Parent information evening

Year 230 September 2015

Introduction Assessment without levels Literacy Numeracy Topics Organisation How you can help

Programme

Using levels as a form of assessment has now stopped and the Government has decided its up to schools to assess pupils within year groups.

Statements and objectives for each subject set out the expectations for that year group.

There are key performance indicators (KPI’s) that the children will be assessed against throughout the year in English and Maths.

Assessment without levels

In Maths, KPI’s have been separated into Autumn, Spring and Summer terms.

In English they have been separated into reading, writing for the year ahead.

Children’s progress will be assessed as either ‘emerging’, ‘expected’ or ‘exceeding’.

Assessment without levels

These KPI targets will be put into books and shared with the children so they are aware of their own progress and what their targets are.

Please see the hand out which shows you the KPI’s for year one and two.

Assessment without levels

On going assessment and formal testing

Daily assessment-reflection of how well the learning has been achieved.

Smiley faces KPI’s and Targets shared with the children-

small steps Children’s progress is assessed every half

term SATs-end of year; Reading, Writing and

Maths, Speaking and Listening

Read and spell common suffixes (-ness, -ment, -ly)

Read and spell common exception words (path, bath)

Develop a stamina for writing Bigger focus on Spelling, Punctuation and

Grammar (SPaG) Use .!?,’ Begin to expand noun phrases (The spooky house

on the hill)

New English Curriculum-a few changes…

Literacy KS1

English is taught every day in Literacy lessons as well as being taught throughout other areas of the curriculum including geography, history, science and ICT. Teaching reading, writing and speaking and listening at every opportunity is key to helping our children achieve their best.

Daily Letters and Sounds & Guided Reading Sessions.

Letters and sounds is fundamental to reading and writing. In these lessons we teach two main skills…

Approaches to Reading…

To segment: to split a word into its separate sounds, as an aid to spelling.

To blend: to list the sounds within a word and put together quickly to form the word. (Taught as a strategy for reading unknown words.) b-oa-t = boat

Letters and Sounds…

Alternative spellings and pronunciations of previously learnt phonemes and graphemes.

For example there are only 44 phonemes in the English Language but there are over 100 different ways to spell them.

Confusions with sight reading…

/ai pain, day, gate, station/ee/ sweet, heat, thief, these/ie/ tried, light, my, shine, mind/oa/ road, blow, bone, cold/oo/ moon, blue, grew, tune

To make it a bit clearer for you…!

The length of the word doesn’t necessarily dictate it’s difficulty, e.g. children may learn to spell a word like ‘chimpanzee’ before they learn a word like ‘thief’.

Children need the opportunity to apply their phonic knowledge independently.

Mistakes aren’t a problem, they’re a

challenge!

Encourage children to ‘split’ the word to make it easier.

As children progress through Phase 5 onwards we ask them to apply their knowledge of alternative graphemes.

Try writing it different ways.Which way do you think looks right?

nortynawtynautynaughty

Daily Guided Reading sessions-underpin phonics knowledge, develop sight reading and comprehension skills. Most importantly ENJOYMENT for reading!

Guided Reading…

Read accurately most words of two or more syllables

Read most words containing common suffixes (-ness, -ment, -ful)

Read most common exception words (path, bath, fast)

In age-appropriate books… Read words accurately and fluently without overt

sounding and blending Sound out most unfamiliar words accurately,

without undue hesitation

Working at the expected standard in reading …

In a familiar book that they can already read accurately and fluently, they 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, they can … Make inferences on the basis of what is said and

done Predict what might happen next Make links between the book they are reading

and other books they have read

Working at the expected standard in reading …

We teach writing in many different ways: We choose our stimulus: books, pictures,

videos or poems. Talk for writing: Getting children to verbalise

and discuss what they want to write before they write, makes a huge difference. If they can’t say it, they can’t write it!

Writing…

Drama: role play to give children real experiences, to empathise with the character or situation.

Modelled writing: 1:1, pairs, small group, whole class teaching.

Please avoid copy writing, allow the children to experiment with writing. IT’S YOUR CHILD’S THINKING THAT MATTERS! BE SUPPORTIVE AND PATIENT!

Writing…

StoryReport InstructionPoetryRecount/Diary

Different Genre of Writing…

Working at the expected standard in writing …

Demarcate most sentences with capital letters and full stops and with some use of question marks and exclamation marks.

