics.
Talks about their family members in the past and present in a relative context.
Is engaged to develop their greater understanding and curiosity around a subject - Expo, space, dinosaurs.

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-Used the subjunctive form.
-Used a formal tone throughout.
-Use of colon for effect.

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Great presentation of workings out to show understanding of problem solving. Able to give reasons to justify answers.

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An extended piece of writing that includes a variety of high level, sophisticated vocabulary including expanded noun phrases and varied verbs. Varied sentence structure. Correct use of speech punctuation, alternatives to said and use of new speaker, new line. Acted on next step to improve a simile to her sentences.

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Ethan FS1D; Anas FS1A; Mishka Fs1B - we all agreed that they are S+ as they are showing recognisable letters in their name and they are all drawing and ascribing meaning to marks.

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Pupil solving problems and giving reason for agreeing/disagreeing with the question.

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Demonstrating a good understanding of the learning objective. Applying learning to next steps which has been completed independently using purple pen.

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Understood and retained objectives learnt.
Beginning to develop their explanations e.g. the dinosaur is heavier than the feather.

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Some phonetic attempts. Some correct letter formations. Support needed within lessons.

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Using their learning in their independent play and in different contexts.
Explain their answers in full sentences.
Manipulates a number or shape and give reasoning why.

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Children watched a whole class experiment of how water travels and how water travels in a plant. This child was able to apply their understanding of their learning to how plants adapt to their surrounding. Next steps was attempted independently.

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All aspects of success criteria has been met with child showing ability to individualise writing and remain in the correct tone. Consistent use of SS vocabulary

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Able to answer problem solving questions correctly related to the LO.

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Grammatical errors and lower level vocabulary

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Cohesive piece of extended writing, demonstrating a good use of varied vocabulary and narrative techniques. Needs to ensure simple sentence structures are checked by rereading work - capital letters for proper nouns and opening sentences, punctuating correctly with commas.

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Clear and concise reasoning, using correct mathematical vocabulary.

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Using phase 3 digraphs independently. Finger spaces. Capital letters. Letter formations accurate.

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An extended piece of writing illustrating paragraphs, expanded noun phrases and applied features of a persuasive text. Has used a range of adventurous vocabulary, varied sentence starters and has edited her use of commas.

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Clear evidence of reasoning, which shows an imbedded understanding of concepts, such as formal written methods. Next step also highlighted misconception, which was acted upon with further knowledge being developed.

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All phonetically plausible. Attempting to use finger spaces. Mostly correct letter formations. Use of full stops and capital letters. Related content.

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An extended piece of writing that includes a range of sentence structures and openers to sustain reader interest. Speech is mostly correctly punctuated and the content of dialogue moves the story on. Evidence of some carefully chosen adjectives to describe characters and setting. Evidence of 'showing' a character's feelings rather than telling.

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An extended piece of writing in which a range of sentence structures have been used. Sentence openers are varied and fronted adverbials are marked with a comma. Child is starting to use more precise vocabulary and has organised writing into cohesive paragraphs.

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Demonstrating good understanding in lessons, clear presentation showing workings out.

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Extended piece of writing, with high level features included. Fronted adverbials followed by punctuation, upleveled vocabulary used, varied sentence starters and cohesive ideas.

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Clear ideas in sentences - continue to improve with variety of sentence starters and alternative pronouns.

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(Very close to M) Showing great use of ambitious language in writing and demonstrating high level writing features throughout.

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Experiment Write Up - demonstrate understanding of features included: detailed equipment list, logical method with detail.

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Demonstrating sound understanding of grammatical features during independent tasks.

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Evidence of challenge and next steps - applying reasoning skills when given verbal feedback within lesson

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Shotaro and Xiuqi show a depth of understanding when explaining mathematical concepts - they can explain why? EG - this would be hard to pick up because it is heavy. I can pick this up easily because it is light.

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S- Capital letters and full stops are evident within sentences for the majority of the writing. Consistent use of finger spaces. Can use their phonics skills to spell and these are phonetically plausible. Begin to be able to read back work to teacher confidently.

S+- Consistent use of capital letters and full stops. Beginning to use correct phonemes when spelling. Can begin join clauses using ‘and’. Can reread work back to the teacher.

M- Always using the correct punctuation especially the use of capital letters for proper nouns. Expanding their use of punctuation such a question marks. Using correct phonemes when spelling- very little mistakes. Including own writers voice. Wide range of vocabulary, sentence openers and conjunctions.

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Mastery -
Understands what they've read and can talk about different parts of the story.
Sight reads recognisable words e.g. the, mum, cat.
S+ -
Blends simple CVC words (some words blends in their head)
Sequence events in a known story.
Responds to stories read to them.

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Mastery - Mohammed Al Maktoum and Boqun Yin
Use of high level words e.g. fierce, angry, dinosaur, squirting
Use of conjunctions e.g. and
Use of tricky words correctly.
Next step is learn phase 3 sounds and finger spaces.
S+ - Tamim and Ava Hirani
No as consistent as Mastery writers.
Often looks for adult support with sounds or next steps.
Needs constant reminders for finer spaces.

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Demonstrating sound understanding against LO with explanation and developing enquiry, asking questions related to the topic.

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Good subject knowledge used.
Scaffolding only when necessary.
Vocabulary mostly used correctly.
Beginning to write cohesive and detailed conclusions and predictions