Transcript e-safety presentation November 2010

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End of Year 2
Expectations
and
Assessment
October 2011
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The aims of this meeting:
To inform you about how we level your child’s learning.
To inform you of our expectations.
To inform you of ways you can help your child to reach his or
her full potential.
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Assessment for Learning
This helps teachers to know exactly where the children are in
their learning.
Targets are used to help children move on to the next step
It is a continuous process.
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Formal teacher assessment
Your child’s attainment (level) in reading, writing, maths and
science is formally reported to the Local Authority at the end
of Year 2.
Assessments from your child’s time in Year 2 are taken into
account when deciding upon their end of year level.
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What do we mean by levels?
P Levels:
Children working at this level in Year 2 will usually have Special Educational Needs
and will be on the Special Needs Register.
Level 1 (1C, 1B, 1A):
The national expectation for the end of Year 1 is 1A.
Level 2 (2C, 2B, 2A):
The national expectation for the end of Year 2 is 2B.
Level 3:
If your child is working at this level in Year 2 s/he is working above national
expectations.
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How we assess your child’s
level in reading, writing and
maths
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Reading attainment targets
Level 1
Pupils recognise familiar words in simple texts. They use their knowledge of letters and soundsymbol relationships in order to read words and to establish meaning when reading aloud. In these
activities they sometimes require support. They express their response to poems, stories and
nonfiction by identifying aspects they like.
Level 2
Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions
about major events or ideas in stories, poems and nonfiction. They use more than one strategy, such
as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.
Level 3
Pupils read a range of texts fluently and accurately. They read independently, using strategies
appropriately to establish meaning. In responding to fiction and nonfiction they show understanding
of the main points and express preferences. They use their knowledge of the alphabet to locate books
and find information.
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Level 1
A child working at Level 1 will:
Recognise familiar words in simple texts.
Use their phonic knowledge to sound CVC and familiar words
independently.
Understand what they are reading.
Say what they like about a story, poem or non-fiction text.
Predict what might happen next in a story.
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Level 2
A child working at Level 2 will:
Read the majority of a text accurately.
Know when they have made mistakes.
Use more than one strategy to decode unfamiliar words.
Use the punctuation in a sentence to read with expression.
Retell the story.
Discuss the text giving an opinion or reason.
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Level 3
Read a text fluently and accurately.
Use appropriate expression for the text (voices for characters, following
humour and sense of the text).
Use a range of strategies to read unfamiliar words.
Talk about a text in detail and justify preferences with reference to the
text.
Talk about how a text has been written and why.
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Writing
The children learn about a variety of genres over the
course of the year.
These include:
Fiction, retell, recount, instructions, poetry,
letters/postcards and information texts.
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Writing attainment targets
Level 1
Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing,
pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly
orientated.
Level 2
Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and
interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of
sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt
correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are
accurately formed and consistent in size.
Level 3
Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used
appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and
words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct.
Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full
stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.
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Year 1
By the end of Year 1, the national expectation is that children will have achieved
Level 1A.
Writing at 1A should show simple sentences with a capital letter at the beginning
and a full stop at the end, but this may not be consistent.
Letters should be correctly formed and there should be spaces between words.
Simple words should be spelt correctly and children should use their phonic
knowledge to attempt more difficult words.
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Year 2
By the end of Year 2 children are expected to be working securely at Level 2 (Level
2B or higher).
Writing should now communicate ideas in more detail using some interesting
vocabulary, including adjectives and a range of connectives (and, but, so, because).
As well as using full stops and capital letters largely accurately, children try to use
other punctuation in their writing, particularly question and exclamation marks.
Handwriting is clear and the spelling of common words becomes more consistent.
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Level 3
Some children may achieve beyond the expected level and will be working at level
2A or Level 3.
Level 3 writing is longer and has a more clearly organised and more developed
beginning, middle and end.
It contains clearer detail and adventurous word choices with varied connectives.
Punctuation may now include commas and speech marks and handwriting is either
joined or fluent in terms of style.
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Maths
The main areas of maths are:
Using and Applying
Number (including calculating)
Space, Shape and Measures
Handling Data
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Number
This is the area of maths that relates
to counting, partitioning and
calculating.
Attainment target 2: Ma2 Number and algebra
• Level 1
• Pupils count, order, add and subtract numbers when solving problems involving up to
10 objects. They read and write the numbers involved.
• Level 2
• Pupils count sets of objects reliably, and use mental recall of addition and subtraction
facts to 10. They begin to understand the place value of each digit in a number and
use this to order numbers up to 100. They choose the appropriate operation when
solving addition and subtraction problems. They use the knowledge that subtraction is
the inverse of addition. They use mental calculation strategies to solve number
problems involving money and measures. They recognise sequences of numbers,
including odd and even numbers.
