Key Stage 2 SATs Welcome to our Information

Key Stage 2 SATs Welcome to our Information Morning Please feel free to look at the test materials. Resources will be sent home for children at the end of the day. Please look through them and speak to your teacher on parents’ evening if you have any questions. 1

What are SATs? Standardised Assessment Test • All Year 6 children in the country take the same test on the same day • Attainment of all children in this group can be monitored and progress from KS 1 can be measured. • Information used by Secondary Schools and the Government. 2

Test Timetable for May 2018 The 2018 KS 2 statutory tests will take place from Monday 13 th May to Thursday 16 th May Pupils must take the tests on the following days: Monday 13 th May Tuesday 14 th May Wednesday 15 th May Thursday 16 th May English Grammar & Punctuation (45 minutes) Reading test Maths Paper 1: Arithmetic (30 minutes) Maths Paper 3: Reasoning (40 minutes) Spelling Test (20 minutes) (1 hour) Paper 2: Reasoning Paper (40 minutes) 3

What is assessed in English? • Reading, writing, grammar and punctuation; and spelling will be assessed. • Test will not be combined to create an overall English result. • These will be published separately. • Reading • Writing • Grammar, punctuation and spelling 4

Grammar, Punctuation & Spelling Test English grammar, punctuation & spelling test is made up of 2 tests • Paper 1 : Short answer questions • Paper 2 : Spelling task 5

Example grammar questions

Example of Spelling Test 7

Writing Assessment The children will not complete a writing SATs test. Teacher assessments in writing provide a rounded judgement that is based on our knowledge of how your child has performed over time and in a variety of contexts. There is a greater emphasis on spelling and handwriting and editing and redrafting. We work with English Advisers from County and other Year 6 teachers across Hertfordshire to ensure our writing assessments are accurate. 8

Example of Year 6 expected writing: The Monster With fear and dread, I crept cautiously down the dark, damp tunnel. My hands were eyes, nervously seeking the way by tracing the slime covered granite walls. Though I strained to hear and see, there was nothing…nothing but the sounds of my own strained breathing and the soft pad of my rubber-soled shoes. Suddenly, an evil odour invaded my nostrils, like the rotting filth of a thousand corpses. I stopped, heart pounding. Was something there in the dreaded darkness? No longer able to stand not knowing, I pulled out my flashlight and switched on its harsh beam to light up the tunnel ahead. Silence, heavy and still, surrounded me. Reassured, I began to step forward… Out of the black depths came a sudden blood-curdling shriek as the great beast leapt towards me… 9

Expanding a sentence into a paragraph Example Mr and Mrs Dursley woke up early on an ordinary day. UPLEVEL TO THIS When Mr and Mrs Durlsey woke up, it was an ordinary, dull, grey Tuesday morning. However, they did not know that things were about to change… “Is that boy Harry awake yet? ” bellowed Mr Dursley. “No dear, but our darling Dudley is dying for his breakfast!” crooned Mrs Dursley, snooping sweet, soggy Weetabix into Dudley’s dribbling mouth. Chortling with pleasure, Dudley gulped the huge dollops of cereal down as if he had never eaten in his life before. 10

Reading Test Reading Paper Answer Booklet Reading Booklet 11

• • • Reading Test Greater focus on comprehension and understanding vocabulary. 3 or 4 unrelated texts of increasing difficulty Mixture of text types – stories, diary entries, reports, poems… 1 hour (for reading the texts and answering the questions) 50 marks Children will be expected to: – – – retrieve information (sometimes from a variety of sentences for an answer) infer meaning from a paragraph or from the texts as a whole Summarise, compare and give an opinion Explain why the author uses particular words and phrases Know the meaning of words or predict them using their prefix knowledge

KS 2 reading test – extract from ‘Giants’

Sample answers • • It’s green and it’s small It tells us what the frog looks like It means the frog is little and worth nothing Emerald shows the frog is green and scrap tells us that it is unimportant

Children are expected to read 150 words a minute… 15

This is why it is very important that you read as much as possible with your child at home… 16

Maths Tests • Arithmetic paper • 40 marks in 30 minutes • Questions will include: – Addition/subtraction (1 mark each) – Complex calculations with fractions (1 mark each) – Long division and multiplication (2 marks each) • • Two reasoning papers, each paper: 35 marks available 40 minutes. Problems will include: – – Geometry (shape) Algebra Measures All four operations

