1. Welcome to our Year 2 SATs and Transition meeting
Wednesday 27th April 2016

2. The children will be assessed in:
English reading
English grammar, spelling and punctuation (SPaG)
Mathematics

3. The children will sit the following papers:
English reading:
2 papers
Paper 1 with text and questions combined
Paper 2 is a more challenging text with the questions in a separate booklet
All pupils will be given the opportunity to sit both papers
English grammar, punctuation and spelling:
Emphasis on technical aspects of grammar
Separate spelling test
No English writing test
Mathematics:
Paper 1: New arithmetic test introduced
Paper 2: Reasoning paper (word problems)

4. SATs scores:
KS1 tests must be taken in May 2016 under existing STA test arrangements.
Outcomes of the tests at the end of KS1 and KS2 will be in scaled scores.
The ‘expected standard’ will always be set at 100.
Raw scores in the test will be converted to scaled scores.
The ‘raw score’ that equates to 100 might be different each year.
Pupils who score 100 or more will have met the ‘expected standard’.
Pupils who score below 100 will not have met the ‘expected standard’.
The test results form one piece of strong evidence of independent work that the teacher must then utilise when making their final teacher assessment judgement.
P-scales are used for pupils with SEND working below these standards.

5. KS1 SATs are Teacher Assessed
For English reading, writing and mathematics there are 3 standards:
working towards the expected standard
working at the expected standard
working at greater depth within the expected standard.
For science there are 2 standards:
Each standard contains a number of ‘pupil can’ statements.
Teachers need to judge that a pupil demonstrates attainment of all statements within a standard and all the statements in the preceding standard(s) – if they are missing one statement they cannot go into the next standard.

6. Year 2 End of Year Report:
You will receive a report in July.
Within the envelope will be a certificate that states what your child achieved in the SATs according to the SATs Interim Framework.
The Interim Framework only assesses a fraction of what the children need to know by the end of the year. E.g. Shape, Space and Measure is sorely lacking within the framework, but makes up half of the Year 2 curriculum.
The SATs result will show how your child has achieved against the set of Interim standards.
The End of Year report will show how your child has achieved against the whole of the Year 2 Curriculum.

7. Working towards the expected standard
Year 2 SSM curriculum targets 1.
I can notice and explain the properties of 2-D shapes e.g. the number of sides and line symmetry. 2.
I can notice and explain the properties of 3-D shapes e.g. the number of edges, vertices and faces. 3.
I can spot 2-D shapes on the surface of 3-D shapes such as a circle on a cylinder and a triangle on a pyramid. 4.
I can compare and sort common 2-D and 3-D shapes and everyday objects.
Position & Direction - PD
I can order mathematical objects in patterns and sequences.
I can use mathematical vocabulary to describe position, direction and movement. This could include movement in a straight line.
Measurement - M
I can choose the right units to measure length, height, mass, temperature or capacity. I can read to the nearest unit and do this on rulers or scales.
I can compare amounts using these signs: >, < or =.
I can use the £ sign and p sign. I can use notes and coins to make a particular amount.
I can find different ways for coins to add up to an amount. 5.
I can add and subtract money and give change. 6.
I can put different events in order and compare them. 7.
I can tell the time to 5 minutes. I can tell when it is quarter past or quarter to an hour. I can draw these on a clock. 8.
I can tell you how many minutes are in an hour and how many hours are in a day.
Statistics - S
I can read and draw simple pictograms, tally charts, block diagrams and simple tables.
I can ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
I can ask and answer questions about totalling and comparing grouped data.
The pupil can use different coins to make the same amount (e.g. pupil uses coins to make 50p in different ways; pupil can work out how many £2 coins are needed to exchange for a £20 note).
The pupil can read scales in divisions of ones, twos, fives and tens in a practical situation where all numbers on the scale are given (e.g. pupil reads the temperature on a thermometer or measures capacities using a measuring jug).
The pupil can read the time on the clock to the nearest 15 minutes.
The pupil can describe properties of 2-D and 3-D shapes
There is no mention of Position and Direction, adding and subtracting money and giving change, telling the time to 5 minutes (plus ordering events, comparing them and discussing the number of hours and days in a week) or Statistics (graphs and tables) in the Interim Framework.

9. Transition to Year 3 and KS2
Independence
Lining up without parents to start at the beginning of the last half of the term.
(From Sept Y3 classes will all line up where Y3 do now as there will be two classes downstairs and one upstairs)

10. Transition to Year 3 and KS2
Independence
Homework
Reading Diaries
Homework Diaries
Accelerated reader

11. Transition to Year 3 and KS2
Classes to be mixed up Decision to mix up the classes is due to the classes being very unbalanced, e.g. ability, additional needs. We will be taking into account ability, additional needs and how children work best when deciding who’s in which class.

12. Transition to Year 3 and KS2
Preparation over the Summer
Regular reading and testing of comprehension
Regular and varied reasons for writing
Times tables
Organisation

13. Transition to Year 3 and KS2
Own pencil case.
Pen license. (given out when the teacher feels it is right)