Year 6 Position and Direction End-of-Unit Assessment Tracker
How to use this spreadsheet:
Enter the names of the children who took the test into Column A.
For each question:
a) Type 1 into the question cell if that child answered the question correctly (e.g. scored 1 mark)
b) Type 0 into the question cell if that child answered the question incorrectly (e.g. scored 0 marks)
c) For questions that score more than 1 point for a correct answer the individual marks are assigned across adjacent
columns.
Colour Key
1: Student has answered the question correctly.
0: Student has answered the question incorrectly.
Each student's score is then broken down and analysed by assessment focus to show you the proportion that were
answered correctly. This may help you identify areas where children need further support. You can refer to the 'Addressing
Misconceptions' tab for further information on potential misconceptions and links to interventions that can help address
them.
Assessment: Position and Direction Assessment
Teacher Name: Date: Breakdown of Results by Assessment Focus
Assessment 1 2 3 4
Focus Code:
Assessment Focus
3 3 4 4 1 1 2 2 2 2 4 1 1 1 2 2 2 2 Number of 5 8 2 3
Marks:
Q1 (mark 1) Q1 (mark 2) Q2 Q3 Q4 (mark 1) Q4 (mark 2) Q5 (mark 1) Q5 (mark 2) Q6 (mark 1) Q6 (mark 2) Q7 Q8 Q9 (mark 1) Q9 (mark 2) Q10 (mark 1) Q10 (mark 2) Q11 (mark 1) Q11 (mark 2) Assessment Describe Draw and Draw and label Draw and label
Student Name Focus
positions on
the full
translate
simple shapes
a pair of axes
in all 4
rectangles
(including
coordinate on the quadrants with squares),
Draw and grid (all 4 coordinate equal scaling parallelograms
Draw
label quadrants) plane, and including the and
parallelograms,
rectangles reflect them in use of rhombuses,
Total specified by
(including the axes negative specified by
Predict coordinates in Describe
score squares)
missing the four positions on
numbers. coordinates in
Draw and label a pair of specified by Describe positions on the Draw and translate simple Describe positions on the full Describe positions and Draw simple shapes on the the four
(max 18 coordinates Describe positions and reflect quadrants, the full quadrants,
axes in all four quadrants coordinates, full coordinate grid (all four shapes on the coordinate coordinate grid (all four translate simple shapes on coordinate plane, and reflect
marks) using the them in the axes predicting coordinate predicting
with equal scaling predicting quadrants) plane quadrants) the coordinate plane them in the axes
properties of missing grid (all four missing
missing coordinates
shapes coordinates quadrants)
coordinates using the
using the
using the properties of
properties of
properties of shapes.
shapes
shapes
Anna 18 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 100% 100% 100% 100%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
Cohort Percentage: 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
Question Assessment
Detailed Assessment Focus
Number Focus Code
Draw and label a pair of axes in all four
1 3
quadrants with equal scaling
Draw and label rectangles (including
squares) specified by coordinates,
2 4
predicting missing coordinates using
the properties of shapes
Predict missing coordinates using the
3 4
properties of shapes
Describe positions on the full
4 1
coordinate grid (all four quadrants)
Draw and translate simple shapes on
5 2
the coordinate plane
Describe positions and reflect them in
6 2
the axes
Draw parallelograms, specified by
coordinates in the four quadrants,
7 4
predicting missing coordinates using
the properties of shapes
Draw parallelograms, specified by
coordinates in the four quadrants,
7 4
predicting missing coordinates using
the properties of shapes
Describe positions on the full
8 1
coordinate grid (all four quadrants)
Describe positions on the full
9 1
coordinate grid (all four quadrants)
Describe positions and translate simple
10 2
shapes on the coordinate plane
Draw simple shapes on the coordinate
11 2
plane, and reflect them in the axes
Possible Misconceptions and Interventions
Children may ignore the scale given and use a scale with intervals of one on the remainder of the x-axis and the y-axis.
They may also struggle when having to use negative numbers to label the axes.
Children may not know the properties of a square and how to use the coordinates of two vertices to draw the shape.
They may draw a rectangle or another quadrilateral with different length sides.
Children may not be able to correctly understand how to read coordinates, with the x-axis number followed by the y-axis number, and may in
points.
Year 6 Maths Same-Day Intervention: Describing and Plotting Coordinates
Children may not know the properties of a rhombus and may not know how to use the given coordinates to visualise it on the grid.
They may not be able to correctly interpret or write a coordinate, with the x-axis number followed by the y-axis number.
Year 6 Maths Same-Day Intervention Plan: Finding Missing Coordinates
Children may not be able to identify which shape is which from the names given.
They may not be able to correctly write coordinates, with the x-axis number followed by the y-axis number.
Children may not be able to read or interpret coordinates, with the x-axis number followed by the y-axis number, and may incorrectly plot the
They may not know what the term translate means and/or may be unable to translate the points to maintain the original shape.
Year 6 Maths Same-Day Intervention Plan: Translating Shapes
Children may not be able to correctly write a coordinate, with the x-axis number followed by the y-axis number, to represent a point shown.
They may not understand the term reflect and/or may be unsure of how to reflect a shape in an axis.
Children may be confused about which axis is the x-axis.
Year 6 Maths Same-Day Intervention Plan: Reflecting Shapes
Children may not know the properties of a parallelogram and may not know how to interpret and/or use the given coordinates to visualise it o
They may not be able to correctly interpret a coordinate, with the x-axis number followed by the y-axis number.
Year 6 Maths Same-Day Intervention Plan: Finding Missing Coordinates
Children may not know the properties of a rectangle and know how to interpret and use the given coordinates to visualise it on the grid.
They may not be able to correctly interpret and write a coordinate, with the x-axis number followed by the y-axis number.
Year 6 Maths Same-Day Intervention: Describing and Plotting Coordinates
Children may not be able to identify which shape is which, given only their names.
They may not be able to correctly write a coordinate, with the x- axis number followed by the y-axis number.
Year 6 Maths Same-Day Intervention: Describing and Plotting Coordinates
Children may not be able to correctly interpret a coordinate, with the x-axis number followed by the y-axis number, to represent a point show
They may not understand the term translate and/or be unsure of how to translate a shape using the instructions given.
Year 6 Maths Same-Day Intervention Plan: Translating Shapes
Children may not be able to properly read or interpret coordinates, with the x-axis number followed by the y-axis number, and may incorrectly
They may not understand the term reflect and/or may be unsure of how to reflect a shape in an axis.
Children may be confused about which axis is the y-axis.
They may translate the shape correctly but may label the vertices incorrectly, simply labelling them as on the original shape rather than reflec
Year 6 Maths Same-Day Intervention Plan: Translating Shapes
