Thurnham Infant School

1. ThurnhamInfant School Year 2 Assessment Evening

2. Our assessment 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 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).

3. Teacher judgements: what we use Judgements must be based on: • The standards fromtheInterim Frameworks - Teachers’ use their knowledge of a child’s work to judge which description is closest to the child’s performance. This can be throughwritten, practical and oral classwork 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.

4. 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: • Pre key stage standard • Working towards the expected standard (Emerging) • Working at the expected standard • Working at greater depth within the expected standard (Exceeding) • KS1 science: • Pre key stage standard • Working at the expected standard

5. Key Stage 1 tests: English Raw score converted to scaled score using conversion tables

6. Key Stage 1 tests: mathematics Raw score converted to scaled score using conversion tables

7. 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 of science, today and for the future • uses and applications

9. Children should be taught to use these practical scientific methods, processes and skills through teaching the programmeof 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

10. Example Questions

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 arithmetic paper?

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

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

15. Reading Test 2017 • 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

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

17. Paper 2 gas oil coal 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. sweet potato bamboo flax

18. Writing

19. Interim Teacher Assessment Performance Descriptors - end of KS1 • 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.

20. 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

21. 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

22. Examples of Punctuation and Grammar questions

23. Sentence Types 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. • statements • questions • commands • exclamations

24. 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

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

26. Thank you! • Thank you very much for coming this evening. • We hope that you have found it useful. • Any questions? • We are available afterwards for you to ask any further questions…