• Key Stage 1: Assessing the more able: Case study 1
• Key Stage 1: Assessing the more able: Case study 2

The tasks linked to this page provide schools with optional resources that can be used to support teacher assessment of more able pupils. They are designed for pupils working above the levels of the statutory national tests. They are not sufficient on their own to give a level of attainment and should be used in conjunction with other evidence of pupils’ achievements.

There are four English and three mathematics tasks available for more able pupils.

English:

• Mystery fruit
• Goldilocks
• Sunflowers
• Ug

Mathematics:

• Three-enders and six-enders
• Perimeters
• This and the next

Each of the English and mathematics tasks is supported by examples of children's work. Please see links on the right of the page.

Purpose of the tasks

The tasks have been designed to motivate, engage and challenge very able pupils. They will provide opportunities for:

• breadth – extending the range of what is learnt beyond the statutory national curriculum programme of study
• depth – by encouraging pupils to develop more sophisticated, complex or abstract thinking
• faster pace – enabling pupils to engage with material which is more demanding and can provide progression into ideas not normally encountered in the key stage.

How they can be used

Teachers may use the tasks in classroom lessons, extra curricular or enrichment programmes or as homework. There is no time limit and in most cases there are suggestions for extensions to the tasks. They can be used with an individual pupil, small groups or even an entire high ability group, if the teacher thinks they are working at a sufficient level.

Each task gives clear instructions, the resources required and guidance on how to administer the task. An assessment framework indicates evidence to look for, linked to the programme of study and to national curriculum levels.

The tasks benefit from initial discussion with and stimulation from the teacher. Teachers will need to use professional judgement about their interactions with pupils while the task is ongoing. Teachers will need to judge to what extent the pupil has demonstrated understanding of the assessment objectives. Similarly teachers will need to make careful judgements about the attainment of individual pupils when they are working collaboratively.