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KS1 Statutory Assessment
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KS1 SATs, how are they different to KS2 SATs?
Flexibility about when to administer the tests within the month of May. More emphasis on teacher assessment regarding writing. This means the results that are reported are a better reflection of a child’s ability. Compared to tests that children will sit later on in their school life KS1 SATs are slightly different. Firstly, children do not know that they are sitting a test. Teachers will never use the word SATs. Children are only ever encouraged to try their best with their special work. They do realise that the work is slightly different since they are as most of the time they work in their exercise books or on photocopied sheets, However the SATs booklets are coloured and child friendly so the children really do get excited about working in their special booklets. There is no time limit on any of the tests so although children are expected to work independently without talking to each other, they are not working under strict exam conditions. The tasks and tests that children take part in in Year 2 are spaced out over a few weeks but most be completed during the month of May, Teacher assessment is very important. The stage that children achieve at the end of Year 2 is not based solely on their test results. It is based on our teacher assessments that we have been carrying out throughout the year. This means that if a child underperforms or over performs, it isn’t a problem. We can award the stage that we think is a true reflection of the level that they are working at consistently.
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Why do the tests? End of Key Stage Teacher Assessment is statutory.
All tests inform teacher assessment. They help us to compare how well we perform as a school when compared to other schools. When children reach the end of Year 2 every school is required to report a stage for each child in a number of different subject areas. All of the tests give us more information about every child’s strengths and areas to target for future development.
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What will children be assessed in?
Speaking & Listening Reading Writing (including spelling, punctuation and grammar) Maths – arithmetic and reasoning Science At the end of Year 2 schools are required to report a stage for Writing, reading, speaking & listening, maths and science. For speaking and listening and science children do not have to sit a test, the stage they are awarded is based on teacher assessment throughout the year. For writing, reading and maths children complete tasks and tests.
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Reading The children will sit 2 reading comprehension assessments. Here is an example of a page from a sample reading comprehension booklet similar to the first booklet the children will be completing. Both the text and the answers are in the same booklet. Most pages consist of a small section of text followed by 2 or 3 questions relating to that section of text. The 2 main areas of comprehension addressed in this booklet are recall and inference. However there may also be questions relating to the vocabulary used and the organisational features of the text. As you can see from the example above shows questions in 2 formats – multiple choice a question where the children are required to choose from a selection of 4 possible answers and a question where children are required to write their own response. In the second scenario it is important the children learn to use evidence from the text to inform their answer and do not guess.
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Again this example shows another question format
Again this example shows another question format. Here they need to interpret that they should order the events in the story using numbers. In order to prepare children for answering such questions and to expose them to the different formats they may be faced with we have started to use similar booklets and question formats in our GR sessions. This should mean that by May they are well equipped with the skills they require to approach these questions in various formats.
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The next reading comprehension booklet the children will look at is slightly different. This time they will be given a separate reading booklet with contains 2 sections – a fiction section and a non-fiction section. They are also given a question and answer booklet. They will be asked to read the first section (normally fiction) all the way through and will then be told to open the question and answer booklet. As you can see the Q&A booklet tells the children which pages to refer to when answering each question. During our preparation we will be encouraging the children to read those pages again before attempting to answer the question in order to refresh their memory.
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This is an example of a page from the Non-fiction section of the reading booklet and some examples of how once again the format that the questions are presented in vary. It is really important that children learn to think about what they have read and are able to answer a variety of questions about it. Fluency and expression are important but we also need to encourage the comprehension side of their reading to keep pace with their reading ability. I know sometimes it can feel frustrating if your child isn’t moving forward on the reading shelves but you feel they can read the text with ease. Please know that we want the children to progress as quickly as you do but when we assess them we need to take into account a number of things not just fluency and so if you feel your child is not moving forward the best thing you can do to support them is to first of all encourage them to read for enjoyment and secondly talk to them regularly about what they are reading. If you only have a limited time to spend on reading then ask your child to read less – perhaps 2 or 3 pages (5 minutes of reading) and then focus on discussion for another 5 mins. Doing this daily will have a huge impact on the way your child understands and interprets what they read, making it a natural part of the reading process. There are some really useful pages in the HSL books to help parents support their children with their reading development and your child’s class teacher is always available should you need more guidance or if you have any questions.
