. Year 1 Number and Value – 7 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions Emerging Sufficient evidence the ability to: Count to and across 20, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 10 in numerals. a number, identify 1 more and 1 less. Identify and represent numbers using objects and pictorial representations. Use the language of: more than, less than (fewer), most, least Read and numbers from 1 to 10 in numerals and words. Sufficient evidence the ability to: Find the of two groups by combining. Calculate subtractions through taking away. Represent addition and subtraction calculations using objects and pictorial representations. Know and use addition and subtraction number facts to 5 and some facts to 10. Add and subtract one-digit numbers. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations. Sufficient evidence shows the ability to: to recall doubles and halves of numbers to 5. Count in multiples of 2 and 10. Solve simple problems involving grouping and sharing with pictorial representations and arrays with the support of the teacher. Sufficient evidence shows the ability to: Recognise, find and name a half as 1 of 2 parts of an object, shape or quantity. Year 1 Number and Place Value – 9 -11 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Expected Sufficient evidence shows the ability to: Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s. Given a number, identify 1 more and 1 less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Read and write numbers from 1 to 20 in numerals and words. Sufficient evidence shows the ability to: Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs. Represent and use number bonds and related subtraction facts within 20. Add and subtract and two-digit numbers to 20, including 0. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9. Sufficient evidence the ability to: Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Sufficient evidence shows the ability to: Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity. Recognise, find and name a quarter as 1 of 4 parts of an object, shape or quantity. Year 1 Number and Place Value – 12 points Number and Value Addition and Subtraction Multiplication and Division Fractions
Exceeding All aspects of number and place value at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate fluency when counting to and across 100, forwards and backwards, beginning with 0 or 1, or from any number and when counting in multiples of 2s, 5s and 10s. Consistently identify 1 more and 1 less from a number and use in solving problems. Identify and represent numbers increasingly complex representations including the number line. Consistently use the language of: equal to, more than, less than (fewer), most, least accurately when comparing numbers and expressions. All aspects of addition and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs. Recall and use number facts to 20 fluently and use these to derive new unknown facts. Add and subtract one-digit and two-digit numbers to 20 mentally. Solve two-step problems that involve addition and subtraction, using concrete objects and pictorial representations. Solve missing number problems using a wider range of numbers. All aspects of multiplication and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Count in 2s, 5s, and 10 from 0 to answer questions involving x facts. Begin to understand division as the inverse of multiplication and use facts in problem solving. Recall doubles and halves of numbers to 20. Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays. All aspects of fractions at the national standard are embedded. Sufficient evidence shows the ability to: Recognise, find and name a half and quarter of a length, shape, set of objects or quantity. Year 1 Geometry and Measures – 7 points Measures Geometry – Properties of Shapes Geometry – Position and Movement
Emerging Sufficient evidence shows the ability to: Use the language of measures to make direct comparisons between 2/3 objects. Solve simple measure problems (length, mass/weight, capacity and volume and time) in a practical context using direct comparison and non-standard units. Recognise and sort coins to £1. Use language related to time e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. Tell the time to the nearest hour. Sufficient evidence shows the ability to: Recognise and name some common and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Sort shapes based on simple properties. Sufficient evidence shows the ability to: Describe position, direction and movement, including whole, half -turns. Year 1 Geometry and Measures – 9 - 11 points Measures Geometry – Properties of Shapes Geometry – Position and Movement
Expected Sufficient evidence shows the ability to: Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) recognise and know the of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] . Recognise and use language relating to dates, including days of the week, weeks, months and years. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Sufficient evidence shows the ability to: Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. Sufficient evidence shows the ability to: Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Year 1 Geometry and Measures – 12 points Measures Geometry – Properties of Shapes Geometry – Position and Movement
Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Use knowledge of measures in solving problems of increasingly complexity. Solve more complex problems involving money and other measures including time. Be able to apply knowledge of measures to other curriculum areas in practical activities. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Compare and sort shapes using 1 criterion. Recognise and name common 2-D and 3-D shapes, describing their properties using increasingly sophisticated mathematical vocabulary. Reason about and solve more complex problems relating to shapes and their properties. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of position to problem solving across the curriculum. Solve more complex problems involving position and movement. Year 2 Number and Place Value – 13 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Emerging Sufficient evidence shows the ability to: to and across 100, forwards or backwards, beginning with 0 or 1, or from any given number. in multiples of 2s, 5s and 10s. Count in steps of 10 within 100, starting from any number. Read and write numbers from 1 to 100 in numerals, and up to 20 in words (not necessarily spelled correctly). Use the place value of each digit to order numbers to 100. Know the number that is 1 more and 1 less than any number up to 100. Use the language of least. Identify and represent numbers using objects, structured apparatus and number lines. Use value and number facts to solve simple problems. Sufficient evidence the ability to: Recall and use addition and subtraction facts for all numbers up to 10. Add and subtract numbers mentally, including: 2 numbers, a number up to 20 and 1s. Add and subtract numbers using concrete objects, pictorial representations and the written columnar method including: a two-digit number and 1, adding 3 single-digit numbers with a total up to 20. Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=). missing number addition problems involving single-digit numbers. simple 1 or 2 step problems with addition and subtraction. Show that addition can be done in any order (commutative). Sufficient evidence shows the ability to: Recall multiplication for the 10 multiplication table and use them to derive division facts, and count in steps of 10 to answer questions. Recall and use doubling and halving for numbers up to double 10 and other significant doubles. Recognise odd and even numbers to 20. Solve simple problems involving grouping and sharing, using objects, pictorial representations and arrays. Sufficient evidence shows the ability to: Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity. Begin to solve simple problems involving fractions. Year 2 Number and Place Value – 15-17 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Expected Sufficient evidence shows the ability to: Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Recognise the place value of each digit in a two-digit number (tens, ones). Identify, represent and estimate numbers using different representations, including the number line. Compare and numbers from 0 up to 100; use <, > and = signs. Read and numbers to at least 100 in numerals and in words. Use value and number facts to solve problems. Sufficient evidence shows the ability to: problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods. Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones, a two-digit number and tens, two two-digit numbers. Add three one-digit numbers. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. Sufficient evidence shows the ability to: Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers. Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs. Show that multiplication of two numbers can be done in any (commutative) and division of one number by another cannot. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Sufficient evidence shows the ability to: Recognise, find, name and write fractions 1/2, 1/3, 1/4, 2/4, 3/4 of a length, shape, set of objects or quantity. Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4 and ½. Year 2 Number and Place Value – 18 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Expected Sufficient evidence shows the ability to: Choose and use appropriate standard to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels. Compare and order lengths, mass, volume/capacity and record the results using >, < and =. Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value Find different combinations of coins that equal the same amounts of money. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. Compare and sequence intervals of time. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. Know the number of minutes in an hour and the number of hours in a day. Sufficient evidence shows the ability to: Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line. Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces. Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]. Compare and sort common 2-D and 3-D shapes and everyday objects. Sufficient evidence shows the ability to: Order and arrange combinations of mathematical objects in patterns and sequences. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise). Sufficient evidence shows the ability to: Interpret and construct simple pictograms, tally charts, block diagrams and simple tables. Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity. Ask and answer questions about totalling and comparing categorical data. Year 2 Geometry and Measures – 18 points
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence the ability to: Find all possible combinations of coins to equal a given amount or how to pay a given amount using the fewest possible number of coins. Know that there are 60 minutes in an hour and 24 hours in a day and use these facts to solve problems. Tell and write the time to 5 minutes and draw hands on a clock face to show these times. Solve more complex problems involving, money and other measures, including time. Reason about multiplicative relationships between specific measured quantities, drawing on knowledge of 2, 5 and 10 tables and knowledge of fractions. All aspects of shape at the national standard are embedded. Sufficient evidence the ability to: Compare and sort common 2-D and 3-D shapes and common objects, using more than 1 criterion, identifying and describing their properties. Reason about and solve more complex problems involving shapes and their properties. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Order and arrange combinations of mathematical objects in more complex patterns and sequences. Solve more complex problems involving position and direction. