The document outlines the curriculum expectations for Key Stage 1 in reading, writing and maths. It discusses the focus on formative assessment, mixed ability groupings, and reporting on whether children are working towards, at or at greater depth than the expected standard. It provides detailed expectations and objectives for each year group and subject area. It also examines the end of Key Stage 1 assessments in reading, grammar/spelling and maths.
This document outlines the math curriculum expectations for Key Stage 1 (years 1 and 2) in the UK. It discusses how math is taught using mixed-ability groupings and mastery approaches. The specific objectives covered in each year are detailed for number, calculation, geometry, measures, statistics and problem-solving. Assessment focuses on formative and summative methods to measure progress towards age-related expectations. Suggestions are provided for how parents can support children's math learning at home.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The document provides an overview of the Los Angeles Unified School District's 2014-2015 Common Core Math 8 Curriculum Map. It introduces the curriculum map as a tool that organizes the math standards and provides resources for teachers. It describes the components of the curriculum map, including the standards, enduring understandings, essential questions, instructional strategies, assessments and differentiation approaches. It explains that the map is intended to be a flexible guide for teachers to select lessons and activities to meet the needs of their students, rather than a rigid pacing plan.
The new national curriculum has higher expectations than the previous one. Children in Year 4 are now expected to meet standards previously expected in Year 5. Teacher assessment is used continuously to inform learning. New SATs tests for Years 2 and 6 will be more difficult. Children's attainment will be reported as working towards, beginning, developing, secure, or exceeding expectations for their year group rather than by levels. Parents were informed about specific expectations for maths, English, and writing for Year 1.
This document provides guidance for teachers on identifying and teaching mathematically able pupils in primary schools. It addresses how to organize teaching within the school through setting, grouping with older pupils, or whole-class teaching. It also offers suggestions for adapting termly planning to include more challenging objectives and enrichment activities. Examples are provided for Years 2 and 6 plans. The document also provides potential resources for teachers, such as puzzles and problems in the second part of the document that can develop higher-order thinking skills. National Numeracy Strategy materials that support able pupils are also highlighted.
The study evaluated the effectiveness of the "GO 4 IT...NOW" writing strategy program for 12 students with disabilities in grades 5-8. The program consisted of 11 lessons teaching students to articulate IEP goals in writing and write well-developed paragraphs. Results found the program improved students' abilities to write IEP goals and quality of paragraphs by teaching metacognitive strategies like goal-setting, breaking down the writing process, and avoiding generalizations. The program allowed students choice in goals, time to reflect on writing, and independent practice applying strategies.
- Federico Manasse is an Upper Sixth student in House 7 who is taking the IB Diploma.
- His grades this term show improvement, with his highest effort grades to date across several subjects including English, History, and Philosophy.
- Teachers praise Federico's engagement, contributions to class discussions, and analytical skills. However, they encourage him to thoroughly revise during the upcoming break to prepare for the IB exams in May.
- Federico's tutor and housemaster both express encouragement over his improved grades and effort this term, and wish him success in his upcoming revision and exams.
This document outlines the math curriculum expectations for Key Stage 1 (years 1 and 2) in the UK. It discusses how math is taught using mixed-ability groupings and mastery approaches. The specific objectives covered in each year are detailed for number, calculation, geometry, measures, statistics and problem-solving. Assessment focuses on formative and summative methods to measure progress towards age-related expectations. Suggestions are provided for how parents can support children's math learning at home.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The document provides an overview of the Los Angeles Unified School District's 2014-2015 Common Core Math 8 Curriculum Map. It introduces the curriculum map as a tool that organizes the math standards and provides resources for teachers. It describes the components of the curriculum map, including the standards, enduring understandings, essential questions, instructional strategies, assessments and differentiation approaches. It explains that the map is intended to be a flexible guide for teachers to select lessons and activities to meet the needs of their students, rather than a rigid pacing plan.
The new national curriculum has higher expectations than the previous one. Children in Year 4 are now expected to meet standards previously expected in Year 5. Teacher assessment is used continuously to inform learning. New SATs tests for Years 2 and 6 will be more difficult. Children's attainment will be reported as working towards, beginning, developing, secure, or exceeding expectations for their year group rather than by levels. Parents were informed about specific expectations for maths, English, and writing for Year 1.
This document provides guidance for teachers on identifying and teaching mathematically able pupils in primary schools. It addresses how to organize teaching within the school through setting, grouping with older pupils, or whole-class teaching. It also offers suggestions for adapting termly planning to include more challenging objectives and enrichment activities. Examples are provided for Years 2 and 6 plans. The document also provides potential resources for teachers, such as puzzles and problems in the second part of the document that can develop higher-order thinking skills. National Numeracy Strategy materials that support able pupils are also highlighted.
The study evaluated the effectiveness of the "GO 4 IT...NOW" writing strategy program for 12 students with disabilities in grades 5-8. The program consisted of 11 lessons teaching students to articulate IEP goals in writing and write well-developed paragraphs. Results found the program improved students' abilities to write IEP goals and quality of paragraphs by teaching metacognitive strategies like goal-setting, breaking down the writing process, and avoiding generalizations. The program allowed students choice in goals, time to reflect on writing, and independent practice applying strategies.
- Federico Manasse is an Upper Sixth student in House 7 who is taking the IB Diploma.
- His grades this term show improvement, with his highest effort grades to date across several subjects including English, History, and Philosophy.
- Teachers praise Federico's engagement, contributions to class discussions, and analytical skills. However, they encourage him to thoroughly revise during the upcoming break to prepare for the IB exams in May.
- Federico's tutor and housemaster both express encouragement over his improved grades and effort this term, and wish him success in his upcoming revision and exams.
This document contains a comment bank of observations for a student's development across several areas during their time in the Foundation Stage. Key points include:
- The student has developed social skills like taking turns, sharing toys, and forming relationships with peers and teachers.
- They enjoy listening to stories and are beginning to recognize letters and sounds. Writing skills are emerging as well.
