Thurnham Infant School

Year 2 Assessment Evening

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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.

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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.

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Teacher Assessment JudgementsBased 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

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Test ComponentDescription

Number of marksApproximate timing

of paper

Spelling, punctuation and grammar

Paper 1: spelling Spelling (20 words) 20 15 minutesPaper 2: questions Grammar, punctuation and

vocabulary 20 20 minutes

TOTAL 40 marks 35 minutes (rec.)

Reading

Paper 1:

Reading test

Reading booklet with reading questions and answer space combined

(a selection of texts, 400–700 words)

20 30 minutes

Paper 2:

Reading test

Reading booklet and separate answer booklet

(a selection of texts, 800–1100 words)

20 40 minutes

TOTAL 40 marks 70 minutes (rec.)

Raw score converted to scaled score using conversion tables

Key Stage 1 tests: mathematics

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Test ComponentDescription

Number of marksApproximate timing

of paper

Mathematics

Paper 1: Arithmetic

Assesses pupil’s confidence and mathematical fluency with whole numbers, place value and counting.

25 20 minutes

 

 

Paper 2: Mathematical reasoning

Mathematical fluency, solving mathematical problems and mathematical reasoning

35 35 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

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Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Working scientifically

  

Living things & their habitats

  Living things & their habitats

Living things & their habitats

Living things & their habitats

Plants 

Plants Plants      

Animals, including humans

Animals, including humans

Animals, including humans

Animals, including humans

Animals, including humans

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     Light

      Sound  

    Forces and magnets

   Forces  

Seasonal Changes

      Earth and Space

 

      Electricity   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?

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

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

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

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Reading Test 2016

• 2 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, 400-700 words

• Paper 2: reading booklet and separate answer booklet (40 mins approx)

• A selection of texts, 800-1100 words

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“I’ve never been in a boat,” said Monster.The two friends climbed in and Frog pulled

hard on the oars.

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Why was Monster worried?

Paper 2

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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.

oil coal gas

sweet potato bamboo flax

Writing

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Interim Teacher Assessment Performance Descriptors - end of KS1

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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

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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

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• Examples of Punctuation and Grammar questions

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Sentence Types

Tick the word that best describes these sentences.

statements

questions

commands

exclamations

Growing BeansPlace 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