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Interpret and construct pictograms (where the symbols show many to one correspondence), block diagrams (where the scale is divided into 2s or 5s) and more complex tables Use more complex charts to ask and answer questions by reading from the chart the number of objects in each category, sorting the categories by quantity, totalling and comparing categorical data. Year 3 Number and Place Value – 19 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Exceeding All aspects of number and place value at the national standard are embedded. Sufficient evidence shows the ability to: Show fluency in the use of number facts and are able to make generalisations based on these to find unknown facts. Demonstrate a secure understanding of place value and have fluency when working with numbers up to and above 1000. Apply place value and number facts knowledge to solving problems involving number and place value in a range of familiar and unfamiliar contexts. All aspects of addition and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate rapid recall of number facts which they can use to generate new unknown facts. Use rapid recall of number facts to support their repertoire of calculation strategies, both mental and written. Use a of efficient written and mental calculation strategies to use in calculation. Draw on repertoire of calculation strategies in problem solving, explaining their choices and communicating their reasoning. Communicate their ideas as well as following a reasoned argument. All aspects of multiplication and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate rapid recall of multiplication and division facts and the ability to use these to derive related facts to solve problems. Show a repertoire of written and mental calculation methods to solve problems that involve multiplication and division. They are able to communicate their reasoning and explain their thinking. Apply their understanding of multiplication and division to a wider range of problem solving contexts such as shape and measures. All aspects of fractions at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of fractions to solving problems of increasingly complexity. Show understanding of the connections between areas of learning in fractions such as the ability to recognise equivalency and links to decimal place value. Use fractions in problem solving, explaining reasoning in problems involving measures shape and statistics. Year 3 Geometry and Measures – 19 points Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Use a wide of tools when working with measures and can move more fluently between different units. Use understanding of other areas of the curriculum to solve problems and calculations involving measures e.g. multiplication. Apply their understanding to solve problems of increasing complexity and can reason about their choices. All aspects of shape at the national standard are embedded. Sufficient evidence the ability to: Apply knowledge and understanding of the properties of shapes to a wider range of regular and irregular 2D and 3D shapes. Work with an increasing level of accuracy describing the properties of shapes. Apply their knowledge and understanding to solving problems of increasingly complexity as well as communicating their reasoning. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: knowledge of position and movement to solving problems. Be able to use mathematical vocabulary to describe the position and movement of a given unit. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Interpret data to answer questions related to problems across the curriculum. Interpret data and read scales with increased accuracy with different divisions using knowledge of number. Pose their own questions and formulate hypothesis and make decisions about how to collect data to solve problems. Reason and explain their decisions. Year 4 Number and Place Value – 25 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Emerging Sufficient evidence shows the ability to: Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number. Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). Compare and order numbers up to 1000. Identify, represent and estimate numbers using different representations. Read and numbers up to 1000 in numerals and in words. Solve number problems and practical problems involving these ideas. Sufficient evidence shows the ability to: Add and subtract numbers mentally, including: a number and ones, a three-digit number and tens, a three-digit number and hundreds. Add and subtract numbers with up to digits, using formal written methods of columnar addition and subtraction. Estimate the answer to a calculation and use inverse operations to check answers. Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Sufficient evidence shows the ability to: Recall and use multiplication and division for the 3, 4 and 8 multiplication tables. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for numbers times one-digit numbers, using mental and progressing to formal written methods. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects. Sufficient evidence shows the ability to: Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10. Recognise, find and write fractions of a discrete set of objects: unit fractions and fractions with small denominators. Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators. Recognise and show, diagrams, equivalent fractions with small denominator. Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 ]. Compare and order unit fractions, and fractions with the same denominators. Solve problems that involve all of the above. Year 4 Number and Place Value – 27-29 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Convert fluently and efficiently between different units of measures and be able to reason about the multiplicative relationship between related measures. Use their understanding of the concepts related to measures to solve increasingly complex problems. Make connections to other areas of mathematics such as fractions, decimals and use this to solve problems. Communicate reasoning and talk about mathematics using appropriate language. Apply knowledge of measures to other areas of the curriculum such as science. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Sort and classify shapes using a range of criterion using mathematically appropriate vocabulary. Apply knowledge of shapes to solving problems with increasing complexity explaining reasoning. Make and connections with other areas of the curriculum. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Solve increasingly complex problems involving position and movement. knowledge and understanding of position and movement to other curriculum areas such as geography and science. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Use knowledge of data handling to pose hypothesis and answer questions through the analysis and interpretation of data. Draw conclusions based on data and be able to justify reasoning. Year 5 Number and Place Value – 31 points Number and Place Value Addition and Subtraction Multiplication and Division Fractions
