Is there a big jump from Y2 to Y3?

[bequiet]

Ds just about got there by the end of year 2, now I'm wondering how year 3 will compare.

Is it the case that now year 2 SATs are over, year 3 is fairly relaxed, or is there a big jump in expectation?

Bases is correct.

Off to Pedants' corner for thee and me then Lyra!
If you have concerns Perfect, then you need to ask the teacher, or look on the Primary Frameworks for Literacy and Numeracy.
My top group are academically around two years ahead of my bottom group, and I'm not including the IEP children in that. So today's literacy went from completing a simple sentence opener, with correct punctuation for LA to extended sentences with adverbial clauses and correct use of commas.
They can also use a possessive apostrophe correctly, not a Greengrocer amongst them.
I know that the reports I get from my teens on what they have done today bear little relationship to the actual work they have covered, or the level.
Homework is a different issue. I like to set weird and out-of-the-box stuff that the children love and which panics many parents.

Sorry, I am a pedant. In my defence, it's my job to be a pedant as an editor of national news stories.

They are teaching you correct grammar, and have just come to the end of Y3?
Must have learned something then, and enjoyed doing so. Sometimes it's easy to judge when you are on the outside looking in, or have only a fragment of the whole.
Ask some searching questions of the teacher next year, early on in the term, if you feel that your daughters are not being stretched.

TY....

...I don't like to interfer to much (I know I probably should)....I did manage to get there spelling groups changed though when they could complete them without practising at all.

I don't know how much they should be stretched. I am very ambitious...so I worry about over-stretching them, and to be fair in some area's they have found it challenging (some of the maths area's have stretched them, particularly DTD1 - but there has also been lots of repetition where I don't see that they have learnt anything new - for example they were taught basic nomenclature about describing schapes in R/Yr1....and they seem to have done the same in Yr3 and I can't see that they have developed the knowledge much if at all since R (for 2D) and Yr1 (for 3D). I acknowledge that I may be missing something though.

TBF the homeworks are whole class homeworks too...so if they are top of the class then I guess that their homework hasn't stretched them as much as their classwork IYSWIM. Although my judgement is also based on discussions with them about what they have been doing in class and how often I get comments like "that was easy peasy I did 3 sheets" or "the maths was really 'ard".

I guess my original point still stands. I don't feel that there has been a huge jump - and if there has the transition has been taken well by my DTDs.

I have to agree with Perfectprefect - I am not a teacher either but the biggest thing was the additional responsibility not the work.

DS1 is now in Yr 4 but there wasn't a huge jump for him from Yr 2 to Yr3. In fact at one point he was saying, off his own bat, that he liked the Juniors more than the Infants because the work was much easier.

I think his teacher was a bit of a waste of space but having just come from a Governor's meeting about how children progress across the Juniors it seems very common that children mark time in Yr 3 in that school. They are trying to address it but the problem is that the infants was an outstanding school and the juniors isn't - the children were already where they should have been and they weren't being stretched in the Juniors.

I would say that it depends on the schools really and how well the change over is managed. Do the infants prepare the children for the change?

The best you can do bequiet, is talk to the new teacher and go through all the issues you have with your DS and push for some help.

dd1 did not find year 3 a large jump. She is an August birthday, and the most difficult transition for her was between reception and year 1. She was simply not ready for formal learning at just turned 5, and did not have the literacy skills needed to access the curriculum. By the end of year 2, she did and therefore the juniors have not been too difficult for her.

I didn't feel like Y2 to Y3 was a big jump for DS, either.
Funny thing is that I had a reverse experience to a lot of MNers. Often I read on here "My child got a higher Level in Yr2 SATs than they have just been given at end of Y3, why?"

Our experience was opposite. DS had all 2bs and 2as in Y2 SATs (so respectable, but nothing remarkable). He then seemed to make a HUGE jump in levels from end of Y2 to early Y3. At parent's evening that October, his Y3 teacher said categorically that DS's Y2 SATs totally didn't reflect how able DS was in his Y3 class. He suddenly shot into the top groups for everything (and has stayed there so far, end of Y4 now).

I teach both yr2's and 3's in a mixed age class so get to look at both ages at once. However I treat ALL the children in my class as year 3's in terms on independence and organisation ( although obviously NOT in terms of ability and understanding!) Some children DO find the transition from yr2 type work to yr 3 very difficult, mainly the ones who so far have been able to manage with a good memory-for number patterns, spellings, words etc and fluency in reading. Yr 3 is much more about UNDERSTANDING rather than repeating. So I have some VERY fluent readers in Yr 2 who are struggling with the inference and understanding required in more complex texts, those who can recall number patterns and times tables in Yr 2 who find the problem solving and explanations required in yr3 more daunting. But all children are different, some children find the transition difficult, some don't , some blossom under the expectation of independent work and research, some begin to wilt! The VAST majority will however still make progress at their level and by the end of the year my Yr2's are fledgling Y3's and my Y3's are very grown up prospective Y4's!

Ds was one of those children who struggled and yes, he has needed a lot of extra support to cope with junior school, but no, he has not been left feeling out of things; support has been there and he has enjoyed himself very much.

I teach yr 2 and right from the first week of the autumn term I work on independence. There simply isn't time to do everything for them! Plus there are always kids who want to help (they are the ones who never do anything at home and whose parents can't believe they are so helpful at school). I ask for reading books, but I don't get them out of their bags. I'll remind them about handing things in, but I won't take letters/homework/link books out of their bags either. My class are very ready for year 3 now, perhaps with the exception of my little one working below level 1 who lacks confidence and is an anxious child. I'm sure the rest will be fine, it's only down the corridor after all.