Welcome to our Year 2 Information Workshop

1
Welcome to our Year 2 Information Workshop
2

• Aims
• To understand how End of Key Stage 1 Assessments
  are carried out.
• To become familiar with end of year expectations
  for Year 2 in Reading, Writing and Maths.
• To understand how each childs needs are
  targeted to help them achieve their very best in
  school.

3

• What are national expectations for children at
  the end of Key Stage 1 (KS1)?
• National Curriculum levels run throughout all key
  Stages (primary and secondary) from Level 1
  through to Level 8.
• Level 1
• Level 2
• Level 3
• Level 4
• Level 5
• Level 6
• Level 7
• Level 8

Most children work at these levels during KS1
(infants)
Most children work at these levels during KS2
(juniors)
Most children work at these levels during KS3
(seniors)
Most children work at these levels during KS4
(seniors)
4

• What are national expectations for children at
  the end of Key Stage 1 (KS1)?
• National Curriculum levels run throughout all key
  Stages (primary and secondary) from Level 1
  through to Level 8.
• Level 1
• Level 2
• Level 3
• Level 4
• Level 5
• Level 6
• Level 7
• Level 8

Government targets for the end of Year 2 are for
children to achieve Level 2
5
What are national expectations for children at
the end of Key Stage 1 (KS1)? Level 2 is then
broken up into sublevels as outlined below for
reading, writing and maths (Level 1) Level 2c
Level 2b Level 2a (Level 3)
Government targets for end of Year 2 are
therefore 2b
6
What are national expectations for children at
the end of Key Stage 1 (KS1)? Level 2 is then
broken up into sublevels as outlined
below (Level 1) Level 2c Level 2b These
children are working within
age-related expectations Level 2a (Level 3)
These children are working below age-related
expectations
These children are working above age-related
expectations
7
How do we assess childrens attainment? Class
teachers make informal ongoing assessments of
the children after every lesson, noting who has
exceeded or not achieved the focused learning
objective of the lesson. These assessments are
used to inform the teachers weekly planning, so
that individual childrens needs can be targeted
during following lessons (e.g. some children may
require more support in a recap lesson, while
others may need extension activities).
8
How do we assess childrens attainment? At least
once a term in Years 1 and 2, summative teacher
assessments are made of the children to see what
National Curriculum level they are working at.
Teachers use evidence from childrens
independent highlight the childrens attainment
on progress sheets which run throughout Key Stage
1. In this way, it is clear to see each childs
progress and what their next steps for learning
are.
9
How do we assess childrens attainment? At the
end of Key Stage 1 (in May) teachers carry out
summative teacher assessments again and the
outcomes of these are reported to parents, carers
and the Local Authority. We are required carry
out a range of activities, tasks and tests to
inform our judgements, but Summative Teacher
Assessment is the focus for the end of Key Stage
1 assessments and reporting. Teachers will use a
range of evidence from work completed in class to
determine an overall level for English, Maths and
Science. SATs (Standardised Assessment Tests)
refer to the tests and tasks and these are used
to help inform teacher judgements. Children are
not told they are being tested and the results of
these tests are not published.
10
Which subjects are reported? Speaking
Listening (Whole level awarded) Reading (Broken
down into sublevels if child is Level 2) Writing
(Broken down into sublevels if child is Level
2) Maths (Broken down into sublevels if child is
Level 2) Science (Whole level awarded)
11

• What can a typical 2b child do in Reading?
• Read simple, unfamiliar texts almost entirely
  accurately.
• Read with some fluency and expression, e.g. using
  full stops and commas to pause and using speech
  marks to add in spoken voices.
• Use a range of strategies to read new and
  unfamiliar words, e.g. using picture clues, or
  using letters, sounds and chunks of words to
  sound out unknown words and blend them
  together.
• Comment on a books main features, such as plot,
  setting, characters and information given. They
  will to look for and retrieve information, e.g.
  about topics or characters.
• Show an awareness that books are set in different
  times and places.
• Show an awareness of the structure and
  organisation of texts, e.g. beginning/ ending of
  story, the use of lists and instructions, loud
  words such as BOOOO!
• Make comments about their reading, based on
  sections from text (not the pictures) and talk
  about likes/dislikes in their reading, explaining
  their reasons, e.g Floppy was funny because he
  jumped in the bath when Mum told him not to.

12

• What can a typical 2b child do in Writing?
• Some basic purpose to writing is established,
  e.g. a recount, invitation. Pupils use
  characteristics of the form of writing
  (story/letter/report) with some consistency.
• Mostly relevant ideas and content with some basic
  sequencing of ideas.
• Individual ideas developed in short sections and
  openings and closings.
• Some variation in sentences openings, e.g. not
  repeatedly using pronoun such as we or the.
• Some sentences extended and linked with
  connectives other than and.
• Some appropriate word choices create interest.
• Past and present tense generally consistent.
• Sentence marked with capital letters and full
  stops usually accurate.
• Usually correct spelling of common
  content/information words, such as house, plant,
  farm, school, but there are likely to be errors
  with plurals (babys, churchs) and past tenses
  (watched/watcht, bought/buyed).
• Attempts at other words are phonetically
  plausible reflecting a growing awareness of
  visual patterns and letter strings.
• Clear letter formation, clear ascenders/descenders
  , e.g. g, y, d, and generally upper/lower case
  not mixed within words.

13

• What can a typical 2b child do in Number?
• Apply the following skills to real life learning
  and problem solving
• Know number names, recite in order
  forwards/backwards, from given number to/back
  from 100.
• Begin to understand the place value of each digit
  up to 100.
• Order whole numbers to 100.
• Recognise sequences of numbers, including odd and
  even numbers, counting in 2s and 10s.
• Begin to use halves and quarters, e.g. sharing
  sweets between 2 to get half each, work out
  halves of numbers to 20.
• Use the knowledge that subtraction is the inverse
  of addition, e.g. if given numbers 14, 6 and 8,
  pupils make related number sentences 6 8 14,
  8 6 14, 14 8 6.
• Use addition/subtraction facts to 10 and place
  value to add or subtract multiples of 10, e.g. I
  know 37 10 so 3070 100.
• Use mental calculation strategies to solve number
  problems, including money and measures problems,
  e.g. I know 5050 100, so 50p 50p is 100p or
  1.
• Record their work in writing, e.g. record mental
  calculations as number sentences.
• Begin to use x and to record mental
  calculations.

14

• How does Darrick Wood Infant School help every
  child achieve their target?
• Gaps in knowledge are identified during
  formative and summative assessment periods to
  provide next steps for learning within teachers
  planning
• Targets are shared with children and parents
• Teachers plan closely together to provide
  consistency across each year group
• Children may be grouped according to their
  targets in English and Maths to help them focus
  on their gaps to secure the next level
• Children requiring support are identified and
  intervention swiftly put into place
• Children already achieving at above age-related
  expectations are provided with extension
  challenges which helps them to demonstrate their
  higher level of thinking and understanding

15
Useful websites for further information http//ww
w.bbc.co.uk/schools/parents/how_is_my_child_doing/
http//www.theschoolrun.com/understanding-sats-r
esults http//www.education.gov.uk/schools/teachi
ngandlearning/curriculum/primary http//webarchiv
e.nationalarchives.gov.uk/20121015000000/http//ww
w.direct.gov.uk/en/Parents/Schoolslearninganddevel
opment/index.htm