1. End of Year 2 Expectations and Assessment October 2011 www.thomasmoreprimary.org.uk

2. The aims of this meeting: To inform you about how we level your child’s learning. To inform you of our expectations. To inform you of ways you can help your child to reach his or her full potential.

3. www.thomasmoreprimary.org.uk Assessment for Learning This helps teachers to know exactly where the children are in their learning. Targets are used to help children move on to the next step It is a continuous process.

4. www.thomasmoreprimary.org.uk Formal teacher assessment Your child’s attainment (level) in reading, writing, maths and science is formally reported to the Local Authority at the end of Year 2. Assessments from your child’s time in Year 2 are taken into account when deciding upon their end of year level.

5. www.thomasmoreprimary.org.uk What do we mean by levels? P Levels: Children working at this level in Year 2 will usually have Special Educational Needs and will be on the Special Needs Register. Level 1 (1C, 1B, 1A): The national expectation for the end of Year 1 is 1A. Level 2 (2C, 2B, 2A): The national expectation for the end of Year 2 is 2B. Level 3: If your child is working at this level in Year 2 s/he is working above national expectations.

6. www.thomasmoreprimary.org.uk How we assess your child’s level in reading, writing and maths

7. www.thomasmoreprimary.org.uk Reading attainment targets Level 1 Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and nonfiction by identifying aspects they like. Level 2 Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and nonfiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. Level 3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and nonfiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.

8. www.thomasmoreprimary.org.uk Level 1 A child working at Level 1 will: Recognise familiar words in simple texts. Use their phonic knowledge to sound CVC and familiar words independently. Understand what they are reading. Say what they like about a story, poem or non-fiction text. Predict what might happen next in a story.

9. www.thomasmoreprimary.org.uk Level 2 A child working at Level 2 will: Read the majority of a text accurately. Know when they have made mistakes. Use more than one strategy to decode unfamiliar words. Use the punctuation in a sentence to read with expression. Retell the story. Discuss the text giving an opinion or reason.

10. www.thomasmoreprimary.org.uk Level 3 Read a text fluently and accurately. Use appropriate expression for the text (voices for characters, following humour and sense of the text). Use a range of strategies to read unfamiliar words. Talk about a text in detail and justify preferences with reference to the text. Talk about how a text has been written and why.

11. www.thomasmoreprimary.org.uk Writing The children learn about a variety of genres over the course of the year. These include: Fiction, retell, recount, instructions, poetry, letters/postcards and information texts.

12. www.thomasmoreprimary.org.uk Writing attainment targets Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

13. www.thomasmoreprimary.org.uk Year 1 By the end of Year 1, the national expectation is that children will have achieved Level 1A. Writing at 1A should show simple sentences with a capital letter at the beginning and a full stop at the end, but this may not be consistent. Letters should be correctly formed and there should be spaces between words. Simple words should be spelt correctly and children should use their phonic knowledge to attempt more difficult words.

14. www.thomasmoreprimary.org.uk Year 2 By the end of Year 2 children are expected to be working securely at Level 2 (Level 2B or higher). Writing should now communicate ideas in more detail using some interesting vocabulary, including adjectives and a range of connectives (and, but, so, because). As well as using full stops and capital letters largely accurately, children try to use other punctuation in their writing, particularly question and exclamation marks. Handwriting is clear and the spelling of common words becomes more consistent.

15. www.thomasmoreprimary.org.uk Level 3 Some children may achieve beyond the expected level and will be working at level 2A or Level 3. Level 3 writing is longer and has a more clearly organised and more developed beginning, middle and end. It contains clearer detail and adventurous word choices with varied connectives. Punctuation may now include commas and speech marks and handwriting is either joined or fluent in terms of style.

16. www.thomasmoreprimary.org.uk Maths The main areas of maths are: Using and Applying Number (including calculating) Space, Shape and Measures Handling Data

17. www.thomasmoreprimary.org.uk Number This is the area of maths that relates to counting, partitioning and calculating.

