Beginning, Developing and
Embedded
Year 2 NC Maths Exemplification
This document is ‘an’ interpretation of the age-related expectations for NC
Maths in Year 2. It is intended as a starting point for Pupil Asset users who
wish to develop a shared understanding of the terms Beginning, Developing
and Embedded.
Are these the official exemplification of age-related expectations?
These are not official exemplifications of the age-related expectations for
maths in Year 2. However, Pupil Asset has worked with primary teachers
during moderation exercises to exemplify the Beginning, Developing and
Embedded judgements in a way that supports on-going, school-level
assessment.
Is this exemplification benchmarked against national expectations?
The exemplification of Beginning, Developing and Embedded is based on the
‘Interim teacher assessment framework at the end of key stage 1’ (Standards
and Testing Agency, September 2015). This document is only intended for
assessment at the end of key stage 1 and does not exemplify the full range of
skills in the New NC frameworks. As such, Pupil Asset teachers have adapted
and developed these exemplification statements during moderation.
Age-related expectations
from New NC framework as
found on Pupil Asset.
Exemplification of Beginning,
Developing and Embedding.
Expectations are linked to
the end of Key Stage
standards ‘Working
Towards’, ‘Expected
Standard’ and ‘Greater
Depth’.
Statements in bold are taken
from the ‘Interim teacher
assessment framework at
the end of key stage 1’
Counts in
steps of 2, 3,
and 5 from 0,
and in tens
from any
number,
forward and
backwards.
Identifies,
represents
and
estimates
numbers
using
different
Count in 2s,
5s and 10s
from 0 and
use counting
strategies to
solve
problems e.g.
count the
number of
chairs in a
diagram
when the
chairs are
organised
into 7 rows of
5 by counting
in 5s.
Counts
forwards and
backwards in
2s, 3s and 5s
and in 10s
from any
number and
uses this to
solve
problems e.g.
identifies
missing
numbers on a
number line
descending in
3s.
Uses counting
in steps to
reason when
solving
problems e.g.
recognising
that 20 and 65
are multiples
of 5, finds the
difference
between 20
and 65 by
counting from
20 in 5s.
Compares
and orders
numbers
from 0 up to
100; use <, >
and = signs.
Reads and
writes
numbers to
at least 100 in
numerals and
in words.
Uses
reasoning
about place
value and
number facts
to solve
problems.
Estimates
accurately to
around 30.
Can count out
items to
represent a
given number
up to 100.
Demonstrate
an
Compare and
order numbers
to 100 e.g. by
writing
number
statements
such as 35 <
53 and 42 >
36.
Read and
write
numbers
correctly in
numerals up
to 100 e.g.
can write the
numbers 14
and 41
correctly.
Solves simple
problems e.g.
What is the
biggest and
smallest
number you
can make with
a 3 and 6?
Estimates
accurately to
around 100.
Can represent
numbers to
100 using
apparatus and
on an ENL
e.g. given 10s,
is able to
locate where
33 and 74
would go.
Partition twodigit
numbers into
different
combinations
of Ts and 1s.
The may
include using
apparatus
e.g. 23 is the
same as 2 Ts
and 3 1s
which is the
same as 1 T
and 13 1s.
Compare and
order a group
of numbers.
Begin to use <
and >
alongside = to
create
mathematical
statements,
illustrating that
they
understand
the meaning
of = e.g.
22 < 31 – 8
22 = 31 – 9
Read and
write numbers
correctly in
words e.g. 37,
thirty-seven
Solve simple
problems with
a broader
scope e.g.
Make as many
2 digit
numbers as
you can from
a 3, 5 and a 7
and put them
in order from
the smallest to
the biggest.
Reasons with
estimation and
representing
numbers.
Uses place
value to
reason e.g.
partitions 64
into 50 and 14
to aid mental
calculation.
Show
reasoning
when
comparing
numbers and
using <, > and
=.
e.g.
23 + ? > 27
Reason with
numbers
expressed as
numerals and
words e.g.
write five
different
numbers as
words and
then order
them from the
longest to
shortest.
Reasons with
place value
and other
aspects of
number e.g.
