Transcript What are national expectations for children at the end of Key Stage 1

Welcome to our Year 2 Information Workshop
Aims:
 To understand how End of Key Stage 1 Assessments are carried
out.
 To become familiar with end of year expectations for Year 2 in
Reading, Writing and Maths.
 To understand how each child’s needs are targeted to help them
achieve their very best in school.
What are national expectations for children at the end of Key Stage 1 (KS1)?
National Curriculum levels run throughout all key Stages (primary and secondary) from
Level 1 through to Level 8.
Level 1
Level 2
Most children work at these levels during KS1 (infants)
Level 3
Level 4
Most children work at these levels during KS2 (juniors)
Level 5
Level 6
Most children work at these levels during KS3 (seniors)
Level 7
Level 8
Most children work at these levels during KS4 (seniors)
What are national expectations for children at the end of Key Stage 1 (KS1)?
National Curriculum levels run throughout all key Stages (primary and secondary) from
Level 1 through to Level 8.
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Government targets for the end of Year 2 are for children to achieve Level 2
What are national expectations for children at the end of Key Stage 1 (KS1)?
Level 2 is then broken up into ‘sublevels’ as outlined below for reading, writing and maths:
(Level 1)
Level 2c
Level 2b
Level 2a
(Level 3)
Government targets for end of Year 2 are therefore 2b
What are national expectations for children at the end of Key Stage 1 (KS1)?
Level 2 is then broken up into ‘sublevels’ as outlined below:
(Level 1)
Level 2c
These children are working below
age-related expectations
Level 2b These children are working within
age-related expectations
Level 2a
(Level 3)
These children are working above age-related expectations
How do we assess children’s attainment?
Class teachers make informal ongoing assessments of the children after every lesson, noting
who has exceeded or not achieved the focused learning objective of the lesson.
These assessments are used to inform the teachers’ weekly planning, so that individual
children’s needs can be targeted during following lessons (e.g. some children may require
more support in a ‘recap’ lesson, while others may need extension activities).
How do we assess children’s attainment?
At least once a term in Years 1 and 2, summative teacher assessments are made of the
children to see what National Curriculum level they are working at.
Teachers use evidence from children’s independent highlight the children’s attainment on
progress sheets which run throughout Key Stage 1. In this way, it is clear to see each child’s
progress and what their next steps for learning are.
How do we assess children’s attainment?
At the end of Key Stage 1 (in May) teachers carry out summative teacher assessments again
and the outcomes of these are reported to parents, carers and the Local Authority.
We are required carry out a range of activities, tasks and tests to inform our judgements, but
Summative Teacher Assessment is the focus for the end of Key Stage 1 assessments and
reporting. Teachers will use a range of evidence from work completed in class to determine
an overall level for English, Maths and Science.
SATs (Standardised Assessment Tests) refer to the tests and tasks and these are used to help
inform teacher judgements. Children are not told they are being tested and the results of
these tests are not published.
Which subjects are reported?
Speaking & Listening (Whole level awarded)
Reading (Broken down into sublevels if child is Level 2)
Writing (Broken down into sublevels if child is Level 2)
Maths (Broken down into sublevels if child is Level 2)
Science (Whole level awarded)
What can a ‘typical’ 2b child do in Reading?
•Read simple, unfamiliar texts almost entirely accurately.
•Read with some fluency and expression, e.g. using full stops and commas to pause and using speech marks to
add in spoken voices.
•Use a range of strategies to read new and unfamiliar words, e.g. using picture clues, or using letters, sounds and
chunks of words to “sound out” unknown words and blend them together.
•Comment on a book’s main features, such as plot, setting, characters and information given. They will to look
for and retrieve information, e.g. about topics or characters.
•Show an awareness that books are set in different times and places.
•Show an awareness of the structure and organisation of texts, e.g. beginning/ ending of story, the use of lists
and instructions, “loud words” such as BOOOO!
•Make comments about their reading, based on sections from text (not the pictures) and talk about
likes/dislikes in their reading, explaining their reasons, e.g “Floppy was funny because he jumped in the bath
when Mum told him not to”.
What can a ‘typical’ 2b child do in Writing?
•Some basic purpose to writing is established, e.g. a recount, invitation. Pupils use characteristics of the form of writing
(story/letter/report) with some consistency.
•Mostly relevant ideas and content with some basic sequencing of ideas.
•Individual ideas developed in short sections and openings and closings.
•Some variation in sentences openings, e.g. not repeatedly using pronoun such as ‘we’ or ‘the’.
•Some sentences extended and linked with connectives other than ‘and’.
•Some appropriate word choices create interest.
•Past and present tense generally consistent.
•Sentence marked with capital letters and full stops usually accurate.
•Usually correct spelling of common content/information words, such as house, plant, farm, school, but there are likely to be
errors with plurals (babys, churchs) and past tenses (watched/watcht, bought/buyed).
•Attempts at other words are phonetically plausible reflecting a growing awareness of visual patterns and letter strings.
•Clear letter formation, clear ascenders/descenders, e.g. g, y, d, and generally upper/lower case not mixed within words.
What can a ‘typical’ 2b child do in Number?
Apply the following skills to real life learning and problem solving…
•Know number names, recite in order forwards/backwards, from given number to/back from 100.
•Begin to understand the place value of each digit up to 100.
•Order whole numbers to 100.
•Recognise sequences of numbers, including odd and even numbers, counting in 2s and 10s.
•Begin to use halves and quarters, e.g. sharing sweets between 2 to get half each, work out halves of numbers to 20.
•Use the knowledge that subtraction is the inverse of addition, e.g. if given numbers 14, 6 and 8, pupils make related
number sentences 6 + 8 = 14, 8 + 6 = 14, 14 – 8 = 6.
•Use addition/subtraction facts to 10 and place value to add or subtract multiples of 10, e.g. I know 3+7 = 10 so 30+70 =
100.
•Use mental calculation strategies to solve number problems, including money and measures problems, e.g. I know 50+50 =
100, so 50p + 50p is 100p or £1.
•Record their work in writing, e.g. record mental calculations as number sentences.
•Begin to use x and ÷ to record mental calculations.
How does Darrick Wood Infant School help every child achieve their target?
 Gaps in knowledge are identified during formative and summative assessment periods to
provide next steps for learning within teachers’ planning
 Targets are shared with children and parents
 Teachers plan closely together to provide consistency across each year group
 Children may be grouped according to their targets in English and Maths to help them
focus on their ‘gaps’ to secure the next level
 Children requiring support are identified and intervention swiftly put into place
 Children already achieving at above age-related expectations are provided with extension
challenges which helps them to demonstrate their higher level of thinking and
understanding
Useful websites for further information
http://www.bbc.co.uk/schools/parents/how_is_my_child_doing/
http://www.theschoolrun.com/understanding-sats-results
http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary
http://webarchive.nationalarchives.gov.uk/20121015000000/http://www.direct.gov.uk/en
/Parents/Schoolslearninganddevelopment/index.htm