- Mathematically, the student is learning to count, recognize numbers, and compare quantities.
- Their physical skills have grown in areas like movement, control, and health awareness.
- Creatively, the student explores art, music, imaginative play and is expressing their own ideas.
This secondary lesson plan template provides details for an 11th grade algebra 2 lesson on trigonometric functions and right triangles. The 44-minute lesson uses several activities and assessments to help students apply trigonometric functions to solve right triangle problems in theoretical and real-world contexts. Formative and summative assessments include whiteboard reviews, worksheets, and take-home quizzes to evaluate students' understanding of using trig functions to find side lengths and angles in right triangles. The lesson incorporates differentiation strategies such as graphic organizers and varying difficulty levels on assignments.
This document outlines a 5-day lesson plan integrating language arts and theatre arts. Over the course of 5 days, students will:
1) Read excerpts from a story and use sensory details to summarize characters' emotions in pantomime performances.
2) Collaborate in groups to write scripts depicting story events and practice narrative pantomimes.
3) Perform their pantomimes for peers and receive feedback on use of sensory details and portrayal of emotions.
The goal is for students to demonstrate understanding of both language arts and theatre concepts through creative performances.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document discusses issues students with disabilities face in math including perceptual, language, reasoning, and memory challenges. It then describes considerations for instruction including differentiated instruction, metacognitive strategies, progress monitoring, and the use of instructional technology and Universal Design for Learning to address diverse needs. Specific strategies are provided such as concrete-representational-abstract instruction, mnemonic devices, graphic organizers, and technology tools to enhance math curriculum.
Middle Level Lesson Plan for Math class – Secondary EducationM'Call Schaefer
The lesson plan is for a 7th grade math class on quadrants and reflections. Students will learn to place points in the four quadrants of a graph and identify and graph shapes after reflection along the x- and y-axes. The teacher will review quadrants and introduce reflections using a Frayer model. Students will then work in groups to graph original shapes and their reflections on poster boards. At the end, students will answer review questions on handheld devices to check understanding.
The document describes an English language evaluation designed for a 6-year-old student. It includes a profile of a typical 6-year-old in terms of behavior, skills, learning style, and activities. It then discusses the objectives of the Cambridge evaluation, which are to motivate the child and assess their level in listening, writing, and reading activities. The evaluation consists of listening comprehension exercises where the child identifies pictures and colors words based on audio prompts. It concludes with general instructions and references.
For Ontario educators interested in the ppt that Janice and I did at our Oct 22 PA Day regarding Growing Success, feel free to adapt this presentation for your purposes.
The workshop provided hands-on team writing time to create constructive, parent-friendly Learning Skills and Academic comments for the NEW upcoming Elementary Progress Report.
Let me know if this is helpful!
@taniasterling
The document describes a song that instructs children to do various movements like sit down, stand up, stamp feet, clap hands, and turn around. Each line of the song is associated with an image from an English language learning DVD for children published by Pearson. The song and images provide directions and encouragement for children to engage in physical movement and activity while learning English.
This document contains a daily lesson log for an 8th grade mathematics class. The lesson focuses on linear equations in two variables and systems of linear equations over four class periods. Key points covered include graphing and finding equations of lines given various parameters, solving systems of linear equations by elimination, and applying these concepts to word problems. Formative assessments are built into the lesson procedures to evaluate student understanding.
This document summarizes a session for guiding school leaders on the NSW syllabus for the Australian curriculum: Mathematics K-10. It explores the structure of the new syllabus, focusing on elements like the aim, objectives, stage statements, and content organization. It discusses comparing the current and new syllabuses for Early Stage 1, Stage 1, and Stage 2. It also includes activities for teachers to analyze content from these stages. The document emphasizes understanding the implications of changes between syllabuses for teaching practice and professional learning.
The document provides the curriculum guide for mathematics from grades 7 to 10 in the Philippines. It outlines the conceptual framework, content standards, performance standards, and learning competencies for patterns and algebra in grade 8. Specifically, it covers factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, and systems of linear equations and inequalities in two variables. It also provides the time allotment and describes the expectations for student understanding and demonstration of key concepts in this strand.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
Hailey Evans and her thesis mentor Professor Stokes developed a mathematics curriculum called Only The NUMBERS Count for kindergarten through second grade. Their research found it helps students master concepts more easily and perform above average on state tests aligned with Common Core standards. It uses a single manipulative called blocks and a base-10 counting system to make math less abstract. Their longitudinal study of three classrooms from kindergarten to second grade found students consistently scored above the 50th percentile on state tests using this curriculum. They conclude it allows students to exceed Common Core expectations and revisions should be made to incorporate its approach.
This teaching guide provides lesson plans for teaching mathematics from sets to information handling. Each lesson includes starter activities, the main lesson content from the textbook, practice activities, individual work, homework, and recapitulation. The lessons progress from introductory to more advanced topics and include examples, exercises from the textbook, and assessment worksheets. The guide is meant to help teachers systematically divide the course content over the entire year and ensure all topics are well taught.
The document discusses the similarities and differences between schools in the past and present. Some key similarities are that both had the same aims of increasing knowledge and preparing students for the future, as well as a similar organization around terms and assessments. Main differences include a broader range of subjects now, different curriculums depending on region, newer subjects like IT, less focus on languages and math, and improved facilities and discipline approaches. Teachers also have an altered role with more emphasis on education over knowledge and less respect from students and parents. In conclusion, while schools in the past may have had some advantages, modern schools are assessed to be better overall.
This document provides guidance on modifying K-12 lesson plans for English language learners (ELLs). It outlines a 4-step process: 1) select and evaluate a lesson plan, 2) modify the lesson plan, 3) modify the follow-up/assessment, and 4) use ESOL modification checklists. For step 2, it describes how to modify the objectives, identify relevant standards, and describe procedures with ESOL modifications. It provides examples of questioning techniques, strategies for different content areas, and overall strategies to support ELLs at different language proficiency levels.
