N AT I O N A L C U R R I C U L U M T E S T S 2 0 0 4

Implications for teaching and

learning from the 2004 tests
K E Y S TA G E 1

M AT H E M AT I C S

National curriculum tests

Implications for teaching and learning from the 2004 tests
KEY STAGE 1 MATHEMATICS
These implications are derived from an analysis of how children performed in the 2004 tests. Further materials based on the analysis will be
available on the QCA website at www.qca.org.uk/tests from December 2004. These will include presentations for those working with teachers,
containing examples of childrens responses to test questions. The new materials replace the Standards reports that were published in previous
years. Statistical analyses will be available on the QCA website from January 2005.

Well done: some examples of progress and continued success

General

Most children working at level 2A are able to halve two-digit multiples of 10.

Generally children were able to demonstrate their confidence by

attempting most of the questions in their test.

Many children working at level 3 are able to use efficient mental

strategies for addition calculations involving multiples of 10.

mathematics
Some children demonstrated efficient problem solving skills when
attempting questions that assessed using and applying mathematics.

Many children working at level 3 are able to solve multiplication problems

using repeated addition.

Most children working at levels 2A and 3 recorded working when

asked to do so in a question.

Many children working at level 3 are able to interpret and record data on
two-criteria Carroll diagrams.

Number

Shape, space and measures

Most children working at level 2C and above are successful at

identifying missing numbers in addition sequences that increase in
steps of 10.

Most children working at level 2C and above are able to draw accurately
lines of a given whole number of centimetres in length.

Most children working at level 2B or above, and almost half of those at

level 2C, are able to distinguish between odd and even numbers with
two digits.

To help children improve their performance,

teachers should:
General

Most children working at level 2A are successful at visualising or reasoning

about 2-D shapes.
Most children working at level 3 are able to draw hexagons, using a
square grid of dots to help them.

continue to help children to identify strategies that are suitable for

solving addition and particularly subtraction problems that involve
bridging the tens, for example, using self-drawn number lines;
support children in solving missing number problems where the answer
to the calculation is given;

Problem solving
encourage children, particularly those working at level 2, to interpret
problems and use the relevant information;
support children to develop and use efficient strategies to check the
mathematics they use and also to consider whether their answers are
sensible;
Communicating
support children to communicate clearly, in written form, the methods
that they use to solve problems; this includes recording the calculations
required to model number problems set in a variety of contexts;
encourage children to record jottings for oral questions, to enable
them to check the accuracy of their calculations;
Reasoning

encourage children to consider carefully the operation symbols in a

calculation, ie p, m, t and d, to determine the operation that they
should use;
Processing, representing and interpreting data
provide more experience, particularly for children working within
level 2, of extracting comparative information from a variety of forms
of diagrammatic presentation, for example moving from How many ...?
to How many more ...?;
pose questions about bar charts that encourage children to interpret
scales accurately and to respond to the complete set of data, for
example, finding the names of two children who bounced a ball
between 25 and 35 times;

Number

provide more opportunities for children to sort using Carroll diagrams

that include up to two criteria, with an emphasis on children referring
to the relevant labels for each region to describe the objects in the
region. Children should also be given opportunities to explain why
objects do or do not belong in a particular sub-set;

Numbers and the number system

Shape, space and measures

provide children with opportunities to discuss, compare and model

how to present their results in an organised and systematic way;

continue to develop childrens knowledge of place value when solving

problems;

develop childrens strategies for calculating the position of numbers

on number lines;
Calculations

encourage children, particularly those working at levels 2C and 2B, to

make use of their knowledge of addition and subtraction facts to 10
to solve more demanding calculations;
encourage children working at level 2 to check that they have included
the correct number of repeats in their working for calculations
involving repeated addition or subtraction;
continue to support children to develop efficient strategies for
completing addition and subtraction calculations involving near
multiples of 10;

support children to develop different strategies for solving problems

involving shapes, for example, annotating shapes to show the number
of sides, lines of symmetry or right angles;
continue to develop childrens knowledge of the relationship between
familiar units of measurement, for example metres and centimetres.
Teachers should also develop childrens knowledge of different forms
of recording, for example introducing mixed units such as 3m 60cm for
children working at level 3;
provide situations where children can use the movement of hands on
an analogue clock to support them in calculating the passage of time;
ensure that children have rulers with which it is possible to draw lines
of given lengths accurately and know the importance of measuring
from the zero mark.

EARLY YEARS

 Curriculum and Standards

Audience

Headteachers, class teachers and LEA assessment

coordinators

Circulation lists

Headteachers of schools with year 2 children and LEAs

Type

Information

Description

This leaflet provides information to teachers on the implications

for teaching and learning drawn from an analysis of childrens

NATIONAL
CURRICULUM
516

GCSE

GNVQ

performance in the 2004 national curriculum tests at key stage 1

Cross ref

Implications for teaching and learning presentations and other

resource materials will be available from December 2004 at

GCE A LEVEL

www.qca.org.uk/tests
Leaflets on the Implications for teaching and learning from all
the 2004 tests are available from QCA Publications

Action required

The purpose of this leaflet is to provide teachers with some

idea of the areas that they may wish to emphasise when
planning their teaching

Contact

Reporting standards team (020 7509 5530)

For school use

For further copies, contact:

QCA Publications, PO Box 29, Norwich NR3 1GN
Tel: 08700 606015; fax: 08700 606017
This leaflet is also available on the QCA website (www.qca.org.uk/tests)
Order ref: QCA/04/1342
ISBN: 1-85838-579-2

NVQ

OTHER
VOCATIONAL
QUALIFICATIONS