1. Thurnham Infant 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 from the Interim Frameworks - Teachers’ use their knowledge of a child’s work to judge which description is closest to the child’s performance. This can be through written, 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.
If teacher assessment and task and test results differ, the teacher assessment results should be reported, provided the judgement is based on an appropriate range of evidence from work done in class. Schools are not obliged to report test results; however, parents must be allowed access to their child’s results on request.

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:
This is what they are!

5. Key Stage 1 tests: English
Component
Description
Number of marks
Approximate timing of paper
Spelling, punctuation and grammar
Paper 1: spelling
Spelling (20 words) 20
15 minutes
Paper 2: questions
Grammar, punctuation and vocabulary
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)
30 minutes
Paper 2:
Reading booklet and separate answer booklet
(a selection of texts, 800– words)
40 minutes
70 minutes (rec.)
Take colleagues through the table. No tests for science.
To inform teacher assessment judgements.
Teachers should not use the tests with children who:
Are working below the standard of the tests
Are unable to participate in the tests using suitable access arrangements.
If undecided – use sample tests to see how children would perform, as they
are of a similar standard to the tests in May.
Raw score converted to scaled score using conversion tables

6. Key Stage 1 tests: mathematics
Component
Description
Number of marks
Approximate 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

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
A brief overview of the PoS using their copies– structure/ working scientifically/ some new subject knowledge/ reasonably happy or thought it’s not the joke but the way that you tell it! Feedback as to who’s seen it already – final version 2 weeks ago! Not much change from the July version!

8. Working scientifically
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Working scientifically
Living things & their habitats
Plants
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
Sound
Forces and magnets
 Forces
Seasonal Changes
Earth and Space
Electricity
How does this look mapped out? Refer to handout – it’s tempting to dash for ‘what’s in/ what’s out’ - but that’s not the key issue -

9. Working scientifically in Y1 and Y2
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

10. Example Questions

11. What are the skills that are underlying this question from the arithmetic paper?
Commentary: This item was chosen to exemplify the more demanding subtraction questions that will appear in the arithmetic paper.
Pupils have to apply a learned procedure to answer this question; there is more than one numeric step involved.
Content domain: 2C1b - Add and subtract numbers mentally, including: • a two-digit number and ones • a two-digit number and tens • two two-digit numbers • adding three one-digit numbers.

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, words
Paper 2: reading booklet and separate answer booklet (40 mins approx)
A selection of texts, words

16. Why was Monster worried?
“I’ve never been in a boat,” said Monster. The two friends climbed in and Frog pulled hard on the oars.
Example from Paper 1, where the questions are integral to the text.
This question refers to Content domain 1d: ‘make inferences from the text’. The child has to infer that the Monster would be worried because he had never been in a boat before, or that he couldn’t swim, or that he didn’t know where he was going. He has to know that Monster was nervous.
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.
Questions are in a separate booklet.
The two questions pupils are asked are:
What are most plastics made from today? 2) What might plastics be made from in the future?
On both occasions, they are asked to ‘Give two things’.
The content domain is 1b: identify and explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information.
Answers to q 1 are: oil coal and gas. (Q13 in booklet)
Answers to q 2 are: sweet potato, flax or bamboo. Also accept plants. (Q14 in booklet)
The answers may seem obvious, but the children have to transfer the information that the word ‘now’ means the same as ‘today’. They also have to understand that ‘Scientists are investigating new ideas…’ means that plastics may be made from these in the future. They are therefore having to comprehend some quite challenging language, in order to be able to answer the question.
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.
The guidance on the previous page of the Interim Assessment frameworks are very important! (See red book for interim PDs too)
They tell us what the ‘qualifiers’ some / most mean.
Some = indicates that the knowledge or skill is starting to be acquired, and is demonstrated correctly on occasion
Most = indicates that the statement is generally met, with only occasional errors
See Spelling appendix in Red Book to support you.

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
Refer to Red Book for all the writing standards. The interim guidance has not defined the word ‘many’, but says that it will do so as part of the exemplification materials, when they are published.
Still want a range of writing. Narrative = poem, letter, recount, story. Therefore the big curriculum has to be broad, rich and engaging.

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
If the pupil makes more than one attempt, it must be clear which answer he wishes to be marked.
If not clear, you must not award the mark.
Can answer in upper or lower case, or a mixture of the two. Exception is for days of the week and months of the year, which must be written in lower case letters with an initial capital letter for an award of the mark.

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 I will it’s you have I’ll it is didn’t did not you’ve
KS1 practice paper
I will
it’s
you have
I’ll
it is
didn’t
Pupils will need to feel comfortable with a variety of question formats and types, in order to do their best in the test.
Knowing the answers is not the whole story: they also need to be familiar with the way questions appear or the way they are phrased.
ACTIVITY: Look at the SPAG sample test and Spelling Test. Take feedback.
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…