Key Stage 2 SATs
Key Stage 2 SATs St Joseph’s RC Primary School Year 6 Presentation to Parents
Assessment and Reporting ••
Since 2016, test scores have been reported as ‘scaled scores’. set out in the government guidelines.
•• This means it is very difficult to compare the current assessments with any earlier years. • This means it is very difficult to compare the assessment of a previous year with the current year.
• Your child will still be taught with the highest expectations and allwill required elements the curriculum, similar • cover Your child still be taught with theof highest expectations and cover to all required elements the curriculum, similar to previous years. previousofyears. • The new curriculum is more rigorous and sets high expectations which all schools • The new curriculum is more rigorous and sets noticeably have had to work hard to meet since the beginning of last year.
higher expectations, which all schools have had to work hard to meet and adapt to since its introduction.
Scaled Scores • What is meant by ‘scaled scores’? •• It is planned that 100 will always represent the ‘national standard’. •• Each pupil’s raw test score will therefore be converted into a score on either at, above orat, below 100.or below 100. the scale, either above • The scale will have a lower end point somewhere below 100 and an upper end • The scale will have a lower end point somewhere below 100 and an point above 100.
upper end point above 100.
•
•A child who achieves the ‘national standard’ (a assessed score of 100) will be have demonstrated sufficient knowledge in the areas by the tests. judged to have demonstrated sufficient knowledge in the areas • assessed In July 2016by forthe thetests. first publication of test results, each pupil will receive: o A raw score (number of raw marks awarded). • Since July 2016 forinthe first publication o A scaled score each tested subject. of test results, each pupil now o Confirmation of whether or not they attained the national standard. receives:
o A raw score (number of raw marks awarded). o A scaled score in each tested subject. o Confirmation of whether or not they attained the national standard.
Scaled Score Examples On of theof test results July 2016: Onpublication publication the testinresults in •
July:
• A child awarded a scaled score of 100 is judged to have met the ‘national judged bytothe • A child awarded astandard’ scaled scorein of the morearea than 100 is judged havetest. exceeded the national standard and demonstrated a higher than expected knowledge of the curriculum for their age.
• A child awarded a scaled score of more than 100 is judged to exceeded thescore national and demonstrated • have A child awarded a scaled of less standard than 100 is judged to have not yet metathe higher standard than expected knowledge of thefor curriculum national and performed below expectation their age. for their age. • A child awarded a scaled score of less than 100 is judged to have not yet met the national standard and performed below expectation for their age.
Higher Attaining Pupils • Under the new system, there are not any separate tests for the most able children. • In the past, additional Level 6 tests were produced for children who
• Previous Key Stage 2 tests were aimed at children achieving Levels 3-5 (with a national expectation to reach at least Level 4) demonstrated higher than expected attainment, above Level 5.
• Instead, each test will have scope for higher attaining to show • Instead, each testpupils will have scope for highertheir attainingstrengths. pupils to show their •
strengths.
• This means that some questions towards the end of the tests may be more difficult for many children but they should be encouraged to attempt as much of the test as they are able to.
The Tests • KeyStage Stage 22SATs place nationally in the week 9th May 2016. Key SATstake take place nationally in thecommencing week commencing 8th May 2017 • Statutory tests will be administered in the following subjects: o Reading (60 minutes) • Statutory tests will be administered in the following subjects: o Spelling (approximately 15 minutes) o (60 minutes)and Grammar (45 minutes) o Reading Punctuation, Vocabulary o (approximately 15 minutes) o Spelling Mathematics o Punctuation, Vocabulary and Grammar (45 minutes) - Paper 1: Arithmetic (30 minutes) - Paper 2: Reasoning (40 minutes) o Mathematics - Paper Paper 3:1:Reasoning (40 (30 minutes) Arithmetic minutes)
- Paper 2: Reasoning (40 minutes) In addition, some schools be required to take part in Science testing, -• Paper 3: Reasoning (40will minutes)
consisting of three tests in Biology, Physics and Chemistry. Not all schools will take part in this sampling, which takes place on a later date.
• There are no tests to be administered in Science this year. • All tests are externally marked.
• All tests are externally marked. •
• Writing will be ‘Teacher Assessed’ internally, as in recent years.
Reading •• The Test Test consists of a single papertest withpaper three unrelated reading TheReading Reading consists of atest single with three texts.
unrelated reading texts.