• Level 3
• Pupils show understanding of place value in numbers up to 1000 and use this to
make approximations. They begin to use decimal notation and to recognise negative
numbers, in contexts such as money and temperature. Pupils use mental recall of
addition and subtraction facts to 20 in solving problems involving larger numbers.
They add and subtract numbers with two digits mentally and numbers with three
digits using written methods. They use mental recall of the 2, 3, 4, 5 and 10
multiplication tables and derive the associated division facts. They solve wholenumber problems involving multiplication or division, including those that give rise to
remainders. They use simple fractions that are several parts of a whole and
recognise when two simple fractions are equivalent.
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Shape, Space and Measures
This area of maths includes shape,
pattern, time, measures (length, mass and
capacity) and position and direction.
Attainment target 3: Ma3 Shape, space and measures
Level 1
• When working with 2-D and 3-D shapes, pupils use everyday language to
describe properties and positions. They measure and order objects using
direct comparison, and order events.
Level 2
• Pupils use mathematical names for common 3-D and 2-D shapes and
describe their properties, including numbers of sides and corners. They
distinguish between straight and turning movements, understand angle as a
measurement of turn, and recognise right angles in turns. They begin to use
everyday non-standard and standard units to measure length and mass.
Level 3
• Pupils classify 3-D and 2-D shapes in various ways using mathematical
properties such as reflective symmetry for 2-D shapes. They use nonstandard units, standard metric units of length, capacity and mass, and
standard units of time, in a range of contexts.
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Handling Data
This involves collecting information and presenting it in
different ways, for example lists, tables, pictograms and
block graphs.
The children are also required to interpret the
information contained in tables and graphs to answer
questions.
Attainment target 4: Ma4 Handling data
This attainment target does not apply at key stage 1.
Level 1
Pupils sort objects and classify them, demonstrating the criterion
they have used.
Level 2
Pupils sort objects and classify them using more than one criterion.
When they have gathered information, pupils record results in
simple lists, tables and block graphs, in order to communicate their
findings.
Level 3
Pupils extract and interpret information presented in simple tables
and lists. They construct bar charts and pictograms, where the
symbol represents a group of units, to communicate information
they have gathered, and they interpret information presented to
them in these forms.
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Using and Applying
This area deals with applying facts learned in other
areas of maths to solve problems.
It is a key factor that the children can use what they
learn in the classroom and apply their knowledge in
real life situations.
.
Attainment target 1: Ma1 Using and applying mathematics
Teachers should expect attainment at a given level in this attainment target
to be demonstrated through activities in which the mathematics from the
other attainment targets is at, or very close to, the same level.
Level 1
Pupils use mathematics as an integral part of classroom activities. They
represent their work with objects or pictures and discuss it. They recognise
and use a simple pattern or relationship.
Level 2
Pupils select the mathematics they use in some classroom activities. They
discuss their work using mathematical language and are beginning to
represent it using symbols and simple diagrams. They explain why an
answer is correct.
Level 3
Pupils try different approaches and find ways of overcoming difficulties that
arise when they are solving problems. They are beginning to organise their
work and check results. Pupils discuss their mathematical work and are
beginning to explain their thinking. They use and interpret mathematical
symbols and diagrams. Pupils show that they understand a general
statement by finding particular examples that match it.
SATs
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These will take place at the beginning of the summer term.
The children's progress is measured by a process of continuous
assessment.
Teacher assessment will determine the overall level children are
awarded.
All tests are merely a guideline.
SATs: Reading
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Reading tasks for children working at
Level 1.
Comprehension paper for those working at Level 2 or above.
Children who achieve 2A in the comprehension may then sit the Level
3 paper.
SATs: Writing
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Two writing tasks, one longer and one shorter.
Spelling test (mark contributes to the overall writing level). Children
must label a series of pictures and complete a series of sentences with
missing words dictated by the teacher. The whole word must be spelt
correctly for a mark.
Handwriting also contributes to overall writing level.
SATs: Maths
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Maths tasks for children working at Level 1.
Written paper containing oral questions for children working at Level 2.
Some children that achieve Level 2A will take the Level 3 paper.
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SATs: Science and
Speaking & Listening
Science is based purely on teacher assessment: there is no paper.
Speaking and listening is also based on teacher assessment. Children
should speak clearly and with confidence and control; show an
awareness of the audience; use standard English and listen, respond and
remember.
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We now invite you to have a look at a
range of resources.
These include examples of SATs papers,
Level 1 and Level 2 books.
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Thank you for
coming!