KEY STAGE 1 NATIONAL CURRICULUM

ASSESSMENTS

JANUARY 2019

Age Related Standards

At the end of the year children are assessed in Reading, Writing, SPaG and Maths as:

.pre-key stage. Standards 1-4

.working towards the expected standard

.working at the expected standard

.working at greater depth within the expected standard

At the end of the year children are assessed in Science as having met the standard or having not met the standard

The Tests • At the end of Year 2, children will take assessments in

• Reading

• English grammar, punctuation and spelling

• Maths

There are no formal tests for writing

Tests are due to take place in May of each Year

The judgement as to whether a pupil has met the standard is made across a collection of evidence in class and the test results will be used to support a teacher’s judgement. Pupils will be assessed against a number of I can statements from the teacher assessment framework.

Reading The Reading test consists of two separate papers. Pupils are expected to take both papers. Paper 1- contains a selection of texts with between 400-700 words with questions about the text. Paper 2- contains a reading book and a selection of passages totaling 800-1100 words. Children write their answers to questions to the passage in a separate booklet. Papers will take approximately 30 minutes to complete although they are not strictly timed. The text will be a range of poetry, fiction and non-fiction Questions are designed to assess the comprehension and understanding of a child’s reading

The Key stage 1 English reading test does not focus solely on the key aspects but must be included in evidence for a teacher judgment.

Working towards the expected standard The pupil can: • read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes* • read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs)* • read many common exception words*. In a book closely matched to the GPCs as above, the pupil can: • read aloud many words quickly and accurately without overt sounding and blending • sound out many unfamiliar words accurately. In discussion with the teacher, the pupil can: • answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them.

Working at the expected standard The pupil can: • read accurately most words of two or more syllables • read most words containing common suffixes* • read most common exception words*. 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.

Working at greater depth within the expected standard The pupil can, in a book they are reading independently: • make inferences on the basis of what is said and done • predict what might happen on the basis of what has been read so far • make links between the book they are reading and other books they have read.

How to help your child with reading Read at home together, read a little at a time rather than rarely and for long periods of time. At the end of Year 2 pupils should be reading books from the gold and white book bands to reach the expected standard Read stories to your child Talk about the stories before, during and afterwards Discuss the meaning of new unfamiliar words All reading is valuable, it doesn’t just have to be stories

Spelling, Punctuation and Grammar

• The test consists of two separate papers

• Paper 1 spelling (20 marks)

• Paper 2 questions (20 marks )

Spelling Practice question: The word is tree. There

was a big tree in the garden. The word is

tree.

Spelling 1: The word is faster. Hannah ran

faster than Lee. The word is faster.

Spelling 2: The word is sunny. Yesterday it

was very sunny. The word is sunny.

Spelling 3: The word is face. I had a big

smile on my face. The word is face.

Spelling 4: The word is group. There was a

large group of children at the party. The word

is group.

Spelling 5: The word is fingers. You pick

things up with your fingers. The word is

fingers.

Spelling 6: The word is paints. The paints in

the box are different colours. The word is

paints.

Spelling 7: The word is kitten. Our new

kitten is black with white paws. The word is

kitten.

Maths • The children will sit two papers

• Paper 1 is arithmetic and will last approximately 25 minutes and worth 25 marks (pupils will not be allowed to use any manipulatives) It covers calculation methods for all four operations

• Paper 2 covers problem solving, reasoning and mathematical fluency lasts for approximately 35 minutes and is worth 35 marks.

• Working towards the expected standard

• read and write numbers in numerals up to 100

• Partition a two digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources to support them

• The pupil can count in twos, fives and tens from 0 and use this to solve problems

• Recall at least four of the six number bonds for 10 and reason about associated facts

• Know the value of different coins

• The pupil can add and subtract a two-digit number and ones and a two-digit number and tens where no regrouping is required (e.g. 23 + 5; 46 + 20), they can demonstrate their method using concrete apparatus or pictorial representations.

• name some common 2-D and 3-D shapes from a group of shapes or from a pictures of the shapes and describe some of their properties (e.g triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres).

Working at the expected standard • The pupil can partition two-digit numbers into different combinations of tens and ones. • The pupil can add and subtract any 2 two-digit number using an efficient strategy, explaining their method verbally, in pictures or using apparatus. Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships. • The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary • The pupil can identify 1/3, 1/4, 1/2, 2/4, 3/4 of a number or shape and know that all parts must be equal parts of the whole.

• The pupil can use different coins to make the same amount

• The pupil can read scales in divisions of ones, twos, fives and tens • The pupil can read the time on the clock to the nearest 15 minutes.

• The pupil can describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry

Working at greater depth within the expected standard

• Read scales where not all numbers on the scale are given and estimate points in between

•recall and use multiplication and division facts for the 2, 5 and 20 and make deductions outside known multiplication facts.

•use reasoning about numbers and relationships to solve more complex problems and explain their thinking.

• The pupil can solve unfamiliar word problems that involve more than one step (e.g. which has the most biscuits, 4 packets of biscuits with 5 in each packet or 3 packets of biscuits with 10 in each packet?)

• The pupil can read the time on the clock to the nearest 5 minutes.

• The pupil can describe similarities and differences of 2-D and 3-D shapes, using their properties (e.g that two different 2-D shapes both only have one line of symmetry; that a cube and a cuboid have the same number of edges, faces and vertices but different dimensions).

How to help your child with Maths

• Play times tables games

• Encourage opportunities for telling the time

• Encourage opportunities for counting coins and money

• Look for examples of 2D and 3D shapes

• Identify, weigh or measure quantities and amounts in the kitchen and recipes

• Look for numbers on street signs, car registration and anywhere else

• Play mental maths games counting forwards and backwards

Writing

• There is no test for writing

• Evidence will be collected from work completed in class

• Pupils will write a variety of genres

• Judgements will be made using the teacher assessment framework

• Working towards the expected standard The pupil can, after discussion with the teacher:

• write sentences that are sequenced to form a short narrative (real or fictional)

• demarcate some sentences with capital letters and full stops

• segment spoken words into phonemes and represent these by graphemes, spelling some words correctly and making phonically-plausible attempts at others

• spell some common exception words*

• form lower-case letters in the correct direction, starting and finishing in the right place

• form lower-case letters of the correct size relative to one another in some of their writing

• use spacing between words.

• Working at the expected standard The pupil can, after discussion with the teacher:

• 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.

Working at greater depth The pupil can, after discussion with the teacher: • write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing • make simple additions, revisions and proof-reading corrections to their own writing • use the punctuation taught at key stage 1 mostly correctly^ • spell most common exception words* • add suffixes to spell most words correctly in their writing (e.g. –ment, –ness, –ful, –less, –ly)* • use the diagonal and horizontal strokes needed to join some letters.

How to help your child with Writing • Practise and learn spellings

• Encourage opportunities for writing

• Remember that good readers become good writers

• Encourage your child to use cursive writing