Find the twodigit number
with 1 odd and
1 even digit
that add up to
5.
representations
including the
number line.
understanding
of place
value, though
may still
need to use
apparatus to
support
them e.g. by
stating the
difference in
T and 1s
between 77
and 33 as 40
and 4.
Expected
Standard
Greater
Depth
Recognise
the place
value of each
digit in a twodigit
numbers
(tens, ones).
Working
Towards
Number and Place Value
Number
Adds and
subtracts
numbers using
concrete
objects, pictorial
representations,
and mentally,
including a 2digit number and
1s.
Adds and
subtracts
numbers using
concrete
objects, pictorial
representations,
and mentally,
including a 2digit number and
10’s.
Use number
bonds and
related
subtraction facts
within 20 e.g.
18 = 9 + ?
15 = 6 + ?
Add and
subtract a twodigit number and
tens
e.g. 46 + 20 =
Demonstrate
their method
using concrete
apparatus or
pictorial
representations
Can solve addition and subtraction
problems where the operation is less
clear e.g. Jack has 25p and Susan has
41p. How much more money does
Susan have than Jack?
Use number
bonds and related
subtraction facts
within 100 e.g.
uses 3 + 6 = 9 to
help solve:
Add and
subtract a twodigit number and
ones
e.g. 23 + 5 =
Demonstrate
their method
using concrete
apparatus or
pictorial
representations
Can add TU and
U mentally.
Can add and
subtract TU and U
numbers mentally
where no
regrouping is
required.
Can add and
subtract a twodigit and a one
digit number
mentally where
regrouping is
required e.g.
52 – 9 =
Can add and
subtract a threedigit number and
10s where
regrouping is
required e.g.
123 – 30 =
Add and subtract
a two-digit
number and 10s
mentally e.g.
87 – 40 =
Expected
Standard
Recalls and uses
addition and
subtraction facts
to 20 fluently,
and derives and
uses related
facts up to 100.
Working
Towards
30 + ? = 90
43 + ? = 49
Solve problems that involve more
than one step. e.g. Jack has 35p in
his purse and 23p in his piggy bank.
Susan has a 50 coin. How much more
money does Jack have than Susan?
Use number
bonds to reason
e.g. Use
30 + 70 = 100
to derive
34 + ? = 90
Greater
Depth
Addition and Subtraction Solves
Solves problems
problems with
with addition
addition and
and subtraction
subtraction
applying their
using concrete
increasing
objects and
knowledge of
pictorial
mental and
representations
written methods.
including those
involving
numbers,
quantities and
measures
Solve simple addition and subtraction
problems e.g. Jack has 25p and Susan
has 41p, how much money do they
have altogether?
Shows that addition
of two numbers can
be done in any order
and subtraction of
one number from
another cannot.
Add and subtract 2
two-digit numbers
within 100 where no
regrouping is required
e.g. 23 + 14 =
Can add 2 two-digit
numbers mentally
where no regrouping
is required.
Add 2 two-digit
numbers within 100
e.g. 48 + 35
(regrouping required).
Subtract 2 two-digit
numbers where
there is no
regrouping required
e.g. 74 – 33 =
Demonstrate their
method using
concrete apparatus
and pictorial
representations.
Can add and subtract
2 two-digit numbers
mentally where no
regrouping is required.
Can add and
subtract 2 two-digit
numbers mentally
where regrouping is
required e.g. 52 – 27
e.g. 91 -73
Add and subtract 3
single digit numbers
using concrete objects
and pictorial
representations.
Identifies number
sentences that do and
do not make sense
e.g.
3+6=9
6+3=9
9–6=3
6–9=3
Add and subtract 3
single digit numbers
mentally.
Can produce the 4
correct variations of
an +/- number
sentence e.g.
3+6=9
6+3=9
9–6=3
9–3=6
Recognise the
inverse relationships
between addition
and subtraction and
use this to check
calculations and
work out missing
number problems
e.g.
? – 14 = 28.
Reason about
addition e.g. the sum
of 3 odd numbers
will always be odd.
Reasons with
commutivity to help
solve problems.