This lesson plan is for a 9th grade mathematics class on statistics. The topic is presenting data in tables, bar charts, line charts, and pie charts. Students will learn to read data diagrams by having the teacher demonstrate how to read diagrams, provide guided practice problems for students to solve, and check understanding through feedback. Assessment will be done through homework assignments where students practice reading data diagrams.
This lesson plan is for a 1st grade English/Language Arts class. The objective is for students to identify the main events of the story "The Giving Tree" after a whole class reading. Assessment will involve think-pair-share and hand signals to check students' understanding of main events and vocabulary. The lesson uses the gradual release of responsibility model, beginning with an introduction reviewing main events, a reading of the story, and a closing discussion of why identifying main events is important. Formative assessments during each part will check comprehension.
The document outlines the curriculum expectations and assessments for KS1 in England. It discusses the changes to the curriculum in 2014/15 including the introduction of a new national curriculum. It provides details on the expectations for reading, writing and maths in Years 1 and 2. These include specific objectives students should meet in different subject areas. It also describes the assessments used to measure student progress, including the KS1 SATs tests administered at the end of Year 2 in reading, grammar and math.
This document provides information for parents about kindergarten at Rolesville Elementary. It outlines the school's goals of preparing students academically and socially for first grade. It also details the curriculum focus areas for reading, writing, math, science, and social studies. Standards-based grading and positive behavior plans are discussed. The document encourages parent volunteers and provides contact information for the kindergarten teacher.
This document contains a comment bank of observations for a student's development across several areas during their time in the Foundation Stage. Key points include:
- The student has developed social skills like taking turns, sharing toys, and forming relationships with peers and teachers.
- They enjoy listening to stories and are beginning to recognize letters and sounds. Writing skills are emerging as well.
- Mathematically, the student is learning to count, recognize numbers, and compare quantities.
- Their physical skills have grown in areas like movement, control, and health awareness.
- Creatively, the student explores art, music, imaginative play and is expressing their own ideas.
This secondary lesson plan template provides details for an 11th grade algebra 2 lesson on trigonometric functions and right triangles. The 44-minute lesson uses several activities and assessments to help students apply trigonometric functions to solve right triangle problems in theoretical and real-world contexts. Formative and summative assessments include whiteboard reviews, worksheets, and take-home quizzes to evaluate students' understanding of using trig functions to find side lengths and angles in right triangles. The lesson incorporates differentiation strategies such as graphic organizers and varying difficulty levels on assignments.
This document outlines a 5-day lesson plan integrating language arts and theatre arts. Over the course of 5 days, students will:
1) Read excerpts from a story and use sensory details to summarize characters' emotions in pantomime performances.
2) Collaborate in groups to write scripts depicting story events and practice narrative pantomimes.
3) Perform their pantomimes for peers and receive feedback on use of sensory details and portrayal of emotions.
The goal is for students to demonstrate understanding of both language arts and theatre concepts through creative performances.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
The document discusses issues students with disabilities face in math including perceptual, language, reasoning, and memory challenges. It then describes considerations for instruction including differentiated instruction, metacognitive strategies, progress monitoring, and the use of instructional technology and Universal Design for Learning to address diverse needs. Specific strategies are provided such as concrete-representational-abstract instruction, mnemonic devices, graphic organizers, and technology tools to enhance math curriculum.
Middle Level Lesson Plan for Math class – Secondary EducationM'Call Schaefer
The lesson plan is for a 7th grade math class on quadrants and reflections. Students will learn to place points in the four quadrants of a graph and identify and graph shapes after reflection along the x- and y-axes. The teacher will review quadrants and introduce reflections using a Frayer model. Students will then work in groups to graph original shapes and their reflections on poster boards. At the end, students will answer review questions on handheld devices to check understanding.
The document describes an English language evaluation designed for a 6-year-old student. It includes a profile of a typical 6-year-old in terms of behavior, skills, learning style, and activities. It then discusses the objectives of the Cambridge evaluation, which are to motivate the child and assess their level in listening, writing, and reading activities. The evaluation consists of listening comprehension exercises where the child identifies pictures and colors words based on audio prompts. It concludes with general instructions and references.
For Ontario educators interested in the ppt that Janice and I did at our Oct 22 PA Day regarding Growing Success, feel free to adapt this presentation for your purposes.
The workshop provided hands-on team writing time to create constructive, parent-friendly Learning Skills and Academic comments for the NEW upcoming Elementary Progress Report.
Let me know if this is helpful!
@taniasterling
The document describes a song that instructs children to do various movements like sit down, stand up, stamp feet, clap hands, and turn around. Each line of the song is associated with an image from an English language learning DVD for children published by Pearson. The song and images provide directions and encouragement for children to engage in physical movement and activity while learning English.
This document contains a daily lesson log for an 8th grade mathematics class. The lesson focuses on linear equations in two variables and systems of linear equations over four class periods. Key points covered include graphing and finding equations of lines given various parameters, solving systems of linear equations by elimination, and applying these concepts to word problems. Formative assessments are built into the lesson procedures to evaluate student understanding.
This document summarizes a session for guiding school leaders on the NSW syllabus for the Australian curriculum: Mathematics K-10. It explores the structure of the new syllabus, focusing on elements like the aim, objectives, stage statements, and content organization. It discusses comparing the current and new syllabuses for Early Stage 1, Stage 1, and Stage 2. It also includes activities for teachers to analyze content from these stages. The document emphasizes understanding the implications of changes between syllabuses for teaching practice and professional learning.
The document provides the curriculum guide for mathematics from grades 7 to 10 in the Philippines. It outlines the conceptual framework, content standards, performance standards, and learning competencies for patterns and algebra in grade 8. Specifically, it covers factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables, and systems of linear equations and inequalities in two variables. It also provides the time allotment and describes the expectations for student understanding and demonstration of key concepts in this strand.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
Hailey Evans and her thesis mentor Professor Stokes developed a mathematics curriculum called Only The NUMBERS Count for kindergarten through second grade. Their research found it helps students master concepts more easily and perform above average on state tests aligned with Common Core standards. It uses a single manipulative called blocks and a base-10 counting system to make math less abstract. Their longitudinal study of three classrooms from kindergarten to second grade found students consistently scored above the 50th percentile on state tests using this curriculum. They conclude it allows students to exceed Common Core expectations and revisions should be made to incorporate its approach.