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What can children who are secure at Stage 2 do in their reading?
Children can: read accurately most words of two or more syllables. read most words containing common suffixes. read most common exception words (Tricky words where phonics doesn’t work). Are aware of punctuation & often react to full stops and exclamation marks. In age-appropriate books, the pupil can: read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute sound out most unfamiliar words accurately, without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: check it makes sense to them answer questions and make some inferences on the basis of what is being said and done. Can talk about & discuss what they like and dislike about books they have read giving explanations. Realise when they’ve made a mistake and self correct or stop if it doesn’t make sense. Can retell stories, giving details of the main events and order events correctly. This shows the expectations of children reading securely at stage 2 and above. I’ll let you read through and will be putting this PP onto both class pages so don’t feel you have to remember it all but it may give you an idea of where your child is perhaps working at the moment. What it does highlight is that it means more than just being able to read the words on the page. If you are looking at these expectations and worrying that your child isn’t there yet, please don’t. Please be aware that we are doing everything possible at school to close any gaps. Your support is invaluable so if you want advise relating to your child and what you could be doing at home to help close the gap then please approach the class teacher. There will also be a parents’ evening coming up in February so that is an ideal opportunity to ask more questions and get more guidance.
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Children may go further still…
Often chooses to read for pleasure Sustains concentration Can read silently for long periods Reads widely but may have a favourite genre Can make comparisons with other books read May have a favourite author or series Is beginning to recommend books to friends
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Reading Skills
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Year 2 Mathematics Curriculum
Number and Place Value Addition and Subtraction Multiplication and Division Fractions Measurement Geometry Statistics Measure includes mass, capacity, temperature, height, length, as well as money and time Geometry includes properties of shapes and position and direction Statistics involves interpreting and constructing simple pictograms, tally charts, bar charts and asking and answering questions about the information shown in those different formats.
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Equipment
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Maths Assessments Children sit two Maths assessments In May
-Arithmetic paper -Reasoning paper Work produced in Maths lessons throughout the year Maths is assessed in two main ways: SATS papers Arithmetic paper lasts approximately 20 minutes but is not strictly timed. It covers calculation methods for addition, subtraction, multiplication and division. Reasoning paper lasts for approximately 35 minutes. Pupils will still require calculation skills and questions will be varied including multiple choice, matching, true/false, completing a chart or table or drawing a shape. Some questions will also require children to show or explain their working out. Work produced in Maths lessons Work used for evidence is the work that has been completed independently. Open ended tasks provide good evidence as the children are free to approach them in different ways and arrive at an answer using different methods.
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Paper 1: Arithmetic Discuss different strategies
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Paper 1: Arithmetic 22 + 7 Discuss different strategies 20 2
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Paper 1: Arithmetic Explanation of near doubles
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Paper 1: Arithmetic Explanation of bridging 97 100 102
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Paper 1: Arithmetic Partition jot 90 6
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Paper 1: Arithmetic Column Addition 84 + 12 96
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Paper 1: Arithmetic 38 40 43 -2 -3
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Paper 1: Arithmetic = ___
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Paper 1: Arithmetic 85 – 20 = 65 65 – 1 = 64 65 85 64 -1 -20
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Paper 1: Arithmetic 80 1 40 3 Expanded Column Subtraction
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Paper 1: Arithmetic Some number facts need to be practised regularly and learnt. By the end of year 2 chn should be able to recall their multiplication facts for the 2, 5 and 10 times table. They also learn how to count in 3s.
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Paper 2 – Reasoning Place Value
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Paper 2 – Reasoning Calculation
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Paper 2 – Reasoning Calculation
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Paper 2 – Reasoning Geometry
Children should be able to name most 2D and 3D shapes and describe them using words like sides, edges, corners and faces. Including Knowing what a line of symmetry is.
