Year 2 SATs Tuesday 17th January 2017

Aims of the meeting What are SATs? Understanding the Levels Timing and Organisation Subjects that are tested Ways to support your child Reporting Results and feedback Opportunity to ask questions

What are SATs Standardised Assessment Tests that every pupil within the English school system must take at the ages of 7 & 11 Tests that assess children's attainment in Maths and English Children are tested in reading and maths Children are assessed in school in writing, SPaG and phonics

Assessments and Tests Teacher Assessment is a very important process in the assessment of children by the end of Year 2 A picture is built up of what your child can do The test scores help inform our judgements

Building A Picture Observations Staff Discussions and Moderation SATs Pupil Work – written and practical Speaking and Listening Staff Discussions and Moderation

Working at the expected level New assessment terms Year 2 Working at greater depth Exceeding Working at the expected level Securing Working towards the expected level Developing Previous year

Timings and Administration Tests must be taken during May Tests will usually be taken in the classrooms in smaller group sizes Some children may need additional time, or 1:1 support to take part

Reporting and Feedback All tests are marked and moderated in school Mr Brett and Miss Young will take part in moderation with teachers from other local schools Results are reported to the Local Authority in June A print out of your child’s results will be enclosed with your child’s school report in July

English SATs The English SAT is broken down into the following areas: Two reading papers Optional Spelling Punctuation and Grammar test

English – Reading Tests There are two reading papers – all children must attempt both Paper 1 – a combined reading and question booklet Paper 2 – a reading booklet followed by an answer booklet They are not strictly timed, we can decide whether a child might need a little extra time, or equally whether a child might need to stop

How can you support your child in reading? One to one reading Reading a wide variety of genres e.g. stories, newspaper, comics, signs Shared reading Reading to your child Questioning your child about what they are reading (comprehension) using inference and deduction questions

Which methods does your child use when reading? Pictorial clues Contextual clues Reading on Sounding out Blending Subject experience / personal experience Questions about the text

English – SPaG / Spelling, Punctuation and Grammar, Phonics We assess the children’s phonic knowledge each term and use this to inform their learning We assess the children’s spelling, punctuation and grammar skills through analysing their written work and through informal / low key tests every other term

How can you support your child in spelling? How do you spell …? Look at spelling patterns Make up mnemonic to spell difficult words e.g. Big Elephants Can Always Understand Small Elephants Look at spelling errors within writing Look, Say, Cover, Write and Check Support them to learn to use their phonic knowledge whilst writing (sound it out) Support them to learn the common exception words

How can you support your child with writing? There are no longer written tasks, but these are some ways to support their development Stretch your child’s styles of writing. Ask your child to write recounts, invitations, letters, stories, instructions, information Independent writing opportunities Sentence construction - use adjectives, different verbs, conjunctions, adverbs, correctly spelling the common exception words, suffix endings, compound sentences

Maths The maths is broken down into two papers, all children must attempt both papers Paper 1 – arithmetic – calculation skills Paper 2 – reasoning – problem solving and subject knowledge

Maths topics Addition and subtraction Multiplication and division 2D and 3D shapes Symmetry Measurement Fractions ¼, ½, ¾, 1 Odd and even numbers and number patterns / sequences Ordering numbers Money Time Data handling and tallies Greater than, less than, equal to Position and direction Many of these topics will incorporate aspects of problem solving

How can you support your child in maths? Practise counting in 1’s, 2’s, 3’s, 5’s and 10’s Solving +, - , x , ÷ calculations Telling the time Paying for items at the shops Cooking (measurements) Number bonds 2D and 3D shape recognition

Science We will teach science throughout the year, alongside our Edison curriculum We report the children’s attainment at the end of each key stage

Science – skills ask their own questions about what they notice use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions including: observing changes over time noticing similarities, differences and patterns grouping and classifying things carrying out simple comparative tests finding things out using secondary sources of information communicate their ideas in a variety of ways, what they do and what they find out

Science – subject knowledge name and locate parts of the human body, including those related to the senses, and describe the importance of exercise, balanced diet and hygiene for humans describe the basic needs of animals for survival and the main changes as young animals, including humans, grow into adults describe basic needs of plants for survival and the impact of changing these and the main changes as seeds and bulbs grow into mature plants identify whether things are alive, dead or have never lived describe and compare the observable features of animals from a range of groups group animals according to what they eat, describe how animals get their food from other animals and/or from plants, and use simple food chains to describe these relationships describe seasonal changes name different plants and animals and describe how they are suited to different habitats use their knowledge and understanding of the properties of materials, to distinguish objects from materials, identify and group everyday materials, and compare their suitability for different uses

Finally ... IMPORTANT – in an ideal world the children wouldn’t know that anything our of the ordinary was happening, so we try our very best to keep stress levels low by: Using the words ‘independent activity’ instead of test / exam Explaining that we are going to see how they are getting on with … and what we might need to learn more about Saying that they should try their best, but that if they’ve tried and really can’t do it then that’s OK! Any Questions? THANK YOU FOR COMING!