This teaching guide provides lesson plans for teaching mathematics from sets to information handling. Each lesson includes starter activities, the main lesson content from the textbook, practice activities, individual work, homework, and recapitulation. The lessons progress from introductory to more advanced topics and include examples, exercises from the textbook, and assessment worksheets. The guide is meant to help teachers systematically divide the course content over the entire year and ensure all topics are well taught.
The document discusses the similarities and differences between schools in the past and present. Some key similarities are that both had the same aims of increasing knowledge and preparing students for the future, as well as a similar organization around terms and assessments. Main differences include a broader range of subjects now, different curriculums depending on region, newer subjects like IT, less focus on languages and math, and improved facilities and discipline approaches. Teachers also have an altered role with more emphasis on education over knowledge and less respect from students and parents. In conclusion, while schools in the past may have had some advantages, modern schools are assessed to be better overall.
This document provides guidance on modifying K-12 lesson plans for English language learners (ELLs). It outlines a 4-step process: 1) select and evaluate a lesson plan, 2) modify the lesson plan, 3) modify the follow-up/assessment, and 4) use ESOL modification checklists. For step 2, it describes how to modify the objectives, identify relevant standards, and describe procedures with ESOL modifications. It provides examples of questioning techniques, strategies for different content areas, and overall strategies to support ELLs at different language proficiency levels.
This lesson plan is for a 9th grade mathematics class on statistics. The topic is presenting data in tables, bar charts, line charts, and pie charts. Students will learn to read data diagrams by having the teacher demonstrate how to read diagrams, provide guided practice problems for students to solve, and check understanding through feedback. Assessment will be done through homework assignments where students practice reading data diagrams.
This lesson plan is for a 1st grade English/Language Arts class. The objective is for students to identify the main events of the story "The Giving Tree" after a whole class reading. Assessment will involve think-pair-share and hand signals to check students' understanding of main events and vocabulary. The lesson uses the gradual release of responsibility model, beginning with an introduction reviewing main events, a reading of the story, and a closing discussion of why identifying main events is important. Formative assessments during each part will check comprehension.
The document outlines the curriculum expectations and assessments for KS1 in England. It discusses the changes to the curriculum in 2014/15 including the introduction of a new national curriculum. It provides details on the expectations for reading, writing and maths in Years 1 and 2. These include specific objectives students should meet in different subject areas. It also describes the assessments used to measure student progress, including the KS1 SATs tests administered at the end of Year 2 in reading, grammar and math.
This document provides information for parents about kindergarten at Rolesville Elementary. It outlines the school's goals of preparing students academically and socially for first grade. It also details the curriculum focus areas for reading, writing, math, science, and social studies. Standards-based grading and positive behavior plans are discussed. The document encourages parent volunteers and provides contact information for the kindergarten teacher.
The document provides an overview of the Grade 2 curriculum at an international school in Zurich, Switzerland. It includes sections on language arts, mathematics, units of inquiry, the learning environment, home learning expectations, and school-home partnerships. The teacher introduces herself and outlines the key focus areas in various subjects for the upcoming year.
The document provides information about SATs (Statutory Assessment Tests) for parents. It explains that SATs are given to year 2 children in reading, writing, maths, science and speaking/listening to assess their attainment level. Scores are reported to the local authority and used to set year 6 targets. The tests can be given anytime in the year but are usually done in the last half term. Sample questions and expectations for different levels are also outlined for maths and reading SATs.
Grade 2 parent information session 2010 2011ZIS Grade 2
This document provides an overview of the Grade 2 curriculum at ZIS including:
1. The main subjects covered are language, mathematics, and units of inquiry. Key areas in language are reading, writing, speaking and listening, and handwriting.
2. In mathematics, concepts covered include number, measurement, patterns, data handling, and problem solving. Everyday Math is used as a key resource.
3. Units of inquiry for the year include workplaces, transportation, water, living things, folktales, and healthy living. These are explored through visits, activities, and a program of inquiry documented on the class blog.
The document provides information about the curriculum for Year 1 students in Spring 2015. It outlines expectations for maths, English, reading, writing and phonics. For maths, students are expected to learn number bonds, addition, subtraction and basic fractions. In English, students work on phonics, reading comprehension, writing sentences and stories. The curriculum moves at a swift pace to meet demands of the new national standards. Homework includes reading daily and practicing spellings and maths skills.
This document provides a guide for parents on what their 4th grade child will be learning in core subjects. It outlines key skills in English language arts and literacy like comprehending stories, building vocabulary, and writing summaries. In math, topics include arithmetic, multi-digit calculations, and fractions. The guide suggests activities for parents to support learning at home and advises keeping conversations with teachers focused on progress in important areas.
This document provides an overview of the curriculum and policies for a 3rd/4th grade class. It outlines the subjects that will be covered, including reading, writing, English, math, science, social studies and health. It describes what students will learn in each subject and how their progress will be assessed through grades, rubrics, reports cards and projects. The document also outlines homework policies and schedules.
The document provides information about the Key Stage 1 English curriculum expectations for reading and writing in Years 1 and 2. It outlines what children are expected to be able to do in reading and writing by the end of each year. Mixed ability groupings are used and children are challenged and encouraged to progress at their own pace. Assessment focuses on formative assessment to understand children's comprehension. The SATs administered at the end of Year 2 are outlined which assess reading, grammar, punctuation and spelling.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to analyze student data to develop a clear picture of reading levels, determine consistency in teaching practices, and create a plan of action. Teachers will use descriptive continua from PAT-R assessments to identify student strengths and needs. They will analyze class and individual data to determine targets and support structures. The plan is to use shortlisted Book Week books to implement strategies and goals by designing graphic organizers to help students reach their targets.
