Worked example · Humanities · Year 1
DCF: Interacting and collaborating → Collaboration
Also assessed, LNF: Numeracy → Number system → Calculation
A finished Year 1 activity page, as a secure pupil might complete it, with notes on what to look for. It is also the answer key. In this example the pupil was the word writer on the pair’s paper slide, then swapped and drew the picture in Task 2. The pair chose Cardiff Castle and their slide went into box 3 of the class slide sorter: the choice and the slide number are invented examples. The Red table and Blue table are invented. Answers: Task 3, 4 + 3 = 7. Task 4, 3 more (7 + 3 = 10). Task 5, 6 + 4 = 10, 5 + 5 = 10, 8 + 2 = 10. Task 6, 10 take away 1 = 9, 9 + 1 = 10. The pupil’s marks are shown in blue.
picture maker
word writer
How did we work together? Tick.
we took turns
we listened
we agreed
we checked it fits
Look for: one job ringed, and it matches what you saw the pupil do on the pair’s paper slide (here, the word writer, who copied Cardiff Castle into the title box). The ticks should be honest: ask “How did you agree?” A pupil who can say “We both wanted the castle” or “I wanted the stadium, but my partner chose the castle and I chose the colours” is showing real collaboration. A pupil who leaves a box empty and can say why is also giving good evidence. Digital competence evidence: working with others to produce a piece of work.
Cardiff Castle
the Senedd
Principality Stadium
Cardiff Bay boats
Millennium Centre
Bute Park
Look for: the same place ringed as the partner (they agreed). The title is copied correctly from the card, with capital letters at the start of Cardiff and Castle because it is the name of a place. The picture is big, clear and shows something true about the place (the old tower on its mound and the clock tower). The slide number matches the box where the pair’s paper slide sits in the class slide sorter on the board. Together with the pair’s paper slide in the finished class slide sorter, this is the digital competence evidence: the pupil helped to make one part of a shared piece of work, did both jobs after swapping, and checked that the slide fits with the others.
4 + 3 = 7 slides altogether
Look for: 7. A secure pupil keeps 4 in their head and counts on 5, 6, 7; counting all 7 slides from 1 is also correct at Year 1. Check: 4 red slides and 3 blue slides make 7 slides, and 3 + 4 = 7 too. A pupil who writes 43 or 1 has copied the digits instead of combining the groups: ask them to touch and count each slide. Numeracy evidence: combining 2 groups to find how many altogether.
We have 7. We need 3 more.
7 + 3 = 10
Look for: 1 slide drawn in each of the 3 empty boxes (8, 9 and 10), and 3 written in both boxes. Check: 7 + 3 = 10. Listen for counting on from 7: “8, 9, 10, that is 3 more.” The drawings only need to be quick and show a Cardiff place. Common errors: writing 10 (the target) or 7 (the slides already there). Numeracy evidence: finding how many more are needed to make 10.
Look for: only the empty boxes coloured blue, and the number matching the blue boxes: 4, 5 and 2. Check each row: 6 + 4 = 10, 5 + 5 = 10, 8 + 2 = 10. A pupil who says 5 + 5 straight away, or spots that the top row of 5 is all red, is using the 2 rows of 5 to help. A pupil who writes 10 in every box has copied the total: point to the blue boxes and count them together. Numeracy evidence: using number facts to make 10 in different ways.
Look for: 9, then 10. Check: 10 take away 1 = 9, and 9 + 1 = 10. A secure pupil says “1 less than 10 is 9” and “1 more than 9 is 10” without counting every slide. A pupil who writes 10 in the first box has counted the crossed-out slide: remind them it was deleted, so it is not in the slideshow any more. Numeracy evidence: taking away to find how many are left, and finding 1 more and 1 less.