Presentation on theme: "With Mrs Armson, Mrs Burmiston and Mrs Harris Mrs Eardley, Mrs Banks, Miss Gruzyska, Mrs Sivic, Miss Roebuck, Mrs Haywood."— Presentation transcript:
With Mrs Armson, Mrs Burmiston and Mrs Harris Mrs Eardley, Mrs Banks, Miss Gruzyska, Mrs Sivic, Miss Roebuck, Mrs Haywood
Statutory Assessment Tasks Throughout May, all children in Year 2 throughout England, undergo a series of assessments, known as SATs. They take SATs in Reading, Writing and Maths. In their end of year report, the children will be told how they have performed. AgeYearNat Curric Level Average 6 year old1Level 1a Level 2c Average 7 year old2Level 2b Average 8 year old3Level 2a Level 3c Average 9 year old4Level 3b Average 10 year old5Level 3a Level 4c Average 11 year old6Level 4b Level 4a Level 5c
What we do with the results? The results tell us where the gaps in your child’s knowledge and understanding are. They are used by the next teacher to plan work and provide Learning Targets. The results inform the teacher of where to pitch the level of the work. Often children working at a similar level are in the same group. If your child is significantly behind, they will be given extra help in class in small groups or individually.
What are in the tests? The tests are based on Attainment Targets, as determined by the National Curriculum for England. You can buy practice SATs or find them online. The National Curriculum is also available online.
To use the past tense consistently To make their writing interesting by using adjectives /description /details. To use interesting words to describe settings and characters To use detail to make their writing interesting for the reader To link ideas using time connectives To spell correctly words that I use a lot and use sounds to help me try to spell tricky words. To use full stops, capital letters, exclamation and question marks at the beginning and end of most sentences Handwriting is usually neat and joined.
Count to at least 100, and read and write numbers to 100. Given any six numbers up to 100, put them in order. Count forwards and backwards in ones or tens from any two-digit number, e.g. twenty-six, thirty-six, forty-six… Recognise odd and even numbers. Add and subtract numbers under 20 in their heads. Know pairs of ‘tens’ numbers that make 100, e.g Double and halve small numbers, e.g. double 9 is 18, and half of 18 is 9. Know by heart the 2 and 10 times tables. Find the total value of a handful of coins to £1. Measure or weigh using metres, centimetres, kilograms or litres. Use a ruler to draw and measure lines to the nearest centimetre. Tell the time to the half and quarter hour. Name and describe common 2-D and 3-D shapes. Solve simple number problems, and explain how to work them out.
Decoding strategies I can use punctuation to help me make my reading more interesting. I can read words from my teacher’s List 2. I can split words into syllables to read long words. I can blend words with long vowel phonemes such as played, sound, moon. I use different ways to work out words I don’t know I often spot my own mistakes in reading and make changes Understand, describe, select or retrieve I can guess what might happen in a text by comparing the plot to others I have read by the same author. I can guess what might happen in a text by comparing the plot to similar stories. I can think of questions about a topic and find the information in my books. I can predict the content of information texts and explanations. Deduce, infer or interpret I can find clues in a text to help me explain the meaning. I can say what I think, and find parts of the text to say why I think it I can talk about what characters might be thinking or feeling using clues in the text. Identify and comment on the structure I can choose the right sort of book to help me find the information I need. I can choose or reject information in books by deciding how useful it is. I can use the alphabet to help me find information in alphabetically ordered texts. I can talk about the structure of a story. Explain and comment on the writer’s use of language, I can talk about how the words that the author has chosen affects the meaning. dentify the overall effect of the text on the reader I can make reading choices based on what I have read before.
How can you help?
Homework Spellings – The test is on Mondays. Reading Challenge – Library books are changed on Tuesdays Mathletics and Spelladrome – These can be done at any time. Do you know your child’s password? News – Hand in when a piece of news has been completed. Reading Book – Your child will have their Oxford Reading Tree book changed about once a week – usually on the same day each week. No book? Then use
A Good Reader Can understand the text – not just read the words. Reads often Reads a wide range of literature – books, cereal packets, comics, magazines, newspapers, web-pages. Sees reading as enjoyable, not a chore.
A Good Writer Loves words and learning new ones Likes to tell stories Has a great imagination Cares about punctuation Is aware of the reader. So…. Don’t be afraid of introducing your child to new vocabulary, but explain it. Share stories. Give lots of opportunities for “make believe”. Who can tell the most outrageous lie? Provide an audience for the writing – a letter to a grandparent; a poster for a lost toy; publish a story online.
And Maths? Pocket money Telling the time Tables songs Mathletics BBC website
And Finally… PE is every Wednesday and every other Friday. If you would like to help in school, please speak to the office or your child’s class teacher.