Grade 2 parent information session 2011 12ZIS Grade 2
This document provides an overview of the Grade 2 curriculum at ZIS school. It includes summaries of the units and learning expectations in language, mathematics, units of inquiry, learner profile, attitudes and transdisciplinary skills. It also discusses the learning environment, home learning approach, school-home partnership and tips for parents.
The document discusses approaches to teaching mathematics at the foundational stage. It focuses on developing both higher-order skills like problem-solving and content-specific skills. Teachers should emphasize real-world connections, use concrete examples initially and move to more abstract concepts over time. A four-block approach is recommended: 1) oral math talk, 2) skills teaching, 3) skills practice, and 4) math games. The gradual release of responsibility model shifts responsibility from teacher to students. A variety of pedagogical tools can aid learning, including toys, games, stories and spending time in nature.
The new national curriculum that began in 2014 has significantly higher expectations for students. Children in Year 4 are now expected to meet standards previously expected of Year 5 students. Teachers assess students formatively and informally daily to track progress towards year group expectations. Reporting will use categories of working below, beginning, developing, secure, or exceeding expectations rather than levels. SATs tests in Years 2 and 6 will also be more difficult to reflect higher standards.
This document summarizes a pupil free day for Plympton Primary School focused on improving reading comprehension. The day included:
1) Analyzing student reading level data to understand strengths and areas for growth. Teachers worked in pairs to analyze data by year level.
2) Learning about the Australian Curriculum achievement standards for reading comprehension. Standards were reviewed from Foundation to Year 2 to understand learning progressions.
3) Using descriptive scales from standardized reading tests to identify student reading levels and plan appropriate support, such as choosing leveled texts and strategies.
4) Teachers analyzed their class reading level data and set goals to improve comprehension, considering student needs and support structures. They planned to implement strategies using upcoming Book
This document summarizes a pupil free day for teachers at Plympton Primary School focused on improving reading comprehension. The objectives of the day were to analyze student reading data, understand expectations in the Australian English curriculum, identify areas for growth using descriptive scales, and develop action plans. Teachers worked in groups to review class and individual reading levels, determine learning goals, and identify strategies and resources from shortlisted Book Week books to help students reach targets by the next meeting. The goal was to develop consistency in practices to better support and challenge students at different levels.
This document outlines the agenda and goals for a pupil free day focused on improving reading comprehension at Plympton Primary School. The goals are to:
1. Analyze current reading level data to understand student strengths and weaknesses. Teachers will work in pairs to assess comprehension by year level.
2. Learn about the Australian curriculum standards and how to differentiate instruction based on descriptive scales that identify student reading levels. Teachers will identify support structures needed for students at different levels.
3. Create a plan of action for improving comprehension that includes setting SMART goals and using shortlisted books from Book Week to explicitly teach strategies aligned with student needs.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
The aim is for the "guide" to be a tool for parents to build relationships with their children's teachers once the Common Core State Standards are fully in place.
This document provides information about the MSP (Measurements of Student Progress) tests in math, reading, and writing that students will take. It outlines the format and content of the math, reading, and writing assessments. It also provides tips for parents on how to help their children prepare, such as practicing math facts and reading comprehension skills. The purpose of the MSP is to measure student learning in key skills and ensure consistent standards across the state.
- The document is a daily lesson log for an English class at Patrocino National High School for the week of September 12-16, 2022.
- The lesson objectives for the week include reading comprehension, listening skills, identifying genres, basic paragraph features, stress patterns in reading, and subject-verb agreement.
- The lessons cover content such as a Philippine hero tale, line graphs, rate of speech, idiomatic expressions, and subject-verb agreement.
- Learning activities and assessments are outlined step-by-step for each day, including class discussions, readings, examples, and exercises to practice and evaluate comprehension.
This document provides information for parents and caregivers about the Dragonfly class at a school. It introduces the teachers and teaching assistants for the class. It discusses how the children have settled in and lists some students who have taken on roles. It outlines behavioral expectations, rewards, celebrations, reading practices, home learning, the daily schedule, topics being covered, online safety resources, contacting teachers, opportunities for parents to volunteer, and upcoming parent consultation events.
This document provides information for parents about Grasshopper Class at Marlow C of E Infant School. It introduces the teaching staff and support staff for the class. It outlines the classroom routines and expectations, including their class charter, behavior system, and reward system. It describes the daily schedule and topics they will be learning about this term, including Romans and volcanoes. It provides information on reading records, home learning, and parent involvement opportunities. It concludes with contact details for the year 2 team and information about upcoming parent consultations.
The document provides information for parents and caregivers about the Ladybird class. It introduces the teachers, classroom, and beginning of the year. It discusses class representatives, behavior expectations, celebration worship, daily work including phonics and maths, reading records, daily reminders, home learning on Google Classroom, parent helpers, and National Online Safety. It also provides information on parent consultations, parent information evenings, topics for the year, and what a thinking school is according to educator Bob Burden.
- Mr Creese and Mrs Green are the teachers for Butterfly Class. The document provides an overview of the routines, expectations, and curriculum for Year 1 students in Butterfly Class.
- Key information for parents includes details about phonics instruction, maths homework, reading records, PE days, library day, and home learning activities. Upcoming events like parent consultations are also noted.
- The document emphasizes developing independence, good behavior, and using a restorative approach for conflict resolution. It aims to inform parents about supporting their child's learning.
This document provides instructions for parent volunteers accompanying a school trip to Hunts Wood. It outlines logistics like meeting times, appropriate clothing, and safety guidelines. Volunteers will be divided into groups, briefed on expectations, and provided contact information for the group leader in case of emergency. The itinerary includes walking to the woods along a specified route, children participating in nature observation and art activities under volunteer supervision, and reminders about respecting the environment and staying with the group. Proper handwashing is also emphasized before and after using any toilet facilities. The overall message is to ensure children have a fun and safe experience on the trip.
