Thurnham Infant School
Year 2 Assessment Evening
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Our assessment and reporting system includes
Ongoing assessment by the class teacher
throughout each lesson, through questioning,
observation and dialogue.
Children knowing what they are being asked to
learn and more importantly, why.
Success Criteria are discussed and agreed with
or formulated by the children during each lesson,
work is then assessed against the success
criteria.
Three way feedback, pupil, peer, teacher with
clearly identified next steps – this can be written
or verbal feedback.
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Teacher judgements: what to use
Judgements must be based on:
• The standards from the Interim Frameworks
• Teachers’ knowledge of a child’s work to judge which
description is closest to the child’s performance
• Written, practical and oral classwork
• Classroom work.
The aim is to make a rounded judgement that:
• Is based on knowledge of a child’s performance over
time and across a variety of contexts
• Takes into account strengths and weaknesses of the
child’s performance.
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Teacher Assessment Judgements
Based on “secure fit” ie meet all statements in that standard.
Must be based on the standards from the Interim Frameworks:
KS1 reading, writing and mathematics:
• Working towards the expected standard (Emerging)
• Working at the expected standard
• Working at greater depth within the expected standard
(Exceeding)
• Additional category for those not “Working towards.”
KS1 science:
• Working at the expected standard
• Additional category for those not “Working at.”
Key Stage 1 tests: English
Description
Test
Number of marks
Approximate timing
of paper
Spelling (20 words)
20
15 minutes
Grammar, punctuation and
vocabulary
20
20 minutes
40 marks
35 minutes (rec.)
20
30 minutes
20
40 minutes
40 marks
70 minutes (rec.)
Component
Paper 1: spelling
Spelling,
Paper 2: questions
punctuation
and grammar
TOTAL
Paper 1:
Reading test
Reading booklet with
reading questions and
answer space combined
(a selection of texts, 400–
700 words)
Reading
Paper 2:
Reading test
Reading booklet and
separate answer booklet
(a selection of texts, 800–
1100 words)
TOTAL
Raw score converted to scaled score using conversion tables
5
Key Stage 1 tests: mathematics
Test
Component
Paper 1:
Arithmetic
Mathematics
Paper 2:
Mathematical
reasoning
Description
Assesses pupil’s
confidence and
mathematical fluency
with whole numbers,
place value and
counting.
Mathematical fluency,
solving mathematical
problems and
mathematical
reasoning
Number of marks
Approximate timing
of paper
25
20 minutes
35
35 minutes
TOTAL 60 marks
55 minutes (rec.)
Raw score converted to scaled score using conversion tables
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Aims of the science curriculum
• Develop scientific knowledge and conceptual
understanding through specific disciplines of biology,
chemistry and physics
• Develop understanding of the nature, processes and
methods of science through different types of science
enquiries that help them to answer scientific questions
about the world around them
• Are equipped with the scientific knowledge required to
understand the uses and applications of science, today
and for the future
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Year 1
Year 2
Year 3
Year 4
Year 5
Working scientifically
Living things & Living things & Living things &
their habitats
their habitats
their habitats
Plants
Living things &
their habitats
Plants
Plants
Animals,
including
humans
Animals,
including
humans
Animals,
including
humans
Animals,
including
humans
Animals,
including
humans
Animals,
including
humans
Evolution and
inheritance
Everyday
materials
Uses of every
day materials
Rocks
States of
matter
Properties &
changes of
materials
Changes that
form new
materials
Light
Light
Year 6
Sound
Forces and
magnets
Forces
Seasonal
Changes
Earth and
Space
Electricity
Electricity
Working scientifically In Y1 and Y2
Children should be taught to use these practical scientific
methods, processes and skills through teaching the
programme of study content:
• asking simple questions and recognising that they can be
answered in different ways
• observing closely, using simple equipment
• performing simple tests
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identifying and classifying
• using their observations and ideas to suggest answers to
questions
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gathering and recording data to help in answering questions.
• Evidence will be gathered throughout Year 1 and Year 2 so
Science books will remain in school until the end of Year 2
Example Questions
• What are the skills that are underlying this
question from the arithmetic paper?
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• What are the skills that are underlying this
question from the arithmetic paper?
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• What are the skills that are underlying this
question from the reasoning paper?
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• What are the skills that are underlying this
question from the reasoning paper?
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Reading Test 2016
• 2 papers – each out of 20 marks
• Pupils should do both parts, unless teacher judges
this to be inappropriate
• Paper 1: reading booklet with reading questions
and answer space combined (30 mins approx)
• A selection of texts, 400-700 words
• Paper 2: reading booklet and separate answer
booklet (40 mins approx)
• A selection of texts, 800-1100 words
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“I’ve never been in a boat,” said Monster.
The two friends climbed in and Frog pulled
hard on the oars.
Why was Monster worried?
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Paper 2
oil
coal
gas
Plastics are now made from oil, coal and natural
gas. We are using these things so fast that the
Earth’s supplies may run out. Scientists are
investigating new ideas for making plastics from
plants such as sweet potato, bamboo and flax.
sweet
potato
bamboo
flax
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Writing
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Interim Teacher Assessment
Performance Descriptors - end of KS1
Some examples of Working towards the expected
standard
The pupil can write sentences that are sequenced to form a
short narrative, after discussion with the teacher:
• demarcating some sentences with capital letters and full
stops
• segmenting spoken words into phonemes and
representing these by graphemes, spelling some correctly
• spelling some common exception words*
• forming lower-case letters in the correct direction, starting
and finishing in the right place
• forming lower-case letters of the correct size relative to
one another in some of the writing
• using spacing between words.
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Some Examples of Working at the Expected Standard
The pupil can write a narrative about their own and
others’ experiences (real and fictional), after discussion
with the teacher:
• demarcating most sentences with capital letters and
full stops and with some use of question marks and
exclamation marks
• using sentences with different forms in their writing:
statements, questions, exclamations and commands
• using some expanded noun phrases to describe and
specify
• using present and past tense mostly correctly and
consistently
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Paper 1: Spelling
• Can mix upper and lower case letters
• BUT days and months must be written like this:
Sunday Thursday
January April
July
• If an apostrophe or hyphen has been incorrectly used,
the mark is not awarded e.g. wo’nt
• If the pupil answers with the correct sequence of letters
but these have been separated into clearly divided
components, with or without a dash, the mark is not
awarded.
• Our weekly spellings are matched to the Year 2
curriculum suggestions
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• Examples of Punctuation and
Grammar questions
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Sentence Types
Growing Beans
Place some damp cotton wool in a jar.
Push a bean seed down against the side
of the jar.
Wait for the bean seed to sprout.
Tick the word that best describes these sentences.
statements
questions
commands
exclamations
KS1 question
• Look at where the arrow is pointing.
The children went home Josh had enjoyed his
party.
Which punctuation mark is missing?
comma
question mark
apostrophe
full stop
Contractions
• KS1 practice paper
I will
it’s
you have
I’ll
it is
did not
didn’t
you’ve