Example arithmetic questions

Example reasoning questions 19

20

21

22

Science • Teacher assessment considers: – Working scientifically – Knowledge of the national curriculum. • In-school moderation 23

SATs Support How we support your child in school: • • Regular practice in a test environment has enabled driven focus of lessons Discussion with children – how to improve and targets Timed tests and practice questions Regular guided reading Exercise and practical activities, as well as our usual broad and balanced curriculum Interventions in the afternoons Free daily booster – Please ensure your children attend Breakfast every morning of SATs week 24

Reporting outcomes 25

Scaled scores The child’s “raw” score is converted to a “scaled” score: 80 (minimum) 100 (Expected Standard) 130 (maximum) Pupils’ test scores will be mapped onto the scale (conversion tables published in July). Some pupils may be working below the level of the test (i. e. below ‘ 80’)

Example Reading Conversion Table 27

KS 2 Reading & Maths Statutory Assessment 2018 School accountability measures based on % of pupils scoring at least 100 Scaled score TEST TEACHER ASSESSMENT Working at the expected standard (EXS) Interim Teacher Assessment Framework Growing development of the expected standard (PKG) Interim prekey stage standards Scaled score=100 Children not entered into test because they are working at a lower standard (code B) Early development of the expected standard (PKE) Foundations for the expected standard (PKF) = no test result; Below the standard of the pre. Teacher Assessment only key stage, but above P 8 P scales (BLW) Below pre-key stage standards

KS 2 Writing Statutory Teacher Assessment 2018 School accountability measures based on % of pupils at expected or greater depth Working at greater depth within the expected standard (GDS) Working at the expected standard Interim Teacher Assessment Framework (EXS) Working towards the expected standard (WTS) Growing development of the expected standard (PKG) Early development of the expected standard (PKE) Foundations for the expected standard (PKF) Below the standard of the pre-key stage, but above P 8 (BLW) P scales (majority of pupils expected to be within these bands) www. gov. uk/government/publications/i nterim-frameworks-for-teacherassessment-at-the-end-of-key-stage-2/ interim-frameworks-for-teacherassessment-at-the-end-of-key-stage-2 Interim Pre-Key Stage standards (for pupils working below the standards of the Interim TA Framework) www. gov. uk/government/publications/ pre-key-stage-2 -pupils-working-belowthe-test-standard/ pre-key-stage-2 pupils-working-below-the-test-standard Below pre-key stage standards (also apply to KS 2 reading and maths teacher assessments) www. gov. uk/government/publications/ p-scales-attainment-targets-for-pupilswith-sen/ p-scales-attainment-targetsfor-pupils-with-sen

KS 2 Science Statutory Assessment 2018 TEST Not used in school accountability measures No national test for science (some sample tests will be administered – not used for school accountability) TEACHER ASSESSMENT Working at the expected standard (EXS) Has Not Met the standard (HNM) Interim Teacher Assessment Framework

Things we are trying to encourage the children to do are: • Continue good homework routines • Play an active role in lessons • Ask for help if they don’t understand • Understand that mistakes are how they learn • Be aware of targets. Challenge themselves to reach / better them • Realise that a page of correct answers means that they may not have picked the correct level of challenge • Try their best • Gain a perception of time 31

How you can support your child at home: • Sensible bedtime • Healthy diet – eat breakfast • Drink plenty of water at home and school • Encourage your child positively, without putting too much pressure on him / her • Support with homework – provide a quiet place for work, share the targets – children CPG revision books • Ensure children are on time and attend every day • Read with and to your child discussing the content and choice of words the author has chosen – Record in Reading diaries 32

Revision Websites https: //diagnosticquestions. com/White. Rose. Maths. Hub for daily maths quizzes https: //thirdspacelearning. com/blog/2017/75 -ks 2 -sats-maths-questions-onplace-value-fractions-addition-and-subtraction-new-for-2017 for maths papers. http: //www. icteachers. co. uk/children_sats. htm for lots of questions. http: //www. bbc. co. uk/education/subjects/z 826 n 39 for explanations of maths topics. https: //www. oxfordowl. co. uk/for-home/reading-owl/find-a-book/library-page for a variety of e-books to read. 33

Questions? Thank you for coming. 34