The easy answer is ‘It means a child has scored enough marks on the three KS2 National Curriculum Test (SATs) papers to get the ‘magic’ 100’.

For example, in 2017 a child had to get a raw score of at least 57 marks, in 2018 at least 61 marks and in 2019 at least 58 marks.

Great … but that doesn’t help a KS2 teacher/parent support a child to achieve expected standards by the end of KS2, support a seamless KS2 – KS3 curriculum transition or help a secondary teacher understand the mathematical profile of a pupil who has achieved expected standards at the end of KS2? The scaled scores don’t help answer questions such as:

Can a pupil working at the expected standard ….

+, –, x and  ÷ negative numbers?

+, –, x and  ÷ fractions?

find the area of 2-D shapes?

use coordinates in all four quadrants?

calculate the mean, mode, median and range of a set of data?

find the probability of getting a 4 when rolling a die?

The answers to these questions, and others, can be found in this useful document

Section 6 lists the 35 key mathematical concepts children working at the expected standard are able to do … so much more helpful than a spreadsheet full of scaled scores!!!

So … can a pupil working at the ‘expected standard’ +, –, x and ÷ negative numbers?

No … pupils working at the ‘expected standard’ should be able to calculate intervals across zero such as   -2 + 5, 3 – 5 using a number line but not calculate -2 – -5, 3 + -6 or any calculation involving the x and ÷ of negative numbers. These calculations, and the associated use of reversible counters and zero pairs, should not be assumed by secondary teachers and need to be taught in KS3.

Can a pupil working at the ‘expected standard’ +, –, x and ÷ fractions?

No … pupils working at the ‘expected standard’ should be able to add and subtract fractions with denominators that are the same or multiples of each other, such as:

No … pupils working at the ‘expected standard’ should be able to add and subtract fractions with denominators that are the same or multiples of each other, such as: 2/7 + 3/7, 2/3 – 1/6

They can also add and subtract fractions and mixed numbers with the same denominators or multiples of each other, such as: 1 1/7 + 4/5, 1 2/5 – 4/5

They may be able to do ‘more complex fraction calculations’ such as:

  • adding and subtracting fractions with denominators that are not multiples of each other, e.g.
    1/4 + 1/3
  • multiplying simple pairs of fractions, e.g. 1/4 x 1/2
  • dividing fractions by a whole number, e.g. 3/5 ÷ 3

Multiplying more complex pairs of fractions, dividing a fraction by a fraction and +, –, x,  ÷ mixed numbers should not be assumed by secondary teachers and need to be taught in KS3.

Can a pupil working at the ‘expected standard’ pupil find the area of 2-D shapes?

Yes … pupils working at the ‘expected standard’ should be able to ­estimate the area of shapes by counting squares and calculate the area of rectangles. They may be able to calculate the areas of triangle and parallelograms but this should not be assumed by secondary teachers and, along with calculating the area of trapezia and circles, these need to be taught in KS3.

Note: A pupil may also be able to estimate the volume of 3-D shapes by counting cubes but calculating the volume of 3-D shapes should not be assumed by secondary teachers and needs to be taught in KS3.

Can a pupil working at the ‘expected standard’ pupil use coordinates in all four quadrants?

Yes … pupils working at the ‘expected standard’ should be able use coordinates in all four quadrants to describe and plot points. They will not have explored linear graphs, such as x = 2, y = 4, y = x, etc and should not be assumed by secondary teachers and needs to be taught in KS3.

Can a pupil working at the ‘expected standard’ calculate the mean, mode, median and range of a set of data?

No … pupils working at the ‘expected standard’ may be able to calculate the mean as an average for simplesets of discrete data. Describing, interpreting and comparing distributions of discrete, continuous and grouped data using appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers) firmly belong in the KS3 Programmes of Study and should, therefore, not be assumed by secondary teachers and these concepts need to be taught in KS3.

Can a pupil working at the ‘expected standard’ find the probability of getting a 4 when rolling a die?

No!! Probability is not a National Curriculum strand in the KS1 and KS2 Programmes of Study.

The KS2 Mathematics Test Framework also outlines the expectation that children working at expected standard can also solve problems and reason mathematically in line with the aims of the National Curriculum.

The content of the KS2 Mathematics Test Framework has been addressed fully in the Justaroo KS2 Ready, Set, Go KS2 Revision workbook.

Each spread provides an opportunity for pupils to:

More examples can be found here: https://justaroo.co.uk/the-ks2-thing/

The book focuses on the content necessary for all pupils to smash ‘expected standards’ and aim for greater depth at Key Stage 2. Covering the essential maths from Years 3, 4, 5 and 6, it develops pupils’ arithmetic and reasoning skills … with lots of opportunities for solving problems!

All information about the expected standards with links to Y3,4,5 and 6 Programmes of Study can be found in this spreadsheet developed by the wonderful Justaroo Team.

One final thought for secondary teachers … even if a pupil has met or not met the expected standards by the end of Key Stage 2, there is a clear expectation for secondary teachers in the KS3 Programme of Study to …