This document provides information and tasks for students related to a week-long unit on Kenya. On various days, students will complete English and math activities focused on a story about Kenya. English activities include reading the story, discussing characters, and rewriting the story. Math activities include counting animals, sorting animals by attributes, and using maps and animals to practice multiplication, division, and other math concepts. Students are encouraged to take pictures of their work.
The document discusses various aspects of seaside activities from the past compared to present day. It describes how in the past, people would fully cover up at the beach due to modesty, and they did not use sunscreen as the risks of sun exposure were unknown. Entertainment activities for both children and adults included donkey rides, Punch and Judy puppet shows, penny slots, carousels and basic cameras which could only take black and white photos. While bucket and spades are still used today, the materials they were historically made from meant they would corrode in the ocean. Bathing machines provided privacy for women to change into swimsuits.
This document provides instructions for observing habitats and microhabitats. It first instructs the reader to find a habitat near them, noting its location and plant life. It then asks the reader to identify any microhabitats within the larger habitat, describing the microhabitat's characteristics and plant parts it contains. Photos relevant to habitats and microhabitats are included under creative commons licenses for attribution.
The document is a PowerPoint presentation about how animals are suited to the habitats they live in. It contains photos of various animals in their natural habitats, including polar bears, penguins, lions, elephants, and monkeys. The presentation explains how physical characteristics and behaviors allow different species to thrive in their specific environments.
This document provides a list of animals to choose from and questions about their habitat and how it protects or helps the animal. It concludes by noting that while humans can modify environments, some animals cannot adapt and have gone extinct, asking the reader to name extinct animals.
Leo's Easter basket entry for Reception uses recycled and reused materials like old toy eggs, stickers, and lights from a broken lightsaber to decorate an old basket. A Year 1 student created an Easter garden diorama made of natural materials like sticks, bark, and foil representing the tomb of Jesus and his resurrection, guarded by chicken figures. For Year 2, the document describes an Easter bonnet competition.
The document discusses a new product launch for a company. It outlines key details about the product, including its features and target customers. It also provides a high-level timeline for rolling out marketing and shipping the first units.
Lesson presentation: What happened after the Great Fire?Sandygate
The document discusses a new product launch for a company. It outlines key details about the product, including its features and target customers. It also provides a high-level timeline for rolling out marketing and shipping the first units.
This document provides information for parents about their child starting reception at Marlow C of E Infant School. It discusses the school's motivations and values, introduces the reception teaching team. It outlines the school's preparations for starting, including transition activities, home visits, and the information pack. Logistical details are provided around uniforms, attendance, medical needs, and the first day. The document also discusses communication methods and ways for parents to get involved through volunteering, fundraising, and the Parents and Friends Association.
Foundation Stage Curriculum Expectations PresentationSandygate
This document provides information about the curriculum and learning goals for children in the Reception Year at a school. It summarizes the seven areas of learning covered: personal, social and emotional development; communication and language; physical development; literacy; mathematics; understanding the world; and expressive arts and design. For each area, it outlines some of the specific skills and concepts children will be learning. It also provides suggestions for how parents can support learning at home, such as reading together, playing counting games, and engaging in pretend play. The document discusses the school's approach to teaching phonics and developing early reading and writing skills. Overall, it aims to help parents understand the Reception Year curriculum and how they can complement their child's
This document provides information about Marlow C of E Infant School. It summarizes the school's mission to nurture students and empower them to be enthusiastic learners. It describes the school's curriculum, which aims to spark students' interests through storytelling and enrichment activities. It also lists the school's achievements, including awards, and extracurricular opportunities available to students.
This document provides information for parents about an upcoming reception parents' meeting at Marlow C of E Infant School. It outlines the school's motivation to create inspiring learning and help each child reach their potential. It discusses preparations for starting school, including transition afternoons, home visits, and a transfer morning. Information is provided on the reception curriculum, school uniform, attendance, and medical forms. The document also discusses communication between home and school and ways for parents to get involved through volunteering, fundraising, and the Parents and Friends Association.
This document summarizes information from the Marlow CE Infant School website. It introduces the school leadership and provides an overview of the school's curriculum, facilities, extracurricular activities, performance, and admissions process. The school aims to provide a rich learning environment that helps all children reach their full potential.
This document summarizes a presentation for parents about the Foundation Stage curriculum at a school. It outlines the aims of helping parents understand what their children will learn, how the curriculum is taught, and how parents can help at home. It describes the four themes of the Early Years Foundation Stage - A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. It provides details on what children will learn in each of the seven areas of learning and suggests ways parents can support their learning at home. The document concludes with an overview of typical school days and assessment in the Foundation Stage.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. Aims
To outline the curriculum expectations
for Reading, Writing and Maths in
each year group.
To examine the end of Key Stage 1
statutory assessments.
To understand how we assess
children in school.
3. KS1 Curriculum
Schools have been given greater choice
over the delivery of curriculum content
Schools have been given freedom to
choose how to assess the curriculum
Reporting to parents to be against end of
year expectations
Focus on more in depth learning and not
moving on too quickly
Curriculum coverage in a variety of contexts
– mastering the skills, not moving onto the
next year group
4. Measuring Progress
Progress will be measured as pupils
cover the national curriculum and
succeed in meeting the objectives
Once they cover the objectives and
show that they have ‘learned’ the skill
or knowledge then they will work at
greater depth
If they meet the objectives then they
will have made good progress.
5. Assessment
Focus is on formative assessment
◦ Enables rich questioning
◦ Probes children’s understanding
◦ Provides the answer to ‘have they got a
deep understanding?’
6. Assessment
In –school summative assessments
◦ End of term/topic
◦ How much has each pupil learned?
◦ Where are the gaps?