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Paper 2 – Reasoning Measure
Children should be able to name most 2D and 3D shapes and describe them using words like sides, edges, corners and faces. Including Knowing what a line of symmetry is. -Tell the time to the hour, half hour and quarter to and quarter past the hour including increment of 5 minutes intervals. -Measure length, weight and capacity using standard units. (cm/m, g/kg, ml/l) Use the less than < more than> and = to symbols.
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Paper 2 – Reasoning Statistics
Use data to answer questions.
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Working at the expected level
Number & Calculation: Partition two-digit numbers into different combinations of tens and ones. Add 2 two-digit numbers within 100. Use estimation to check that their answers to a calculation are reasonable. Subtract mentally a two-digit number from another two-digit number. Recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28). Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems. Identify 1/3, ¼, ½, 2/4, ¾ and knows that all parts must be equal parts of the whole. Use different coins to make the same amount Children are all different and can either be: Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard Children who are working at the expected standard should be able to show they are competent at using and applying the following skills.
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Working at the expected level
Measure and Geometry: 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). Read the time on the clock to the nearest 15 minutes. Describe properties of 2-D and 3-D shapes (e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry; the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and one is a square).
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Support at home Be positive about Maths
Point out the Maths in everyday life Play games Be positive – it’s not the case that you can just do it or you can’t – anyone can improve. Praise effort, rather than things they find easy – it shows that with hard work we can improve Point out the Maths in everyday life You could measure ingredients for recipes together, using scales to do so. You could look at the clock together: 'If the party is at 5 o'clock we need to leave in half an hour. That'll be half past 4.' You could talk about how much things cost, paying and getting change when you go shopping. If you are making a picnic or snack together, you could talk about how many people are eating and how food items can be shared out equally. 3)Play games 4)Explain their thinking
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Support at home Practise addition and subtraction facts
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Calculation pockets
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Support at home Read Maths books
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Writing Children are assessed on three different aspects of writing:
Sentence structure Punctuation Composition and effect There is no longer a written assessment, this has been replaced with a Spelling, Punctuation and Grammar paper. However we still have to assess writing and submit our assessment. Our assessment will be based on the results of the SPAG paper and also evidence found in the children’s work across the curriculum. Therefor the children will be completing a number of independent pieces of work over the next few months in order for us to build a portfolio of evidence to use for assessment and to get a really clear picture of what each child can apply independently. We will be looking at 3 different areas of writing.
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Spelling, Punctuation and Grammar.
The new SPAG test will cover concepts such as; Word classification – chn will need to be able to identify adverbs, verbs, nouns and adjectives. Be able to classify nouns as proper or common nouns Be able to change verbs to match the tense – past, present and future and understand that how irregular verbs change. Know how to use a variety of punctuation – Commas in lists, exclamation marks, question marks and speech marks. Identify where capital letters should be used including for proper nouns. Identify commands/ statements/ questions/ exclamations Be able to change commands and statements into questions. Know how apostrophes are used to show possession but also to shorten words such as do not to don’t. Know how to change singular nouns to plural by adding suffixes such as es or s.
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What can children who are secure at Stage 2 do in their writing?
SENTENCE STRUCTURE write simple, coherent narratives about personal experiences and those of others (real or fictional) write about real events, recording these simply and clearly demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required use present and past tense mostly correctly and consistently use co-ordination (e.g. or / and / but) and some subordination (e.g. when / if / that / because) to join clauses segment spoken words into phonemes and represent these by graphemes, spelling many of these words correctly and making phonically-plausible attempts at others spell many common exception words* form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters use spacing between words that reflects the size of the letters. .
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What can children who are secure at Stage 2 do in their writing?
COMPOSITION & EFFECT Write things that are relevant to the topic. Structure information in a way appropriate for the task. Show an awareness of the reader. Readers into writers. To fulful this criteria chn need to write imaginative, interesting and thoughtful texts. RELEVANT – if they’re asked to write a story that’s set in a park, it’s important that they do that and not write about a time when they went to the park. STRUCTURE INFORMATION – If they are writing instruction in one piece of independent writing and a story in another, the two pieces of writing should not look the same, they should be structured differently. AWARENESS OF READER – this can mean providing all of the appropriate information for the reader eg characters names in a story, where the story is set and including some description.
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