1. Year 2 SATs
Tuesday 17th January 2017

2. 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

3. 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

4. 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

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

6. 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

7. 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

8. 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

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

10. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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!