The pupil can:

• read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes
• read accurately some words of two or more syllables that contain the same graphemephoneme correspondences (GPCs)
• read many common exception words.

In a book closely matched to the GPCs as above, the pupil can:

• read aloud many words quickly and accurately without overt sounding and blending
• sound out many unfamiliar words accurately.

In a familiar book that is read to them, the pupil can:

• answer questions in discussion with the teacher and make simple inferences.

 The pupil can:

• read accurately most words of two or more syllables
• read most words containing common suffixes
• read most common exception words.

In age-appropriate books, the pupil can:

• read most words accurately without overt sounding and blending, and sufficiently fluently to allow them to focus on their understanding rather than on decoding individual words
• sound out most unfamiliar words accurately, without undue hesitation.

In a book that they can already read fluently, the pupil can:

• check it makes sense to them, correcting any inaccurate reading
• answer questions and make some inferences
• explain what has happened so far in what they have read.

 The pupil can, in a book they are reading independently:

• make inferences
• make a plausible prediction about what might happen on the basis of what has been read so far
• make links between the book they are reading and other books they have read

 The pupil can, after discussion with the teacher:

• write sentences that are sequenced to form a short narrative (real or fictional)
• demarcate some sentences with capital letters and full stops
• segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-plausible attempts at others
• spell some common exception words
• form lower-case letters in the correct direction, starting and finishing in the right place
• form lower-case letters of the correct size relative to one another in some of their writing
• use spacing between words.

 The pupil can, after discussion with the teacher:

• write simple, coherent narratives about personal experiences and those of others (real or fictional)
• write about real events, recording these simply and clearly
• demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
• use present and past tense mostly correctly and consistently
• use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses
• segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others
• spell many common exception words
• form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
• use spacing between words that reflects the size of the letters

 The pupil can, after discussion with the teacher:

• write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing
• make simple additions, revisions and proof-reading corrections to their own writing
• use the punctuation taught at key stage 1 mostly correctly^ • spell most common exception words
• add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly)
• use the diagonal and horizontal strokes needed to join some letters

 The pupil can:

• read and write numbers in numerals up to 100
• partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources1 to support them
• add and subtract two-digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 – 5; 88 – 30)
• recall at least four of the six2 number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10 , therefore 4 + 6 = 10 and 10 – 6 = 4)
• count in twos, fives and tens from 0 and use this to solve problems
• know the value of different coins • name some common 2-D and 3-D shapes from a group of shapes or from pictures of the shapes and describe some of their properties (e.g. triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres).

 The pupil can:

• read scales in divisions of ones, twos, fives and tens
• partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
• add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)
• recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)
• recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary
• identify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the whole
• use different coins to make the same amount
• read the time on a clock to the nearest 15 minutes
• name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

 The pupil can:

• read scales where not all numbers on the scale are given and estimate points in between
• recall and use multiplication and division facts for 2, 5 and 10 and make deductions outside known multiplication facts
• use reasoning about numbers and relationships to solve more complex problems and explain their thinking (e.g. 29 + 17 = 15 + 4 + ?; ‘together Jack and Sam have £14. Jack has £2 more than Sam. How much money does Sam have?’ etc.)
• solve unfamiliar word problems that involve more than one step (e.g. ‘which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?’)
• read the time on a clock to the nearest 5 minutes
• describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g. that two different 2-D shapes both have only one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices, but different dimensions).