• Children are given 60 minutes in total, which includes reading the texts and answering the • Children arequestions. given 60 minutes in total, which includes reading
the texts and answering the questions.
• A total of 50 marks are available.
•• A total of 50designed marks to are available. Questions are assess the comprehension and understanding of a • Questions are designed to assess the comprehension and • Some questions are multiple choice or selected response, others require short understanding of a child’s reading. answers and some require an extended response or explanation. • Some questions are multiple choice or selected response, others require short answers and some require an extended response or explanation.
Spelling, Punctuation and Grammar • A Spelling test is administered containing 20 words, lasting approximately 15 •A Spelling test is administered containing 20 words, minutes.
lasting approximately 15 minutes.
• A separate test is given on Punctuation, Vocabulary and Grammar
•• A test is given on Punctuation, Thisseparate test lasts for 45 minutes and requires short answer questions, including some multiple choice. Vocabulary and Grammar • Marks for these two tests are added together to give a total for Spelling, Punctuation and Grammar.
• This test lasts for 45 minutes and requires short answer questions, including some multiple choice. • Marks for these two tests are added together to give a total for Spelling, Punctuation and Grammar.
Sample Questions Grammar, Punctuation and Spelling Paper 1
Sample Questions Grammar, Punctuation and Spelling Paper 1
Mathematics • Children will sit three tests: Paper 1,the Paper 2 and Paper 3. The Mathematics tests have undergone biggest change this year. •• Children sit ‘Arithmetic’ three tests: Paper 1, Paper 2 and Paper covering 3. Paper 1will is for lasting for 30 minutes, calculation •
methods for all operations, including use of fractions, percentages and decimals. all operations, including use of fractions, percentages and decimals.
•• Questions gradually increase in difficulty. Not all will children will beto Questions gradually increase in difficulty. Not all children be expected expected of questions the morelater difficult later in the access someto ofaccess the moresome difficult in thequestions paper. paper. •
• minutes. Papers 2 and 3 cover ‘Problem Solving and Reasoning’, each lasting for 40 minutes. • Pupils will still require calculation skills but will need to answer questions in context and decide what is required to find a solution.
• Pupils will still require calculation skills but will need to answer questions in context and decide what is required to find a solution.
• On the reasoning papers, content does not necessarily become more difficult – last year’s papers had some of the trickiest questions on the first few pages.
Sample Questions Maths Paper 1: Arithmetic
Sample Questions Maths Paper 2 / Paper 3 : Reasoning
Sample Questions Maths Paper 2 / Paper 3 : Reasoning
How to Help Your Child and foremost, support andand reassure your child there is nothing • First and foremost, support reassure yourthat child that there isto worry about and they shouldand always just try their best. Praise encourage! nothing to worry about they should always just tryand their best. Praise and encourage! • Ensure your child has the best possible attendance at school
•• Ensure childwith hasany thehomework best possible Support your your child tasks. attendance at school. •• Support your child with any (e.g. homework tasks. Reading, spelling and arithmetic times tables) are always good to practise. to yourspelling child about what they have(e.g. learnttimes at school and what book(s) they • Talk Reading, and arithmetic tables) are always good are reading (the character, the plot, their opinion). to practise. • Make sure your child has a good sleep and healthy breakfast every morning!
• Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion). • Make sure your child has a good sleep and healthy breakfast every morning!
How to Help Your Child with Reading to your your child childread readcan can take many forms. • Listening to take many forms. First and focus developing developinganan enjoyment of reading. • First and foremost, focus enjoyment andand lovelove of reading. Enjoy stories stories together stories to at KS1 KS1and andKS2 KS2isisequally equallyasas • Enjoy together – reading reading stories to your your child child at importantas aslistening listeningto toyour yourchild childread. read. important Readaalittle littleat ataatime timebut butoften, often,rather ratherthan than rarely but long periods time! • Read rarely but forfor long periods of of time! Talk about aboutthe thestory story before, before,during duringand and afterwards –discuss discussthe theplot, plot,the the • Talk afterwards characters,their their feelings feelingsand andactions, actions,how how makes you feel, predict what characters, it itmakes you feel, predict what willwill happenand and encourage your child to have opinions. happen encourage your child to have theirtheir ownown opinions. Look up up definitions definitionsof ofwords wordstogether together – you youcould coulduse usea a dictionary, internet • Look dictionary, thethe internet or or an a phone or tablet. an appapp on aon phone or tablet. All reading readingisis valuable valuable – it doesn’t have to be just stories. Reading can involve • All anythingfrom fromfiction fictionand and non-fiction, poetry, newspapers, magazines, football anything non-fiction, poetry, newspapers, magazines, football programmes,TV TVguides. guides. programmes,
Visit the library -- it’s free! • Visit the local local library
How to Help Your Child with Writing Practise and learn weekly spelling lists lists make it fun! it fun! • Practise and learn weekly spelling – make •• Encourage opportunities for writing such as letters to familytoorfamily friends, Encourage opportunities for writing such as letters orshopping friends, lists, notes or reminders, stories or poems.