18. Attainment target 2: Ma2 Number and algebra Level 1 Pupils count, order, add and subtract numbers when solving problems involving up to 10 objects. They read and write the numbers involved. Level 2 Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They begin to understand the place value of each digit in a number and use this to order numbers up to 100. They choose the appropriate operation when solving addition and subtraction problems. They use the knowledge that subtraction is the inverse of addition. They use mental calculation strategies to solve number problems involving money and measures. They recognise sequences of numbers, including odd and even numbers. Level 3 Pupils show understanding of place value in numbers up to 1000 and use this to make approximations. They begin to use decimal notation and to recognise negative numbers, in contexts such as money and temperature. Pupils use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers. They add and subtract numbers with two digits mentally and numbers with three digits using written methods. They use mental recall of the 2, 3, 4, 5 and 10 multiplication tables and derive the associated division facts. They solve whole- number problems involving multiplication or division, including those that give rise to remainders. They use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent.

19. www.thomasmoreprimary.org.uk Shape, Space and Measures This area of maths includes shape, pattern, time, measures (length, mass and capacity) and position and direction.

20. Attainment target 3: Ma3 Shape, space and measures Level 1 When working with 2-D and 3-D shapes, pupils use everyday language to describe properties and positions. They measure and order objects using direct comparison, and order events. Level 2 Pupils use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of sides and corners. They distinguish between straight and turning movements, understand angle as a measurement of turn, and recognise right angles in turns. They begin to use everyday non-standard and standard units to measure length and mass. Level 3 Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes. They use non- standard units, standard metric units of length, capacity and mass, and standard units of time, in a range of contexts.

21. www.thomasmoreprimary.org.uk Handling Data This involves collecting information and presenting it in different ways, for example lists, tables, pictograms and block graphs. The children are also required to interpret the information contained in tables and graphs to answer questions.

22. Attainment target 4: Ma4 Handling data This attainment target does not apply at key stage 1. Level 1 Pupils sort objects and classify them, demonstrating the criterion they have used. Level 2 Pupils sort objects and classify them using more than one criterion. When they have gathered information, pupils record results in simple lists, tables and block graphs, in order to communicate their findings. Level 3 Pupils extract and interpret information presented in simple tables and lists. They construct bar charts and pictograms, where the symbol represents a group of units, to communicate information they have gathered, and they interpret information presented to them in these forms.

23. www.thomasmoreprimary.org.uk Using and Applying This area deals with applying facts learned in other areas of maths to solve problems. It is a key factor that the children can use what they learn in the classroom and apply their knowledge in real life situations..

24. Attainment target 1: Ma1 Using and applying mathematics Teachers should expect attainment at a given level in this attainment target to be demonstrated through activities in which the mathematics from the other attainment targets is at, or very close to, the same level. Level 1 Pupils use mathematics as an integral part of classroom activities. They represent their work with objects or pictures and discuss it. They recognise and use a simple pattern or relationship. Level 2 Pupils select the mathematics they use in some classroom activities. They discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams. They explain why an answer is correct. Level 3 Pupils try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They are beginning to organise their work and check results. Pupils discuss their mathematical work and are beginning to explain their thinking. They use and interpret mathematical symbols and diagrams. Pupils show that they understand a general statement by finding particular examples that match it.

25. www.thomasmoreprimary.org.uk SATs These will take place at the beginning of the summer term. The children's progress is measured by a process of continuous assessment. Teacher assessment will determine the overall level children are awarded. All tests are merely a guideline.

26. www.thomasmoreprimary.org.uk SATs: Reading Reading tasks for children working at Level 1. Comprehension paper for those working at Level 2 or above. Children who achieve 2A in the comprehension may then sit the Level 3 paper.

27. www.thomasmoreprimary.org.uk SATs: Writing Two writing tasks, one longer and one shorter. Spelling test (mark contributes to the overall writing level). Children must label a series of pictures and complete a series of sentences with missing words dictated by the teacher. The whole word must be spelt correctly for a mark. Handwriting also contributes to overall writing level.

28. www.thomasmoreprimary.org.uk SATs: Maths Maths tasks for children working at Level 1. Written paper containing oral questions for children working at Level 2. Some children that achieve Level 2A will take the Level 3 paper.

29. www.thomasmoreprimary.org.uk SATs: Science and Speaking & Listening Science is based purely on teacher assessment: there is no paper. Speaking and listening is also based on teacher assessment. Children should speak clearly and with confidence and control; show an awareness of the audience; use standard English and listen, respond and remember.

30. www.thomasmoreprimary.org.uk We now invite you to have a look at a range of resources. These include examples of SATs papers, Level 1 and Level 2 books.

31. www.thomasmoreprimary.org.uk Thank you for coming!