Thurnham Infant School Year 2 Assessment Evening 1

Our assessment and reporting system includes Ongoing assessment by the class teacher throughout each lesson, through questioning, observation and dialogue. Children knowing what they are being asked to learn and more importantly, why. Success Criteria are discussed and agreed with or formulated by the children during each lesson, work is then assessed against the success criteria. Three way feedback, pupil, peer, teacher with clearly identified next steps – this can be written or verbal feedback. 2

Teacher judgements: what to use Judgements must be based on: The standards from the Interim Frameworks Teachers’ knowledge of a child’s work to judge which description is closest to the child’s performance Written, practical and oral classwork Classroom work. The aim is to make a rounded judgement that: Is based on knowledge of a child’s performance over time and across a variety of contexts Takes into account strengths and weaknesses of the child’s performance. 3

Teacher Assessment Judgements Based on “secure fit” ie meet all statements in that standard. Must be based on the standards from the Interim Frameworks: KS1 reading, writing and mathematics: Working towards the expected standard (Emerging) Working at the expected standard Working at greater depth within the expected standard (Exceeding) Additional category for those not “Working towards.” KS1 science: Working at the expected standard Additional category for those not “Working at.”

Key Stage 1 tests: English 5 TestComponent Description Number of marks Approximate timing of paper Spelling, punctuation and grammar Paper 1: spellingSpelling (20 words) 2015 minutes Paper 2: questions Grammar, punctuation and vocabulary 2020 minutes TOTAL40 marks35 minutes (rec.) Reading Paper 1: Reading test Reading booklet with reading questions and answer space combined (a selection of texts, 400– 700 words) 2030 minutes Paper 2: Reading test Reading booklet and separate answer booklet (a selection of texts, 800– 1100 words) 2040 minutes TOTAL40 marks70 minutes (rec.) Raw score converted to scaled score using conversion tables

Key Stage 1 tests: mathematics 6 TestComponent Description Number of marks Approximate timing of paper Mathematics Paper 1: Arithmetic Assesses pupil’s confidence and mathematical fluency with whole numbers, place value and counting minutes Paper 2: Mathematical reasoning Mathematical fluency, solving mathematical problems and mathematical reasoning minutes TOTAL 60 marks 55 minutes (rec.) Raw score converted to scaled score using conversion tables

Aims of the science curriculum Develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them Are equipped with the scientific knowledge required to understand the uses and applications of science, today and for the future 7

Year 1Year 2Year 3Year 4Year 5Year 6 Working scientifically Living things & their habitats Plants Plants Animals, including humans Evolution and inheritance Everyday materials Uses of every day materials Rocks States of matter Properties & changes of materials Changes that form new materials Light Sound Forces and magnets Forces Seasonal Changes Earth and Space Electricity

Children should be taught to use these practical scientific methods, processes and skills through teaching the programme of study content: asking simple questions and recognising that they can be answered in different ways observing closely, using simple equipment performing simple tests identifying and classifying using their observations and ideas to suggest answers to questions gathering and recording data to help in answering questions. Evidence will be gathered throughout Year 1 and Year 2 so Science books will remain in school until the end of Year 2 Working scientifically In Y1 and Y2

Example Questions

What are the skills that are underlying this question from the arithmetic paper? 11

What are the skills that are underlying this question from the arithmetic paper? 12

What are the skills that are underlying this question from the reasoning paper? 13

What are the skills that are underlying this question from the reasoning paper? 14

Reading Test papers – each out of 20 marks Pupils should do both parts, unless teacher judges this to be inappropriate Paper 1: reading booklet with reading questions and answer space combined (30 mins approx) A selection of texts, words Paper 2: reading booklet and separate answer booklet (40 mins approx) A selection of texts, words 15

“I’ve never been in a boat,” said Monster. The two friends climbed in and Frog pulled hard on the oars. 16 Why was Monster worried?

Paper 2 17 Plastics are now made from oil, coal and natural gas. We are using these things so fast that the Earth’s supplies may run out. Scientists are investigating new ideas for making plastics from plants such as sweet potato, bamboo and flax. oilcoal gas sweet potato bamboo flax

Writing 18

Interim Teacher Assessment Performance Descriptors - end of KS1 19 Some examples of Working towards the expected standard The pupil can write sentences that are sequenced to form a short narrative, after discussion with the teacher: demarcating some sentences with capital letters and full stops segmenting spoken words into phonemes and representing these by graphemes, spelling some correctly spelling some common exception words* forming lower-case letters in the correct direction, starting and finishing in the right place forming lower-case letters of the correct size relative to one another in some of the writing using spacing between words.

Some Examples of Working at the Expected Standard The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks using sentences with different forms in their writing: statements, questions, exclamations and commands using some expanded noun phrases to describe and specify using present and past tense mostly correctly and consistently 20

Paper 1: Spelling Can mix upper and lower case letters BUT days and months must be written like this: Sunday Thursday January April July If an apostrophe or hyphen has been incorrectly used, the mark is not awarded e.g. wo’nt If the pupil answers with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded. Our weekly spellings are matched to the Year 2 curriculum suggestions 21

Examples of Punctuation and Grammar questions 22

Sentence Types Tick the word that best describes these sentences. statements questions commands exclamations 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.

KS1 question Look at where the arrow is pointing. The children went home Josh had enjoyed his party. Which punctuation mark is missing? comma question mark apostrophe full stop

Contractions KS1 practice paper I will you have it is did not it’s I’ll didn’t you’ve