shopping lists, notes or reminders, stories or poems.
• Write together
be a good role model for writing.
• Write together – be a good role model for writing. • Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabulary • Encourage use of a dictionary to check spelling and a thesaurus to
find synonyms and expand vocabulary.
• Allow your child to use a computer for word processing, which will allow for and correcting of errors without lots crossing out. • editing Allow your child to use a computer forofword processing, which will
allow for editing and correcting of errors without lots of crossing out.
• Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).
• Remember that good readers become good writers! Identify good features whenpraise reading (e.g. vocabulary, sentence structure, • writing Show your appreciation: and encourage, even for small successes! punctuation). • Show your appreciation: praise and encourage, even for small successes!
How to Help Your Child with Maths •• Play games Playtimes timestables tables games • Play mental maths games including counting in different amounts, forwards and • Play mental maths games including counting in different amounts, backwards
forwards and backwards.
• Encourage opportunities for telling the time
• Encourage opportunities for telling the time. • Encourage opportunities for counting coins and money; finding amounts or change when shopping • calculating Encourage opportunities for counting coins and money; finding
amounts or calculating change when shopping.
• Look for numbers on street signs, car registrations and anywhere else!
• Look for numbers on street signs, car registrations and anywhere else! • Look for examples of 2D and 3D shapes around the home
•• Look forweigh examples of 2Dquantities and 3D shapes around home. Identify, or measure and amounts in thethe kitchen or in recipes games involving numbers orquantities logic, such as dominoes, card darts, or • Play Identify, weigh or measure and amounts in games, the kitchen draughts or chess in recipes.
• Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess.
Assessment and Reporting ••
Since 2016, test scores have been reported as ‘scaled scores’. set out in the government guidelines.
•• This means it is very difficult to compare the current assessments with any earlier years. • This means it is very difficult to compare the assessment of a previous year with the current year.
• Your child will still be taught with the highest expectations and allwill required elements the curriculum, similar • cover Your child still be taught with theof highest expectations and cover to all required elements the curriculum, similar to previous years. previousofyears. • The new curriculum is more rigorous and sets high expectations which all schools • The new curriculum is more rigorous and sets noticeably have had to work hard to meet since the beginning of last year.
higher expectations, which all schools have had to work hard to meet and adapt to since its introduction.
Scaled Scores • What is meant by ‘scaled scores’? •• It is planned that 100 will always represent the ‘national standard’. •• Each pupil’s raw test score will therefore be converted into a score on either at, above orat, below 100.or below 100. the scale, either above • The scale will have a lower end point somewhere below 100 and an upper end • The scale will have a lower end point somewhere below 100 and an point above 100.
upper end point above 100.
•
•A child who achieves the ‘national standard’ (a assessed score of 100) will be have demonstrated sufficient knowledge in the areas by the tests. judged to have demonstrated sufficient knowledge in the areas • assessed In July 2016by forthe thetests. first publication of test results, each pupil will receive: o A raw score (number of raw marks awarded). • Since July 2016 forinthe first publication o A scaled score each tested subject. of test results, each pupil now o Confirmation of whether or not they attained the national standard. receives:
o A raw score (number of raw marks awarded). o A scaled score in each tested subject. o Confirmation of whether or not they attained the national standard.
Scaled Score Examples On of theof test results July 2016: Onpublication publication the testinresults in •
July:
• A child awarded a scaled score of 100 is judged to have met the ‘national judged bytothe • A child awarded astandard’ scaled scorein of the morearea than 100 is judged havetest. exceeded the national standard and demonstrated a higher than expected knowledge of the curriculum for their age.
