Year 2 children will complete several assessments covering maths, reading, grammar and spelling. In maths there is an arithmetic and reasoning paper, in reading there are combined and separate reading prompts and booklets, and in grammar and spelling there are papers covering spelling and grammar/punctuation questions. The assessments evaluate skills such as vocabulary understanding, identifying fiction/non-fiction text features, sequencing events, and making inferences. Teacher assessments will also evaluate writing skills based on an interim framework.
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IELTS Reading - Skimming, Scanning and Intensive ReadingIELTSBackup
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What assessments do Year 2 children
complete?
• Maths
– Paper 1: Arithmetic
– Paper 2: Reasoning
3.
4.
5. What assessments do Year 2 children
complete?
• Reading
– Paper 1: Combined reading prompt and answer
booklet
– Paper 2: Separate reading booklet and reading
answer booklet
6. What assessments do Year 2 children
complete?
What the assessments consist of:
• Drawing on knowledge of vocabulary to
understand texts.
• Identifying key aspects of fiction and non fiction
texts.
• Explaining and identifying sequences of events.
• Making inferences and predicting what might
happen.
9. What assessments will Year 2
children complete?
• Grammar, punctuation and spelling
– Paper 1: Spelling
– Paper 2: Grammar and punctuation questions
10.
11.
12. What assessments will Year 2
children complete?
• Writing
– No writing paper
– Teacher assessment using interim framework
13. What assessments will Year 2
children complete?
• Working towards the expected standard
– Using some capital letters and full stops
– Spelling using phonics (sounds)
– Spelling some common exception words
– Writing lower-case letters in the correct
direction and size
– Using spaces between words
14. What assessments will Year 2
children complete?
• Working at the expected standard
– Using capital letters and full stops for most sentences
and using ? and !
– Using statements, questions, exclamations and
commands
– Expanded noun phrases
– Using present and past tense correctly
– Wide range of conjunctions (joining words)
– Spelling most words correctly including common
exception words and contracted forms (e.g. don’t)
– Adding suffixes –ment, -ness, -ful, -less, -ly
– Joining handwriting
– Writing capital letters and digits correctly
– Using spaces between words
Editor's Notes
Assessments now include:
All children have to complete:
2 Maths papers
2 Reading Papers
A Spag Test
Teacher Assessed writing
The Maths assessments will consist of 2 papers- Paper 1 Arithmetic and Paper 2 Reasoning.
The children will not be allowed to use any apparatus for any of the papers therefore confidence with jottings, written methods and mental maths skills
is VITAL!
NATALIE and ANDREA
The paper 1 Arithmetic test ……marks/ time-recommended is context free, consisting of just mental maths questions or number sentences. The children can still use jottings and written methods and some questions will allow 2 marks for accurate working out shown. Therefore it is extremely important that children are confident with the written methods we have taught them.
Paper 2-Reasoning- consists of problem solving questions presented in a wide range of formats e.g. multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method). (flick through examples)- this allows the children to demonstrate that they can apply their skills in a variety of ways.
75-85% of these questions will focus on number, particularly children’s ability to work with larger numbers and apply basic number facts. There will also be a high focus on calculating and fractions, as well as assessing children’s knowledge of shape and measures.
Difficulties- particularly LA- retaining number facts and then applying them.
- Showing their working out.
Support- Rainbow challenge supported this- now Year 1 do this it will be even better.
- Worked on applying to solving problems as often as possible.
- Ensuring we were consistent with using the maths policy for written methods- providing opportunities for the children to use these independently.
NATALIE and ANDREA
Difficulty levels of paper 1 and 2
The children will be completing 2 reading papers. Both papers are in line with our higher reading bands (purple onwards).
Paper 1 is a combined test and question/answer booklet. This is the shorter text of the two and is slightly easier than paper 2.
Paper 2 is the more challenging paper and consists of a separate reading and answer booklet (Lime).
NATALIE and ANDREA
Both papers will focus on the children’s understanding of vocabulary/comprehension skills.
For example….
(read bullet points)
We will share how you can help your child with preparing for this at the end of the presentation.
NATALIE and ANDREA
Both papers consist of a lot of retrieval and deduction questions.
Retrieval questions require the children to locate answers directly from the text.
An example of a paper 1 retrieval question–– ant example
The children will also be assessed on deduction questions. These are more challenging as they require the children to read between the lines of a text and look for the clues- e.g. understanding that finding a boat makes the characters lucky.
NATALIE and ANDREA
Paper 2 examples
There is a strong focus on assessing the children’s understanding of vocabulary. For example, this paper 2 question requires the children to read the points on the table and then to answer question 11 understand that poisonous means dangerous. Therefore it is really important that we are widening the children’s vocabulary where possible to ensure they are confident with these question types.
Difficulties- deduction questions
- showing an understanding of vocabulary
Support – we found using our achievement team targets to focus on this helped.
NATALIE and ANDREA
The children will now be assessed on their English grammar, punctuation and spelling.
Paper 1 will be a spelling test and Paper 2 is a grammar and punctuation test.
NATALIE and ANDREA
The spelling test is not strictly timed but should take around 15 to 20 minutes to complete. It consists of 20 words. The children will be given each missing word from the sentences in their booklet by their teacher. This will be read on its own and then within the sentence .
There are a lot of challenging words within the test requiring the children to be confident with a range of spelling patterns, for example rules for adding suffixes such as dropping the e before adding ‘ing’ (bake- baking) and also being confident with which graphemes belong to which words, e.g. knowing that it is ‘kn’ for the ‘n’ sound in knew.
Spelling examples – challenging words! Children will need to know which graphemes (e.g. kn for /n/ sound in knew) and spelling patterns (e.g. drop the e before adding ing in baking)
NATALIE and ANDREA
The grammar and punctuation paper mainly focuses on word types, sentence types, punctuation and past and present tenses.
It requires multiple choice or short sentence answers, covering areas such as using joining words (because, but, however), using pronouns (I/me/she) correctly, capitalising the correct words in a sentence and explaining why, putting the correct punctuation into a given sentence, writing sentences that illustrate two different meanings of the same word, identifying the verb, adverb, noun and adjective in a sentence and using plurals correctly.
Difficulties- a lot to cover in one year- particularly word types.
Support- lots of morning activities and English starters focusing on this- also allowed them to become familiar with format of paper.
AMY
There is not a writing paper – your child’s writing will be assessed by their teacher using something called the interim framework.
We use Big Writing sessions to give the children opportunities to write at length throughout the year and the most recent pieces of writing will be assessed.
AMY
This is the interim framework – the guidance the government has produced to show teachers the expected standard. This slide shows the objectives for children working towards the expected standard.
There is a much bigger emphasis on punctuation, handwriting and spelling than in previous years.
AMY
These are the objectives for children working at the expected standard. Children are expected to use a range of punctuation, word types and sentence types confidently, to use the correct tense and to use joining words. They should spell confidently including contractions and adding suffixes. Miss Myers and Mrs Harrison are working hard to teach the children joined letters so that they can begin to join their handwriting in all lessons.
The children have to meet all of the expectations to meet the expected standard – it is not a best fit judgement anymore as it has been in previous years.
Difficulties- Children using and being aware that they are using a range of sentence types.
- Tenses
- Getting evidence that they could use particular spelling rules- used starters as a focus etc.
