1. S.P.A.G in KS1? Here to stay? Are YOU as smart as a seven-year-old?
New primary school tests will help eradicate
illiteracy and innumeracy
S.P.A.G in KS1?
Here to stay?
Are YOU as smart as a seven-year-old?

2. Statutory TESTS at YEAR 2
New curriculum for KS1 and 2
Statutory TESTS at YEAR 2

3. Testing for Year 2:MAY 2016
Paper 1: SPELLING Pupils will have approximately 15 minutes to complete the test but it is not strictly timed, writing the 20 missing words in the answer booklet.

4. Qu. Spelling Mark Content domain reference
1 faster 1 Adding –er and –est to adjectives where no change is needed to the root word
2 sunny 1 – Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
3 face 1 – The /s/ sound spelt c before e, i and y
4 group 1 – Vowel digraphs and trigraphs
5 fingers 1 – Adding s and es to words
6 paints 1 – Vowel digraphs and trigraphs
7 kitten 1 – Using k for the /k/ sound
8 thanked 1 – Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word
9 Saturday* 1 – The days of the week
10 sweets 1 – Vowel digraphs and trigraphs
11 baking 1 – Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it
12 knew 1 – The /n/ sound spelt kn and (less often) gn at the beginning of words
13 model 1 – The /l/ or /əl/ sound spelt -el at the end of words
14 whale 1 – New consonant spellings ph and wh
15 world 1 – The /ʒ:/ sound spelt or after w
16 hurried 1 – Adding –ed, –ing, –er, and –est to a root word ending in –y with a consonant before it
17 petal 1 – The /l/ or /əl/ sound spelt -al at the end of words
18 rainbow 1 – Compound words
19 peaceful 1 – The suffixes –ment, –ness, –ful, –less and –Iy
20 teddies 1 – Adding –es to nouns and verbs ending in –y

5. Testing MAY 2016 for YEAR 2
Paper 2: Grammar, punctuation and vocabulary. Pupils will have approximately 20 minutes to complete the questions in the test paper but it is not strictly timed.

6. Can you play my favourite tune
SAMPLE QUESTIONS
1. Write the missing punctuation mark to complete the sentence below.
Can you play my favourite tune

7. 2. Tick the correct word to complete the sentence below.
I hope we will play musical chairs at the party.
when if that because

8. 3. Tick one box to show where a comma should go in the
sentence below.
Tick one.
Aisha found some red blue and purple beads in the box.

9. Poppy held the baby rabbit gently in her arms.
6. What type of word is underlined in the sentence below?
Tick one.
Poppy held the baby rabbit gently in her arms.
an adjective an adverb a noun a verb

10. 8. Read the sentences below.
Growing Beans
Place some damp cotton wool in a jar.
Push a bean seed down against the side of the jar.
Wait for the bean seed to sprout.
Tick the word that best describes these sentences.
Tick one.
statements questions commands exclamations

11. 9. Tick the sentence that is a statement. Tick one.
What an interesting painting!
Can you collect the crayons, please?
James washed the paintbrushes.
Check that your tables are clean.

12. 10. Write s or es to make each word a plural.
Fox__
Card__
Match__

13. 11. Circle the three nouns in the sentence below.
A whale has an enormous heart that can weigh as much as a small car.
12. Circle the verbs in the sentence below.
Yesterday was the school sports day and Jo wore her new running shoes.

14. 12. Tick the sentence that is correct. Tick one.
Adam saw his friend in the park and wave.
Adam saw his friend in the park and waved.
Adam sees his friend in the park and wave.
Adam sees his friend in the park and waved.

15. 15. Why do the underlined words start with a capital letter?
King Fred had a party at Greystone Palace on Sunday afternoon.
_______________________________________________________

16. 17. Write the words I am as one word, using an apostrophe.
___________going to the shops soon.

17. 18. Joe wanted to buy a present. He asked his mum
if Gran would like flowers.
Write Joe’s question to his mum in the speech bubble.
Remember to use correct punctuation.
____________________

18. So the New Curriculum………
What is your child learning at school?
and when?

19. Spelling
Reception – Year 2

20. Year 1 End of year expectations: SPELLING
words containing each of the 40+ phonemes already taught
common exception words Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far.
the days of the week –
naming the letters of the alphabet in order
using letter names to distinguish between alternative spellings of the same sound- igh or ie 
Add prefixes and suffixes:
using the spelling rule for adding –s or –es
using the prefix un–
using –ing, –ed, –er and –est where no change is needed in the spelling of root words
[for example, helping, helped, helper, eating, quicker, quickest

21. Year 2 End of year expectations: SPELLING
segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
learning to spell common exception words door, floor, poor, because, find, kind, mind, behind, child and many more
learning to spell more words with contracted forms – won’t, shouldn’t
learning the possessive apostrophe (singular) [for example, the girl’s book]
distinguishing between homophones and near-homophones – there/their/they’re, here/hear, quite/quiet,
add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

22. Sentence- Grammar Reception Oral introduction to:
Simple sentences and simple connectives, e.g.
and
who
until
but
Year 1
How words can combine to make sentences
Joining words and joining clauses using and
Year 2
Subordination (using when, if, because)
Co-ordination (using or, and, but)
Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
Using=understanding and using consistently

23. Text- Grammar Year 1 Sequencing sentences to form short narratives
Reception
Retell simple 5-part story using a story map:
Once upon a time
First / Then / Next
But So
Finally,…..happily ever after
Year 1
Sequencing sentences to form short narratives
Year 2
Correct choice and consistent use of present tense and past tense throughout writing
Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]
Use of= understanding and using correctly
Text- Grammar

24. Reception
Introduce through reading and writing:
Finger spaces
Full stops
Capital letters
Year 1
Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
Capital letters for names and for the personal pronoun I
Year 2
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
Commas to separate items in a list
Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

27. WHEN at school?
HOW
at school?

28. Specific sessions but linked
Guided reading
Shared writing
History/Geog
Science RE
Phonics
Specific sessions but linked
to current learning
Speaking and listening
Guided writing
Modelled writing

29. By using the vocabulary but in context with their learning
Through our marking
Explicit praise
Through questioning
Warm-ups in lit and num
By using the vocabulary
all the time
The environment-
but in context with their learning

30. What about
you at home?

31. Listening and Talking By using the language
When you listen
to them read or read to them
Helping with
homework
By asking
questions
Listening and
Talking
By using the language

32. Questions??

33. And help them to spell correctly!!!
PARENTS DO A LOT TOO!!!!