Use sentences with different forms in their writing (statements, questions, exclamations and commands)

Use some expanded noun phrases to describe and specify

Use present and past tense mostly correctly and consistently

Use co-ordination (or/and/but) and some subordination (when/if/that/because)

Segment spoken words into phonemes and representing by graphemes, spelling many correctly

Spelling many common exception words (path, bath, fast) Spelling some words with contracted forms (can’t, it’s, don’t) Adding suffixes to spell some words correctly in their writing

(-ment, -ness, -less, -ly) Use the diagonal and horizontal strokes needed to join

letters in some of their writing Writing 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 the expected standard in writing …

Working at greater depth within the expected standard …The child can write for different purposes Using the full range of punctuation taught at key

stage 1 mostly correctly Spelling most common exception words Spelling most words with contracted forms Adding suffixes to spell most words correctly Using the diagonal and horizontal strokes needed

to join letters in most of their writing

Working at the expected standard in writing …

+ addition- subtraction

X multiplication÷division

So…what is covered in Maths?It’s not just…

Times tables, number bonds, number patterns, sequences, ordering, shapes, measuring, weighing, capacity, fractions, money, coordinates, date handling, time, problem solving, symmetry, investigations and mathematical vocabulary

LOGIC, REASONING AND RESILIANCE!

It’s all these too…

There are earlier and more challenging requirements for multiplication tables- x2, x3, x5 and x10

There is an earlier and more challenging requirements for fractions- find fractions of numbers and quantities, finding equivalence of simple fractions-two quarters=one half

Tell time to nearest 5 minutes Solve word problems linked to all four operations Recognise £ & p symbols and solve money problems Recognise right angles in shapes and in turns Organise and interpret data; use tally charts,

pictograms, and bar charts.

New Maths Curriculum-a few changes…

Teaching Methods: Practical Pictorial representation

Number lines

Hundred squares

Blank number lines

Adding on a number line… 38 + 45 =83

+40 +2 +3

38 78 80 83

Adding on a number line… 38 + 45 =83

+40 +5

38 78 83

Subtracting on a numberline… 67 – 29 = 38

-20 -7 -2

67 47 40 38

Subtracting on a numberline… 67 – 29 = 38

-20 -9

67 47 38

Multiplying on a number line… 3 x 2= 6

+2 +2 +2

0 2 4 6

Dividing on a numberline… 15 ÷ 5= 3

+5 +5 +5

0 5 10 15

Partition two-digit numbers into different combinations of tens and ones.

Add 2 two-digit numbers within 100 and can show their method.

Estimate to check that their answers to a calculation are reasonable (knowing that 48+35 will be less than 100)

Subtract mentally a two-digit number from another two-digit number when there is no regrouping required (74-33)

Recognising the inverse relationships between addition and use this to check calculations and work out missing number problems (_-14=28)

Working at the expected standard in maths …

Recall and use multiplication and division facts for 2s, 5s and 10s to solve simple problems

Identify fractions including halves, thirds and quarters. Use different coins to make the same amount Read scales in divisions of 1s, 2s, 5s and 10s where all

numbers on the scale are given Read the time on the clock to the nearest 15 minutes Describe properties of 2D and 3D shapes (edges,

faces, symmetry, vertices)

Working at the expected standard in maths …

Working at greater depth within the expected standard Reasoning, making deductions, recognising

patterns and relationships and describing similarities and differences.

Solve two-step worded problems Solve more complex missing number problems Read the time to the nearest 5 minutes

Working at the expected standard in maths …

Phonics Screening Check:

Week commencing 13 June

Key stage 1:

May 2016

We will be holding a SATS meeting in the Spring term

SATS

Topics covered in Year 2 Food and Farming The Great Fire of London Traditional Tales Famous People Space Walt Disney

Homework will be given each Friday to be returned the following Monday

Day for PE 2M- Monday and Tuesday 2B- Tuesday and Friday

All school uniform and PE kit must be named

Book bags must be brought in everyday

Housekeeping…

Make sure that your child attends school regularly

Make sure that your child arrives on time everyday

Please read with your child read everyday Play number games with your child Practise writing at home – a topic of your

child’s choice. Build up stamina and spelling

How you can help…

Encourage your child to try as many new foods as possible

Practise at home – let them choose from a selection of food, carry it themselves, seat themselves, eat with a knife and fork, tidy up etc.

Your child needs to be eating a varied and balanced diet.

Hot School Meals

Thank you