• A child awarded a scaled score of more than 100 is judged to exceeded thescore national and demonstrated • have A child awarded a scaled of less standard than 100 is judged to have not yet metathe higher standard than expected knowledge of thefor curriculum national and performed below expectation their age. for their age. • A child awarded a scaled score of less than 100 is judged to have not yet met the national standard and performed below expectation for their age.
Higher Attaining Pupils • Under the new system, there are not any separate tests for the most able children. • In the past, additional Level 6 tests were produced for children who
• Previous Key Stage 2 tests were aimed at children achieving Levels 3-5 (with a national expectation to reach at least Level 4) demonstrated higher than expected attainment, above Level 5.
• Instead, each test will have scope for higher attaining to show • Instead, each testpupils will have scope for highertheir attainingstrengths. pupils to show their •
strengths.
• This means that some questions towards the end of the tests may be more difficult for many children but they should be encouraged to attempt as much of the test as they are able to.
The Tests • KeyStage Stage 22SATs place nationally in the week 9th May 2016. Key SATstake take place nationally in thecommencing week commencing 8th May 2017 • Statutory tests will be administered in the following subjects: o Reading (60 minutes) • Statutory tests will be administered in the following subjects: o Spelling (approximately 15 minutes) o (60 minutes)and Grammar (45 minutes) o Reading Punctuation, Vocabulary o (approximately 15 minutes) o Spelling Mathematics o Punctuation, Vocabulary and Grammar (45 minutes) - Paper 1: Arithmetic (30 minutes) - Paper 2: Reasoning (40 minutes) o Mathematics - Paper Paper 3:1:Reasoning (40 (30 minutes) Arithmetic minutes)
- Paper 2: Reasoning (40 minutes) In addition, some schools be required to take part in Science testing, -• Paper 3: Reasoning (40will minutes)
consisting of three tests in Biology, Physics and Chemistry. Not all schools will take part in this sampling, which takes place on a later date.
• There are no tests to be administered in Science this year. • All tests are externally marked.
• All tests are externally marked. •
• Writing will be ‘Teacher Assessed’ internally, as in recent years.
Reading •• The Test Test consists of a single papertest withpaper three unrelated reading TheReading Reading consists of atest single with three texts.
unrelated reading texts.
• Children are given 60 minutes in total, which includes reading the texts and answering the • Children arequestions. given 60 minutes in total, which includes reading
the texts and answering the questions.
• A total of 50 marks are available.
•• A total of 50designed marks to are available. Questions are assess the comprehension and understanding of a • Questions are designed to assess the comprehension and • Some questions are multiple choice or selected response, others require short understanding of a child’s reading. answers and some require an extended response or explanation. • Some questions are multiple choice or selected response, others require short answers and some require an extended response or explanation.
Spelling, Punctuation and Grammar • A Spelling test is administered containing 20 words, lasting approximately 15 •A Spelling test is administered containing 20 words, minutes.
lasting approximately 15 minutes.
• A separate test is given on Punctuation, Vocabulary and Grammar
•• A test is given on Punctuation, Thisseparate test lasts for 45 minutes and requires short answer questions, including some multiple choice. Vocabulary and Grammar • Marks for these two tests are added together to give a total for Spelling, Punctuation and Grammar.
• This test lasts for 45 minutes and requires short answer questions, including some multiple choice. • Marks for these two tests are added together to give a total for Spelling, Punctuation and Grammar.
Sample Questions Grammar, Punctuation and Spelling Paper 1
Sample Questions Grammar, Punctuation and Spelling Paper 1
Mathematics • Children will sit three tests: Paper 1,the Paper 2 and Paper 3. The Mathematics tests have undergone biggest change this year. •• Children sit ‘Arithmetic’ three tests: Paper 1, Paper 2 and Paper covering 3. Paper 1will is for lasting for 30 minutes, calculation •
methods for all operations, including use of fractions, percentages and decimals. all operations, including use of fractions, percentages and decimals.
•• Questions gradually increase in difficulty. Not all will children will beto Questions gradually increase in difficulty. Not all children be expected expected of questions the morelater difficult later in the access someto ofaccess the moresome difficult in thequestions paper. paper. •
• minutes. Papers 2 and 3 cover ‘Problem Solving and Reasoning’, each lasting for 40 minutes. • Pupils will still require calculation skills but will need to answer questions in context and decide what is required to find a solution.
• Pupils will still require calculation skills but will need to answer questions in context and decide what is required to find a solution.
• On the reasoning papers, content does not necessarily become more difficult – last year’s papers had some of the trickiest questions on the first few pages.