Solve more complex
number problems
e.g. 14 + ? – 3 = 17
e.g. 14 + ? = 15 + 27
Recognises and
uses the inverse
relationship between
addition and
subtraction and use
this to check
calculations and
solves missing
number problems.
Use the inverse
relationship between
addition and
subtraction to answer
simple missing
number problems e.g.
12 + ? = 19
? + 30 = 53
Greater
Depth
Adds and subtracts
numbers using
concrete objects,
pictorial
representations, and
mentally, including
adding 3 single-digit
numbers.
Expected
Standard
Adds and subtracts
numbers using
concrete objects,
pictorial
representations,
and mentally,
including two 2digit numbers.
Working
Towards
Addition and Subtraction Recalls and
uses
Recognises
odd and even
numbers and
explains how
you know a
particular
number is
odd or even.
Makes
connections
between
multiplication
and division
by 2 and
doubling and
halving,
using these
to reason
about
problems and
calculations.
Recall
multiplication
and division
facts for the
2s, 5s and
10s.
Reads and
interprets,
multiplication
and division
statements,
recognising x,
÷ and =
Identifies
number
sentences
that do and
do not make
sense e.g.
7 x 5 = 35
5 x 7 = 35
35 ÷ 5 = 7
7 ÷ 35 = 5
Recognise or
list odd and
even
numbers.
Recall
doubles and
halves to 20
e.g. double 2
is 4, double 5
is 10 and half
of 18 is 9.
Recall and
use
Writes
multiplication
and division
statements for
simple
problems.
e.g. make 7
groups from
35 blocks
and write
35 ÷ 5 = 7.
Can produce
the 4 correct
variations of
an x/÷
number
sentence e.g.
7 x 5 = 35
5 x 7 = 35
35 ÷ 5 = 7
35 ÷ 7 = 5
Demonstrate
Solve simple
x and ÷
problems
where the
operation is
clear and
aided by
pictures. e.g.
Tom and Ben
share out 18
sweets. How
many do they
get each?
Use
Use
knowledge of
odd or even
numbers in
problemsolving
contexts e.g.
number
sorting
machines,
investigating
statements
like ‘The sum
of two even
numbers is
always an
even number’.
Reason
about odd
and even e.g.
the sum of 3
odd numbers
will always
be odd.
Use
knowledge of
doubles and
halves to
solve
problems e.g.
16 ÷ 2 =
10 ÷ 2 = 5
6÷2=3 .
8 8
multiplication
and division
facts for the
2, 5 and 10
multiplication
tables.
multiplication
and division
facts for the
2s, 5s and
10s to solve
simple
problems.
commutativity
as
necessary.
Multiplication and Division
Use
multiplication
facts to
make
deductions
outside
known
multiplication
facts e.g.
18 x 5 cannot
= 92 because
multiples of
5 end in 0 or
Reasons
with
multiplication
and division
statements
e.g. can
recognise
the
relationship
between +/and x/÷ and
simplify
Reason with
commutativity
to help solve
problems.
multiplication
and division
facts for the
2s, 5s and
10s to solve
simple
problems.
e.g. share 40
cherries
between 10
and write
40 ÷ 10 = 4
e.g.
Altogether
six 5p coins
makes 30p.
Solve word
problems
that involve
more than
one step e.g.
which is
more, 4
packets of 5
or 3 packets
of 10
biscuits?
Determine
Reason about
doubling and
halving e.g.
investigate
the question
‘If you halve
an even
number, will
you always
get an odd
number as
the answer?’
Greater
Depth
Solves
problems
involving
multiplication
and division,
using
materials,
arrays,
repeated
addition,
mental
methods, and
multiplication
and division
facts,
including
problems in
contexts.
Expected
Standard
Shows that
multiplication
of two
numbers can
be done in
any order and
division of
one number
by another
cannot.
Working
Towards
Calculates
mathematical
statements
for
multiplication
and division
within the
multiplication
tables and
writes them
using the
multiplication
(x), division
(÷) and
equals (=)
signs.
5.
addition
statements
as
multiplication
statements:
10 + 10 + 10
+5+5
= 3 x 10 + 2 x
5
= 4 x 10.
remainder
given known
facts e.g.
