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This document provides information on the end of Key Stage 1 assessments in 2016, including details on teacher assessment and tests in Mathematics and English Reading. It outlines the criteria for different levels of achievement and provides examples of expected standards.
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End of Key Stage 1 Statutory Assessments 2016
End of Key Stage 1 Assessments Teacher Assessment End of KS1 assessment will be based on judgements made by teachers throughout the key stage.
What do we mean by Teacher Assessment? • A rounded judgement, taking into account written, practical and oral work in the classroom over time and in a range of contexts as well as the results of the tests. • The tests are judged on the Interim Assessment Frameworks at the end of KS1. • The tests will be used as a snapshot of your child’s performance and will help to inform the final teacher assessment.
End of Key Stage 1 Assessments End of KS1 Assessment - Mathematics • With your child’s end of year report, you will receive the end of Key Stage 1 teacher assessment as one of the following national statements: • Growing development of the expected standard; • Working towards the expected standard; • Working at the expected standard; or • Working at a greater depth within the expected standard.
End of Key Stage 1 Assessments End of KS1 Assessment - Mathematics • Tests • There is a statutory requirement for tests to be administered. • There is a statutory requirement for each of our children to attempt every paper. • The results will be used to inform or support the teacher assessments.
The Tests and Tasks Tests and Tasks Maths: The Tests
Maths Paper 1: Arithmetic 39 – 8 =
Maths Paper 2: Reasoning Write the two missing numbers in this pattern. 0 3 6 12 18
Example criteria for ‘Working towards the expected standard’. • Demonstrate an understanding of place value, though may still need to use apparatus to support. • Add and subtract a two-digit number and ones and a two-digit number and tens where no regrouping is required (e.g. 23 + 5; 46 + 20), they can demonstrate their method using concrete apparatus or pictorial representations.
Example criteria for ‘Working at the expected standard’. • Partition two-digit numbers into different combinations of tens and ones. This may include using apparatus. • Add 2 two-digit numbers within 100 (e.g. 48 + 35) and can demonstrate their method using concrete apparatus or pictorial representations. • Use estimation to check that their answers to a calculation are reasonable. • Subtract mentally a two-digit number from another two-digit number when there is no regrouping required.
Example criteria for ‘Working at greater depth within the expected standard’. • Reason about addition (e.g. pupil can reason that the sum of 3 odd numbers will always be odd). • Solve more complex missing number problems (e.g. 14 + Δ = 15 + 27). • Recognise the relationships between addition and subtraction and can rewrite addition statements as simplified multiplication statements (e.g. 10 + 10 + 10 + 5 + 5 = 3 × 10 + 2 × 5 = 4 × 10).
Reading: The Tests Reading: Paper 1: prompt answer booklet Paper 2: reading booklet Paper 2: answer booklet
Reading Paper 1: prompt answer booklet This entails reading a booklet and answering questions about the text. There are two parts: non-fiction and fiction. We always give the children a break between both parts. On each page there is a short section of text with a picture. This is followed by some questions about the text on that page.
Reading Paper 2 Level 1 - Maths • This entails reading a booklet and answering questions about the text. • There are two parts: fiction (around 4 pages of text) and non-fiction (around 2 pages of text). • We always give the children a break between both parts. • It is different from Paper 1 because: • The text is in one booklet and there is a separate answer booklet; and • There are fewer pictures.
Example criteria for ‘Working towards the expected standard’. Level 1 - Maths • The pupil can: • read accurately by blending the sounds in words that contain the common graphemes for all 40+ phonemes; • read accurately some words of two or more syllables that contain the same grapheme-phoneme correspondences (GPCs); and • read many common exception words. • In a book closely matched to the GPCs as above, the pupil can: • read aloud many words quickly and accurately without overt sounding and blending; and • sound out many unfamiliar words accurately. • In discussion with the teacher, the pupil can: • answer questions and make inferences on the basis of what is being said and done in a familiar book that is read to them.
Example criteria for ‘Working at the expected standard’. Level 1 - Maths • The pupil can: • read accurately most words of two or more syllables; • read most words containing common suffixes; and • read most common exception words. • In age-appropriate books, the pupil can: • read words accurately and fluently without overt sounding and blending; and • sound out most unfamiliar words accurately, without undue hesitation. • In a familiar book that they can already read accurately and fluently, the pupil can: • check it makes sense to them; • answer questions and make some inferences on the basis of what is being said and done.
Example criteria for ‘Working at greater depth within the expected standard’. Level 1 - Maths • The pupil can, in a book they are reading independently: • make inferences on the basis of what is said and done; • predict what might happen on the basis of what has been read so far; and • make links between the book they are reading and other books they have read.
English grammar, punctuation and spelling tests Paper 1: Spelling Paper 2: Grammar and Punctuation
Paper 1: Spelling The spelling test consists of 20 words. Each word is given as part of a dictated sentence.
Paper 2: Grammar and Punctuation Level 1 - Maths There are 18 questions relating to a range of grammar and punctuation topics that the children regularly encounter in their reading and writing.
Writing • There are no SATS for writing. • The teacher will use the Interim Assessment Framework to assess a selection of the children’s writing from over the course of the year. • We will assess them on: • Language and sentence structure; • Punctuation; • Spelling; and • Handwriting.
Writing: Handwriting • We are looking for: • Capital letters and digits correctly sized and orientated in relation to each other and to lower case letters; • Use of finger spacing between words that reflects the size of the letters; and • Use of the diagonal and horizontal strokes needed to join letters in some writing.
Science • By the end of Key Stage 1, the children are expected to be able to: • ask their own questions about what they notice; • use different types of scientific enquiry to gather and record data, using simple equipment where appropriate, to answer questions; • notice similarities, differences and patterns; • group and classifying things; • carry out simple comparative tests; and • find things out using secondary sources of information.
Science: Key Stage 1 Science Units • Animals including humans • Living things and their habitats • Plants • Seasonal changes • Uses of everyday materials
And finally… The end of KS1 Teacher Assessments are based on building a picture of your child’s learning over the Key Stage. The tests are only a part of the process and informor supportour teacher assessment. We make every effort to keep any tests as ‘low key’ as possible. Please do the same. In fact, children usually enjoy them and ask if they can do some more!
How can you help your child? • This year we only have one set of sample tests. We will use them in our teaching. It is important that children have not seen these before as it will skewer their performance in class and the support that we will give them. • Good ways to support your child’s learning are: • Regularly reading with them and discussing the books; • Asking your child to try their spelling first and discussing them; • Encouraging neat (ideally joined) handwriting all the time; • Encouraging your child to explain their thinking in Maths; and • Regularly using Mathletics.