Sample Questions Maths Paper 1: Arithmetic
Sample Questions Maths Paper 2 / Paper 3 : Reasoning
Sample Questions Maths Paper 2 / Paper 3 : Reasoning
How to Help Your Child and foremost, support andand reassure your child there is nothing • First and foremost, support reassure yourthat child that there isto worry about and they shouldand always just try their best. Praise encourage! nothing to worry about they should always just tryand their best. Praise and encourage! • Ensure your child has the best possible attendance at school
•• Ensure childwith hasany thehomework best possible Support your your child tasks. attendance at school. •• Support your child with any (e.g. homework tasks. Reading, spelling and arithmetic times tables) are always good to practise. to yourspelling child about what they have(e.g. learnttimes at school and what book(s) they • Talk Reading, and arithmetic tables) are always good are reading (the character, the plot, their opinion). to practise. • Make sure your child has a good sleep and healthy breakfast every morning!
• Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot, their opinion). • Make sure your child has a good sleep and healthy breakfast every morning!
How to Help Your Child with Reading to your your child childread readcan can take many forms. • Listening to take many forms. First and focus developing developinganan enjoyment of reading. • First and foremost, focus enjoyment andand lovelove of reading. Enjoy stories stories together stories to at KS1 KS1and andKS2 KS2isisequally equallyasas • Enjoy together – reading reading stories to your your child child at importantas aslistening listeningto toyour yourchild childread. read. important Readaalittle littleat ataatime timebut butoften, often,rather ratherthan than rarely but long periods time! • Read rarely but forfor long periods of of time! Talk about aboutthe thestory story before, before,during duringand and afterwards –discuss discussthe theplot, plot,the the • Talk afterwards characters,their their feelings feelingsand andactions, actions,how how makes you feel, predict what characters, it itmakes you feel, predict what willwill happenand and encourage your child to have opinions. happen encourage your child to have theirtheir ownown opinions. Look up up definitions definitionsof ofwords wordstogether together – you youcould coulduse usea a dictionary, internet • Look dictionary, thethe internet or or an a phone or tablet. an appapp on aon phone or tablet. All reading readingisis valuable valuable – it doesn’t have to be just stories. Reading can involve • All anythingfrom fromfiction fictionand and non-fiction, poetry, newspapers, magazines, football anything non-fiction, poetry, newspapers, magazines, football programmes,TV TVguides. guides. programmes,
Visit the library -- it’s free! • Visit the local local library
How to Help Your Child with Writing Practise and learn weekly spelling lists lists make it fun! it fun! • Practise and learn weekly spelling – make •• Encourage opportunities for writing such as letters to familytoorfamily friends, Encourage opportunities for writing such as letters orshopping friends, lists, notes or reminders, stories or poems.
shopping lists, notes or reminders, stories or poems.
• Write together
be a good role model for writing.
• Write together – be a good role model for writing. • Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabulary • Encourage use of a dictionary to check spelling and a thesaurus to
find synonyms and expand vocabulary.
• Allow your child to use a computer for word processing, which will allow for and correcting of errors without lots crossing out. • editing Allow your child to use a computer forofword processing, which will
allow for editing and correcting of errors without lots of crossing out.
• Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).
• Remember that good readers become good writers! Identify good features whenpraise reading (e.g. vocabulary, sentence structure, • writing Show your appreciation: and encourage, even for small successes! punctuation). • Show your appreciation: praise and encourage, even for small successes!
How to Help Your Child with Maths •• Play games Playtimes timestables tables games • Play mental maths games including counting in different amounts, forwards and • Play mental maths games including counting in different amounts, backwards
forwards and backwards.
• Encourage opportunities for telling the time
• Encourage opportunities for telling the time. • Encourage opportunities for counting coins and money; finding amounts or change when shopping • calculating Encourage opportunities for counting coins and money; finding
amounts or calculating change when shopping.
• Look for numbers on street signs, car registrations and anywhere else!
• Look for numbers on street signs, car registrations and anywhere else! • Look for examples of 2D and 3D shapes around the home
•• Look forweigh examples of 2Dquantities and 3D shapes around home. Identify, or measure and amounts in thethe kitchen or in recipes games involving numbers orquantities logic, such as dominoes, card darts, or • Play Identify, weigh or measure and amounts in games, the kitchen draughts or chess in recipes.
• Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess.