National standardised assessments
◦ End of Key stage tests – Y2 and Y6
◦ Teacher assessments
The tests form part of the Teacher
assessments
More flexible approach
7. Reporting Age-Related Expectations
End of Year 1 expectations:
• Working towards the expected standard - WT
• Working at the expected standard - WA
• Working at greater depth within the expected
standard - GD
8. Reporting Age-Related Expectations
End of Year 2 expectations:
• Foundations for the expected standard - F
•Working towards the expected standard - WT
• Working at the expected standard - WA
• Working at greater depth within the expected
standard – GD
•Science across both year groups is either WT or WA
9. Teaching in Key Stage 1
Mixed ability groupings:
- no lid on potential achievement
- greater opportunity to learn from each other
Challenges:
- children know which challenge is the
hardest
- choice of challenge
- encouraged to move on when ready
- better understanding of their own abilities
10. Curriculum Expectations – Year 1
Reading
Children can:
Use their decoding skills and are able to read by sight all the
phonemes in the English language
read accurately by blending sounds in unfamiliar phonetically regular
words containing graphemes that they have learned
read all of the Year 1 common exception words and those with –s, –
es, –ing, –ed, –er and –est endings
read words of more than one syllable that contain the graphemes
that they have learned
read aloud accurately a range of books and begin to read with some
fluency and expression
check their reading makes sense
explain what has happened in a book they or an adult has read and
are able to identify the key elements of the book like the main events
or the characters
answer a range of comprehension questions about the text
11. Curriculum Expectations – Year 1
Writing
Children can:
verbally plan sentences before they write them and can compose a
sequence of narrative sentences
read their work to check it makes sense and read it aloud to other
people, identifying ways to make their writing better
write in complete simple sentences, using full stops, exclamation
marks and question marks and capital letters to punctuate and for I
and names
join clauses together to make longer sentences
use some suffixes and distinguish between the ‘s’ and ‘es’ plural
endings
write the lower case letters and numerals, starting and finishing in
the correct places
spell the Year 1 common exception words, days of the week and
phonetic words using the graphemes they’ve been taught
12. Curriculum Expectations – Year 1
Maths – Using and Applying
Children can:
describe ways of solving problems and explain choices and
decisions orally or using pictures
describe simple patterns and relationships involving numbers
or shapes
display results using tables and pictures
sort information, shapes or objects
answer a question by selecting and using suitable equipment
describe a problem using numbers, practical materials and
pictures and use these to solve the problems and set the
solution back in the original context
solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measure or
money
13. Curriculum Expectations – Year 1
Maths – Number and Place Value
Children can:
identify and represent numbers using objects and pictures
use the language of equal to, more than, less than, most and
least
identify one more or less than a given number
count in 1s, 2s, 5s and 10s
count, read and write number to 100 in numbers and 1 – 20 in
words
count to and across 100, forwards and backwards from any
given number
14. Curriculum Expectations – Year 1
Maths – Addition and Subtraction
Children can:
add and subtract one and two-digit numbers to 20, including 0
use number bonds and related subtraction facts to 20
read, write and interpret mathematical statements involving
addition, subtraction and the equals sign
solve one-step problems, involving addition and subtraction,
using concrete objects and pictorial representations
solve missing number problems such as 7 = ? – 9
Maths – Multiplication and Division
Children can:
solve one-step problems involving multiplication and division
using arrays, pictures and objects, with support
15. Curriculum Expectations – Year 1
Maths – Fractions
Children can:
recognise, find and name a half as one of 2 equal parts of an
object, shape or quantity
recognise, find and name a quarter as one of 4 equal parts of
an object, shape or quantity
Maths - Geometry
Children can:
Describe position, direction and movement, including whole,
half and quarter and three-quarter turns
Recognise and name common 2D shapes
Recognise and name common 3D shapes
16. Curriculum Expectations – Year 1
Maths - Measures
Children can:
sequence events in chronological order using language such as; after,
next, today, tomorrow, morning and afternoon
recognise and know the value of different denominations of coins and
notes
measure and being to record time (hours, minutes, seconds)
measure and begin to record; capacity, weight, lengths and heights
compare, describe and solve practical problems for time (quicker,
slower)
compare, describe and solve practical problems for capacity and volume
(heavier, lighter)
compare, describe and solve practical problems for lengths and heights
(longer, shorter, double/half)
tell the time to the hour and half past, drawing the hands on a clock face
recognise and use language relating to dates, including days of the
week, weeks, months and years
17. Year 1 Maths at Greater Depth
Have a look at the examples on your
tables.
Which objectives do you think the
activities are building on?
Which area of Maths do you think
they’re looking at?