Given
15 ÷ 5 =3 has
a remainder
of 0, deduce
16 ÷ 5 will
have a
remainder of
1.
Identify name and write 1/3, ¼, 2/4, ¾ and
knows that all parts must be equal parts of
the whole.
Find ½, 1/3, ¼, 2/4 and ¾ of an amount and
write the statements ½ of x = y. Appreciate that
½ and 2/4 are equivalent.
Reasons with fractions e.g. uses pictorial
representations to investigate whether two ¼s
are bigger than 1/3.
Reasons with fractions of amounts and simple
equivalences. e.g. Can find and compare
fractions of amounts e.g. ¼ of £20 = £5 and
½ of £8 = £4 so ¼ of £20 is greater than ½ of
£8.
Greater
Depth
(A) Writes simple fractions for example 1/2 of
6 = 3 and recognises the equivalence of 2/4
and 1/2.
Find ½, 1/3, ¼ of an amount.
Expected
Standard
Recognises, finds, names and writes
fractions 1/3, 1/4, 2/4 and 3/4 of a length,
shape, and set of objects or quantity.
Identify, name and write ½, 1/3 and ¼ of a
shape, length or quantity. Know that all parts
must be equal parts of the whole.
Working
Towards
Fractions (Decimals & Percentages)
SSM and Statistics
Measurement Can compare
and order at
least 2 items by
direct
comparison for
length, mass and
volume/capacity,
recording results
using >, < and =.
e.g. ‘The mass of
this bag is
greater than this
bag’.
Can compare
and order at
least 3 items with
reference to
standard units of
measure for
length, mass and
volume/capacity,
recording results
using >, < and =.
e.g. ‘The
capacity of this
jug is 500ml
which is greater
than 200ml but
less than 1 litre’.
Uses reasoning
when comparing
and ordering
items using
standard units of
measure.
e.g. ‘The
capacity of this
bag is ¼ of this
bag’.
e.g. ‘This pencil
is 20cm long and
this one is half
as long. It is
10cm’.
Solve simple addition and subtraction
problems e.g. Jack buys an apple for
25p and a banana for 30p. How much
does Jack spend? Can solve addition and subtraction
problems where the operation is less
clear e.g. Jack spends 55p at the
shop. How much change would he get
from a £1 coin? Solve problems that involve more
than one step. e.g. Jack buys an
apple for 25p, a banana for 16p and
an orange for 40p. How much change
would he get from a £1 coin. Greater
Depth
Reasons when measuring e.g. read
scales in divisions of ones, twos,
fives and tens in a practical
situation where not all numbers
on the scale are given. Routinely
selects appropriate measuring
equipment, justifying choices e.g.
‘I’m using this 2 litre measuring jug
because I’ve estimated that I have
more than 1 litre here’. When
estimating, consistently makes
reference to units and may notice
some simple equivalences e.g. this
is 1 litre or 1000ml of water.
Solves simple problems in a
practical context involving addition
and subtraction of money of the
same unit, including giving change.
Expected
Standard
Read scales in divisions of 2s, 5s
and 10s in a practical situation
where all numbers on the scale
are given e.g. pupil reads the
temperature on a thermometer or
measures capacities using a
measuring jug. Is able to select
appropriate measuring equipment
without first being shown options.
Routinely differentiates between
m/cm, g/kg and ml/l when recording
units, noticing some errors ‘25m
seems very long for a pencil’. When
estimating, regularly refers to units.
Compares and
orders lengths,
mass,
volume/capacit
y and record
the results
using >, < and
=.
Working
Towards
Chooses and uses appropriate
standard units to estimate and
measure length/height in any
direction (m/cm), mass (kg/g);
O
temperature ( C); capacity
(litres/ml) to the nearest
appropriate unit, using rulers,
scales, thermometers and
measuring vessels.
Read scales in divisions of 1 in
practical situations where all
numbers on the scale are given. Is
able to choose the appropriate
measuring equipment when given a
range to choose from. When
recording measurements, is starting
to differentiate between m/cm, g/kg
and ml/l by copying the relevant units
from the measuring tool. When
estimating, is starting to refer to
units.
Compares and
sequences
intervals of
time.
