End of Year 2 Expectations and Assessmen by pptfiles



End of Year 2

  October 2012

     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

     Assessment for Learning

This helps teachers to know exactly
   where the children are in their

 Targets are used to help children
     move on to the next step

    It is a continuous process.

     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.
            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.

  How we assess
 your child’s level
in reading, writing
    and maths
                  Reading attainment targets
Level 1
Pupils recognise familiar words in simple texts. They use their
knowledge of letters and sound-symbol 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

                 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.

                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

                   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
    Talk about a text in detail and justify
   preferences with reference to the text.
Talk about how a text has been written and

The children learn about a variety
 of genres over the course of the
            These include:
      Fiction, retell, recount,
        instructions, poetry,
letters/postcards and information
                       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
                       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.
                      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.
                     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.


The main areas of maths are:

     Using and Applying

Number (including calculating)

 Space, Shape and Measures

        Handling Data

  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 whole-
    number 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.

    Shape, Space and
    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 non-
   standard units, standard metric units of length, capacity and mass, and
   standard units of time, in a range of contexts.
         Handling Data
     This involves collecting
information and presenting it in
different ways, for example lists,
  tables, pictograms and block
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.
       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.

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

  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
               SATs: Writing
  Two writing tasks, one longer and one
   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

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.
           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.

 We now invite you to
have a look at a range of

These include examples
of SATs papers, Level 1
   and Level 2 books.

Thank you for

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