Emerging Sufficient evidence the ability to: Convert between different units of measure [for example, kilometre to metre; hour to minute]. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Find the area of rectilinear shapes by counting square. Estimate, compare and calculate different measures, including money in pounds and pence. Read, write and convert time between analogue and digital 12- and 24-hour clocks. Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days. Sufficient evidence shows the ability to: Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. Identify acute and obtuse angles and compare and order angles up to two right angles by size. Identify lines of symmetry in 2-D shapes presented in different orientations. Complete a simple symmetric figure with respect to a specific line of symmetry. Sufficient evidence shows the ability to: Describe positions on a 2-D grid as coordinates in the first quadrant Describe movements between positions as translations of a unit to the left/right and up/down. Plot specified points and draw sides to complete a given polygon. Sufficient evidence the ability to: Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs. Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. Year 5 Geometry and Measures – 33-35 points Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Expected Sufficient evidence the ability to: Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre & millilitre). Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints. Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres. Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2 ) and square metres (m2 ) and estimate the area of irregular shapes. Estimate volume [for example, 1 cm3 blocks to build cuboids (including cubes)] and capacity [for example, using water]. Solve problems involving converting between units of time. Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Sufficient evidence shows the ability to: Identify 3-D shapes, including cubes and other cuboids, from 2-D representations. Know angles are measured in degrees: estimate and compare obtuse and reflex angles. Draw angles, and measure them in degrees (˚). Identify: angles at a point and one whole turn (total 360˚) angles at a point on a straight line & 1/2 a turn (total 180˚) and other multiples of 90˚. Use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular and irregular polygons based on reasoning about equal sides and angles. Sufficient evidence shows the ability to: Identify, describe and represent the position of a following a reflection or translation, using the appropriate language, and know that the shape has not changed. Sufficient evidence shows the ability to: Solve comparison, sum and difference problems using information presented in a line graph. Complete, read and interpret information in tables, including timetables. Year 5 Geometry and Measures – 36 points Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Expected Sufficient evidence shows the ability to: Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate. Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places. Convert between miles and kilometres. Recognise that shapes with the same areas can have different perimeters and vice versa. Recognise when it is possible to use formulae for area and volume of shapes. Calculate the area of parallelograms and triangles. Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3 ) and cubic metres (m3 ), and extending to other units [for example, mm3 and km3 ]. Sufficient evidence the ability to: Draw 2-D shapes given dimensions and angles. Recognise, describe and build simple 3-D shapes, including making nets. Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons. Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Sufficient evidence the ability to: Describe positions on the full coordinate grid (all four quadrants). Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. Sufficient evidence shows the ability to: Interpret and construct pie charts and line graphs and use these to solve problems. Calculate and interpret the mean as an average. Year 6 Geometry and Measures – 42 points Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of other areas of the curriculum to their understanding of and problem solving with measures. E.g. squares, cubes, fractions, multiplication decimals. Convert fluently and efficiently between different units of measures and be able to reason about the multiplicative relationship between related measures. Use their understanding of the concepts related to measures to solve increasingly complex problems. Communicate reasoning and talk mathematics using sophisticated mathematical language. Apply knowledge of measures to other areas of the curriculum such as science. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Sort and classify shapes using a wide range of criterion using increasingly sophisticated mathematically appropriate vocabulary. Creatively apply knowledge of shapes to solving problems with increasing complexity and be able to justify reasoning and communicate their thinking. Make links and connections with other areas of the curriculum and be able to generalise their understanding. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Solve increasingly complex problems involving position and movement. Apply knowledge and understanding of position and movement to other curriculum areas such as geography and science. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Use knowledge of data handling to pose hypothesis and answer questions through the analysis and interpretation of data. Draw conclusions based on data and be able to communicate reasoning. Be able to look for alternative explanations and hypothesis. Use understanding of statistics in other curriculum areas.