Assessment in Year Two

Key Stage 1 National Curriculum Assessments At the end of Key Stage 1, all children are assessed against a set of statements based on the National Curriculum. Your child will be assessed in reading, writing and maths. They will be assessed as: Working towards the expected level (WTS) Working at the expected level (EXS) Working at greater depth within the expected level (GDS)

Teacher Assessment in Year 2 Teacher assessment is used to report children’s attainment and progress to parents at the end of the year. Children in Year 2 will sit tests in reading, arithmetic and mathematical reasoning in May. We will use these, alongside your child’s work in class, to help us reach an overall judgement of the standards your child has reached in reading, writing and mathematics. The work completed in class is equally important as the tests as it helps us to judge your child’s performance in a subject over a longer period of time and provides a range of evidence. You will receive your child’s teacher assessment results with your child’s report.

Reading

Reading .

Reading .

Reading These are examples of the text and the questions that will be asked. . Questions – work in class shows your children’s decoding skills are very good , not least thanks to the support they receive at home. Assessments show that some comprehension skills regure further development. See questions.

Reading Comprehension Skills . Talk about reading high quality texts to expose them to higher level vocabulary. Questions – work in class shows your children’s decoding skills are very good , not least thanks to the support they receive at home. Assessments show that some comprehension skills regure further development. See questions.

Writing A greater emphasis on composition, statements relating to the more technical aspects are less prescriptive (although haven’t disappeared completely!) A more flexible approach… To judge that a pupil is working at a standard in English writing, teachers need to have evidence which demonstrates that the pupil meets the standard described overall. • A pupil’s writing should meet all the statements within the standard at which they are judged. However, teachers can use their discretion to ensure that, on occasion, a particular weakness does not prevent an accurate judgement being made of a pupil’s attainment overall. A teacher’s professional judgement about whether the pupil has met the standard overall takes precedence. This approach applies to English writing only. • A particular weakness could relate to a part or the whole of a statement (or statements), if there is good reason to judge that it would prevent an accurate judgement being made.

Writing

Writing - EXS Narrative

Recount Writing - EXS

Writing

Narrative Writing - GDS

Writing - GDS Letter

Maths

Maths

Working at the expected standard continued.

Maths

Paper 1: Arithmetic This will comprise of a practice question and a number of questions linked to national curriculum areas such as number, calculations and fractions. These are examples of the sorts of questions that will be asked. .

Paper 2: Reasoning This will comprise of a practice question and five aural questions. After the aural questions, there are approximately 25 written questions. These are examples of the sorts of questions that will be asked. .

Paper 2: Reasoning These are examples of the sorts of questions that will be asked. .

Achieving Fluency in Number Facts Children need to: Recall accurately and rapidly the facts we want them to learn. Understand the meaning of operations and their relationships to each other e.g. inverse, multiplication as repeated addition (e.g. 9 – 5 = 4 is the inverse of 4 + 5 = 9; 3 × 10 is the same as 10 + 10 + 10.) Know facts and how they relate to each other (“If we know this, what else do we know?” 4 + 5 = 9, so I know 40 + 50 = 90 etc.) If children are not fluent in these facts, then when they are solving more complex problems, the working memory is taken up by calculating basic facts, and children have less working memory to focus on solving the actual problem. So fluency in basic facts allows children to tackle more complex maths more effectively. Talk about Singapore maths. Children don’t magically become fluent in these facts. If they don’t learn them, many children will become reliant on inefficient counting strategies. If they aren’t explicitly taught to solve e.g. 6 + 7 by thinking ‘double 6 and one more’ https://www.topmarks.co.uk/maths-games/hit-the-button

Phonics In addition to reading, writing and maths, some children will also be sitting the Phonics Screening Check. The children concerned are those children who did not achieve the required standard in Year 1 or those who have not taken the test before. The Phonics Screening Check will take place during the week commencing 11th June 2018. If your child is affected by this, you will be informed of this at parents’ evening.

How are we supporting your child? High quality teaching, which is engaging and purposeful, tailored to the National Curriculum and children’s needs Differentiated tasks to challenge all abilities Up to date training for all staff On going assessments Practice tests so that your child knows what to expect Interventions to boost gaps throughout the year

How can you help at home? Read aloud to your child and read with your child every day! While reading with your child, encourage them to make predictions and ask them questions During and after reading, have your child retell or summarise the text Work at your child’s pace Always be positive and give lots of praise and encouragement Complete your child’s home learning with them Regular practice of number facts and times tables – help them to develop number fluency Provide real life opportunities for your child to write e.g. postcards, shopping lists, emails We will make this PowerPoint available on the school website.

Questions