Use the same £
or p coin to make
make a given
value e.g.
5 x 10p = 50p.
Express an array
of the same coin
using the £ or p
symbol.
e.g. 5 x £1 = £5
e.g. 5 x p = 25p Make different
combinations of
the same coin to
make an amount
e.g.
5 x 10p = 50p
10 x 5p = 50p
Use a range of £
and p coins to
make any
amount.
Express an array
of coins using
the £ and p
symbols.
e.g. £ 1.32 Use different
coins to make
the same
amount,
including
combining
different coin
values e.g. use
coins to make
50p in different
ways.
e.g. how many
£2 are needed
to exchange for
a £20 note.
Can calculate
time intervals
within the hour
using the
knowledge that
there are 5
minutes between
each number on
an analogue
clock. Times will
usually be
expressed
visually on clock
faces.
Can compare
and sequence
time intervals
within the hour
using knowledge
that there are 5
minutes between
each number on
an analogue
clock. Times can
be expressed
visually or in
writing.
Reasons when
calculating time
intervals e.g.
calculates
minute intervals
over the hour.
e.g. calculates
intervals when
times are
expressed
digitally.
Knows the
number of
minutes in an
hour and the
number of hours
in a day.
Read and draw
the time on the
clock to the
nearest 15
minutes
including a
secure
knowledge of
‘quarter past’,
‘half past’ and
‘quarter to’.
Can perform
simple calculations
with known time
facts e.g.
calculates half-anhour is 30
minutes, 2 days is
48 hours.
Read and draw
the time on the
clock to the
nearest 5
minutes.
Uses knowledge
of known time
facts to reason
mathematically
e.g. ¾ of a day is
18 hours.
Knows there are
60 minutes in an
hour and 24 hours
in a day. Knows
that 60 minutes is
one revolution of
the minute hand.
Knows that 24
hours is two
revolutions of the
hour hand.
Greater
Depth
Measurement Reasons when using coins to make
amounts e.g. finds the most efficient
way to make an amount and justify.
Tells and writes
the time to five
minutes,
including
quarter past/to
the hour and
draws the
hands on a
clock face to
show these
times.
Confidently
reads and draws
the time on an
analogue clock
to the hour and
half past the
hour.
Expected
Standard
Find different
combinations
of coins that
equal the same
amount of
money.
Working
Towards
Recognises and
uses symbols
for pounds (£)
and pence (p);
combines
amounts to
make a
particular value.
Describe properties
of 2D shapes e.g. a
triangle has 3 sides,
3 vertices and 1 line
of symmetry.
Describe properties
of 3D shapes e.g. a
pyramid has 8
edges, 5 faces, 4 of
which are triangles
and one is a square.
Reasons when using
2D shapes e.g. can
describe similarities
and differences of
2D shape
properties: finds 2
shapes that have
only one line of
symmetry.
Reason when using
3D shapes e.g. can
describe similarities
and differences of
3D shape
properties: a cube
and a cuboid have
the same number of
edges, faces and
vertices but can
describe what is
different about
them.
Compares and sorts
common 2D and 3D
shapes and
everyday objects.
Identifies 2D shapes
on the surface of 3D
shapes.
Compares and sorts
2D shapes by one
criterion or using two
disjointed criteria
e.g. lines of
symmetry/no lines of
symmetry.
e.g. symmetrical
straight-sided shapes/
unsymmetrical
straight-sided shapes
and symmetrical
curved-sided shapes/
unsymmetrical curvesided shapes.
Compares and sorts
2D and 3D shapes by
one criterion or by
using two disjointed
criteria e.g.
More than 4 straight
sides or edges/less
than 4 straight sides
or edges.
e.g. 2D straight-sided
shapes/2D curvedsided shapes and 3D
straight-edged
shapes/ 3D curvededged shapes.
Shows reasoning by
comparing and sorting
2D and 3D shapes by
two criteria, possibly
making use of a
Carroll or Venn
diagram.
Identifies the different
2D shapes that make
up the faces of a 3D
shape.
Identifies and counts
the different 2D shapes
that make up the faces
of a 3D shape. e.g.