18. Phonics Screening Test – Year 1
40 words
Tests the blending skill
Some pseudo words, some real words
19. Curriculum Expectations – Year 2
Reading
Children can:
confidently read words with alternative phonemes and graphemes
(ai, ay, ey, a-e) and homophones (to, too, two)
read aloud fluently and with expression that makes sense of the text
recognise suffixes which form verbs, nouns, adjectives and adverbs
read some modern books independently
learn traditional poetry by heart
describe how events in a book fit together
ask and answer questions about characters, events and meaning of
a text
recognise some of the differences between a fiction and a non-
fiction text
20. Curriculum Expectations – Year 2
Writing
Children can:
Use suffixes for words ending in Y, add suffixes beginning with a vowel or a consonant
Choose the correct ending for common words ending in an ‘l’ sound (le, el, al)
Spell homophones and common exception words from the Year 2 list
Use an apostrophe to show contraction and possession
Write letters of the same size and begin to join them together
Organise ideas and put them into sentences
Re-read their writing or sense and accuracy
Write appropriately for some different purposes like narration, recount and poetry
Use commas for items in a list
Use progressive verbs correctly
Use present and past tense consistently
Write longer noun phrases with words before and after the noun
Use co-ordinated and subordinated clauses
Name and identify nouns, verbs, adverbs and adjectives
21. Curriculum Expectations – Year 2
Maths – Using and Applying
Children can:
solve problems involving addition, subtraction, multiplication and division
in the context of numbers, measures or pounds and pence
identify and record the number sentences involved in a problem
carry out calculations and check that the solution makes sense in the
context of the problem
follow a line of enquiry and answer questions by selecting and using
suitable equipment and information
organise and present information in lists, tables and simple diagrams
make predictions and test these with examples
describe patterns and relationships involving numbers or shapes
present solutions to problems in an organised way
explain decisions, methods and results in spoken, pictorial and written
form, using mathematical language and symbols
22. Curriculum Expectations – Year 2
Maths – Number and Place Value
Children can:
count in steps of 2, 3 and 5 from 0
count in tens from any number, forwards and backwards
recognise the place value of each digit in a two-digit number
(tens and ones)
identify, represent and estimate numbers using different
representations, including the number line
compare and order numbers from 0-100, using < > and =
signs
use place value and number facts to solve problems
read and write numbers to at least 100 in numerals and
words
23. Curriculum Expectations – Year 2
Maths – Addition and Subtraction
Children can:
add and subtract a two-digit number and ones, two-digit
number and tens and 2 two-digit numbers using objects,
pictures and mentally
add three one-digit numbers
show that addition of two numbers can be done in any order
by subtraction cannot
recognise and use the inverse relationship between addition
and subtraction and use this to check calculations and
missing number problems
recall and use addition and subtraction facts to 20 fluently
and derive and use related facts up to 100
apply increasing knowledge of mental and written methods to
solve addition and subtraction problems
24. Curriculum Expectations – Year 2
Maths – Multiplication and Division
Children can:
recall and use multiplication and division facts for the 2, 5 and
10 times tables
recognise odd and even numbers
write and solve number sentences using the multiplication,
division and equals signs
show that multiplication of two number can be done in any
order and division cannot
solve problems involving multiplication and division using
arrays, repeated addition and mental methods
solve problems using multiplication and division facts in
different contexts
25. Curriculum Expectations – Year 2
Maths – Fractions
Children can:
recognise, find, name and write fractions 1/3, ¼, 2/4, ¾ of a
length, shape, set of objects or quantity
write simple fractions e.g. ½ of 6 = 3
recognise the equivalence of two quarters and one half
Maths – Statistics
Children can:
interpret and construct simple pictograms, tally charts, block
graphs and tables
ask and answer questions by counting the number of objects
in each category and sorting the categories by quantity
ask and answer questions about totalling and compare
categorical data
26. Curriculum Expectations – Year 2
Maths – Geometry
Children can:
identify and describe the properties of 2d shapes, including
the number of sides and lines of symmetry
identify and describe the properties of 3d shapes, including
the number of edges, vertices and faces
identify the 2d shapes on the surface of 3d shapes (as faces)
compare and sort common 2d and 3d shapes and everyday
objects
order and arrange combinations of mathematical objects in
patterns and sequences
use mathematical vocabulary to describe position, direction
and movement, including straight lines, rotation as a turn and
right angles for quarter, half and three-quarter turns clockwise
and anti-clockwise
27. Curriculum Expectations – Year 2
Maths – Measures
Children can:
choose and use appropriate standard units to measure
length/height, mass, temperature and capacity
compare and order lengths, mass, volume/capacity and record the
results using <, > and =
recognise and use symbols for pounds and pence and combine
amounts to make a particular value
find different combinations of coins that equal the same amounts of
money
solve simple problems in a practical context involving addition and
subtraction of money including giving change
know the number of minutes in an hour and hours in a day
compare and sequence intervals of time
tell and write the time to 5 minutes, including quarter past/to and
draw the hands on a clock face to show these times
28. Year 2 Maths at Greater Depth
Have a look at the examples on your
tables.
Which objectives do you think the
activities are building on?
Which area of Maths do you think
they’re looking at?
29. Reading and Writing at Greater
Depth
Independent application of skills in a
new context
Range of text types
Planning and composition of text
Ability to read work through and check
for accuracy
Interim Frameworks for reading and
writing – WA and GD
30. The KS1 SATs
At the end of Year 2, children will take assessments
in:
• Reading;
• English grammar, punctuation and spelling;
• Maths.
31. Reading
The Reading Test consists of two separate papers:
• Paper 1 – Contains a selection of texts totalling between 400 and
700 words with questions about the text.
• Paper 2 – Contains a reading booklet of a selection of passages
totalling 800 to 1100 words. Children will write their answers to
questions about the passage in a separate booklet.
• Each paper is worth 50% of the marks and should take
approximately 30 minutes to complete, although the children are not
being assessed at working at speed so will not be strictly timed.
• The texts will cover a range of poetry, fiction and non-fiction.
• Questions are designed to assess the comprehension and
understanding of a child’s reading.
• Some questions are multiple choice or selected response, others
require
short answers and some require an extended response or
explanation.
32. Sample Questions - Reading
“One night Livvy had a terrible dream. There
was a big, ugly monster, roaring and
stomping. He wasn’t friendly and Livvy was
very scared. Woken up by the nightmare,
she shouted up for her dad.”
Why did Livvy wake up and shout for her
dad?
Find the two words that described what the
monster looked like in Livvy’s dream.
33. Sample Questions - Reading
“If you’re trying to think of nice things as
you fall to sleep again, they might
appear in your dreams.”
What does the word appear mean?
Tick one box.
be seen
disappear
go away
vanish
34. Sample Questions - Reading
“A helicopter flies by using a set of spinning
blades at the top of the helicopter, called a
rotor. In France in 1907, the first helicopter
lift-off took place. In 1939, A Russian man
called Igor Sikorsky created a helicopter
which was used regularly; it also had a rotor
on the back to stop the helicopter from
spinning in the air.”
Find and copy one word that means the
same as ‘designed’.
38. Mathematics
Children will sit two tests: Paper 1 and Paper 2:
• Paper 1 is for arithmetic, lasting approximately 25 minutes
and worth 25 marks. It covers calculation methods for all
operations.
• Paper 2 covers problem solving, reasoning and
mathematical fluency, lasts for approximately 35 minutes
and is worth 35 marks.
• Pupils will still require calculation skills and questions will be
varied including multiple choice, matching, true/false,
completing a chart or table or drawing a shape. Some
questions will also require children to show or explain their
working out.