‘A square-based
pyramid has 5 faces,
4 of which are
triangles and one is a
square.’
Can sort 3D shapes
using 2D shape of face
as the criterion e.g.
triangle faces/no
triangle faces. Reasons with 2D
shapes as 3D shape
faces e.g. can predict
or draw the 2D shape
that makes up the
hidden face of a 3D
shape.
Greater
Depth
Identifies and
describes the
properties of 3D
shapes, including
the number of
edges, vertices and
faces.
Recognise and
name cuboids,
cubes, pyramids
and spheres a group
of shapes or from
pictures of the
shapes.
Expected
Standard
Identifies and
describes the
properties of 2D
shapes, including
the number of sides
and line symmetry
in a vertical line.
Recognise and
name triangles,
rectangles, squares
and circles from a
group of shapes or
from pictures of the
shapes.
Working
Towards
Geometry – Properties of Shapes
Orders and arranges combinations of
mathematical objects in patterns and
sequences.
Geometry – Position & direction
Reasons when describing position, direction and
movement e.g. can give directions to someone
they are facing (i.e. left is right, right is left,
clockwise is anti-clockwise etc.)
Greater
Depth
Reasons when ordering, arranging and
continuing patterns and sequences
e.g. the pattern doubles each time it repeats:
unnuunnnnuuuunnnnnnnn Expected
Standard
Orders, arranges and continues patterns and
sequences using a series containing
mathematical objects that may be used more
than once e.g. u¢nnnu¢nnnu¢ Working
Towards
Orders, arranges and continues patterns and
sequences using a series containing
mathematical objects only used once e.g.
nu¢nu¢nu¢ Uses mathematical vocabulary to describe
position, direction and movement, including
movement in a straight line and
distinguishing between rotation as a turn
and in terms of right angles for quarters, half
and three-quarter turns (clockwise and anticlockwise).
Describe position in terms of prepositions
including on, under, in-between, next to,
besides.
Describes and instructs direction and movement
using forwards, backwards, diagonal, sideways,
left and right. There is limited ability to
differentiate between movement in a straight line
and a turn.
Describes position in terms of prepositions
including left and right.
Describes and instructions direction and
movement, making a clear distinction between
straight line and turning movements.
Interprets and constructs
simple pictograms, tally
charts, block diagrams and
simple tables.
Statistics Can count out how many
votes/people took part.
Can compare different
categories within the data e.g.
How many more people have a
cat than a dog?
Can reason when comparing
categorical data e.g. how many
more people have pets with fur
than have pets with feathers?
Greater
Depth
Can construct pictograms,
tally charts, block diagrams
and tables using a range of
correspondences.
Can interpret a simple
pictogram, tally chart, block
diagram or table in deeper
ways.
e.g. What doesn’t this
pictogram show that would be
interesting to know? Expected
Standard
Can construct simple
pictograms, tally charts, block
diagrams and tables using a
1:2 correspondence.
Can interpret a simple
pictogram, tally chart, block
diagram or table.
e.g. What does this pictogram
show?
Ask and answer questions
about totalling and
comparing categorical data.
Working
Towards
Can complete simple
pictograms, tally charts, block
diagrams and tables using a
1:1 correspondence.
Can ‘read off’ information from
a simple pictogram, tally chart,
block diagram or table.
e.g. How many different
favourite colours are there in
this class?
Asks and answers simple
questions by counting the
number of objects in each
category and sorting the
categories by quantity.
Can ask and answer
questions that require
information to be ‘read off’ a
simple pictogram, tally chart,
block diagram or table using a
1:1 correspondence.
e.g. How many people in our
class think red is their
favourite colour?
Can sort categories by their
quantities in simple ways.
e.g. Identify the most or least
popular category. Can ask and answer
questions by interpreting a
simple pictogram, tally chart,
block diagram or table using a
1:2 correspondence.
e.g. How many people have a
pet cat?
Can sort categories by their
quantities in more challenging
ways.
e.g. Identify categories that
have more than/ less than y.
Can ask and answer
questions by interpreting a
pictogram, tally chart, block
diagram or table using one of
a range of correspondences.
Can sort categories by their
quantities in deeper ways.