End of KS2 Tests (SATs) information

1. End of KS2 Tests (SATs)information

2. Agenda Purpose of the session: Update on the dates for the tests. What the tests mean for your child Brief explanation of each subject How to help your child

3. SATs- what and when Key stage 2

4. 11th – 14th May 2020 • Please avoid making arrangements for these dates if at all possible.

5. Why are the tests important? • Children’s initial sets and groupings at their next school can affected by their SATs results KS4 (GCSE) targets and progress indicators are based on KS2 SATs results

6. Grammar, Punctuation and Spelling Spellings and grammar skills are drawn from spelling patterns and grammar skills learnt across KS2. The grammar and punctuation test will include two sub-types of questions: Selected response, e.g. ‘Identify the adjectives in the sentence below’ Constructed response, e.g. ‘Correct/complete/rewrite the sentence below,’ or, ‘The sentence below has an apostrophe missing. Explain why it needs an apostrophe.’

7. Reading

8. Reading The reading test is a single paper with questions based on three passages of text. Your child will have one hour, including reading time, to complete the test. There will be a selection of question types, including: Ranking / ordering - e.g. ‘Number the events below to show the order in which they happen in the story’ Labelling - e.g. ‘Label the text to show the title of the story’ Find and copy - e.g. ‘Find and copy one word that suggests what the weather is like in the story’ Short constructed response - e.g. ‘What does the bear eat?’ Open-ended response - e.g. ‘Look at the sentence that begins Once upon a time. How does the writer increase the tension throughout this paragraph? Explain fully, referring to the text in your answer.’

9. Maths

10. Maths Paper 1 will consist of fixed response questions, where children have to give the correct answer to calculations, including long multiplication and long division, fractions and percentages. Papers 2 and 3 will involve a number of question types, including: Multiple choice True or false Constrained questions - e.g. giving the answer to a calculation, drawing a shape or completing a table or chart Less constrained questions - where children will have to explain or prove their approach for solving a problem Children cannot use a calculator for any question

11. Writing There is no formal test for writing. Children’s writing is assessed across a range of work produced during Year 6 Teachers will judge the standards of children’s work through a strict standardization process ( against a list of set criteria) Teacher judgements are moderated on an informal and a more formal basis to ensure accuracy and fairness.

12. Writing Working towards the Expected Standard The pupil can: Write for a range of purposes Use paragraphs to organise ideas In narratives, describe settings and characters In non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points) Use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly Spell correctly most words from the Y3/4 spelling list, Spell correctly some words from the Y5/6 spelling list Write legibly

13. Writing Working at the Expected Standard The pupil can: Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing) In narratives, describe settings, characters and atmosphere Integrate dialogue in narratives to convey character and advance the action Select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility) Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs Use verb tenses consistently and correctly throughout their writing Use the range of punctuation taught at KS2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech) Spell correctly most words from the Y5/6 spelling list, and use a dictionary to check the spelling of uncommon or more ambitious vocabulary Maintain legibility in joined handwriting when writing at speed

14. Writing Working at Greater Depth within the Expected Standard Working at greater depth The pupil can: Write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure) Distinguish between the language of speech and writing and choose the appropriate register Exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this Use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity [No additional requirements for spelling or handwriting]

15. How will the tests be graded? For each test, the children will be given a raw score This score will then be applied to a table and converted into a scaled score To achieve the grade ‘Working at the Expected Standard’ – a scaled score of 100 is required. Last year a scaled score of 100 needed: 62/110 in maths 28/50 in reading 39/70 in grammar, punctuation and spelling

16. What will parents be told? In your child’s annual report, you will receive: • Teacher assessment grades for writing and science • An outcome in terms of achieving the national standard (EXS) or not achieving the national standards (WTS). • For maths and reading, these outcomes will not say if your child is working at greater depth (i.e. scaled score of 110 plus) Scaled scores are between 80 and 120 100 will always represent the ‘national standard’ 110+ will represent children working at ‘greater depth’

17. Supporting Your Child • Any support you can give is valuable • We recommend CGP revision guides and work books – others are available. • Reading with your child regularly, asking relevant questions throughout • Lots of ideas for supporting your child are available on-line - a good site is: https://www.theschoolrun.com/(lots of valuable information to help you)

18. How can you help? • Tables (multiplication and related division facts) • Websites eg: BBC bitesize, ttrockstars.com, myminimaths, www.mathsisfun.com, • Maths apps • Value maths – point out how maths is relevant in every day life, • Encourage children to calculate best deals in supermarkets. • Ask children how many more minutes until their favourite TV program begins (other time related questions)

19. How can you help? • Value reading – have books / magazines / newspapers around the home and let your children see you reading! • Encourage children to read a wide variety of material – visit the library. • Read with your children – something they enjoy or they’re interested in. • Talk to children about their reading • What did you enjoy about the story / poem / article? • What helped you to understand? • Which words helped you to visualise the characters and settings? What do you think will happen next? • Questions similar to the examples we have just seen.

20. Booster Groups • Some Year 5 children will shortly be invited to take part in challenge and booster sessions • These will take place either during school or from 3:35-4:30 • They are NOT compulsory – just a way of offering early support to children keen to achieve the higher levels. • SPaG, Reading & Maths • Will be reviewed and adjusted as necessary.

21. Thank you Many thanks for joining us. We hope this presentation has been useful. We’re here to help your children, but we are also here to help you where we can. By working together and giving the children the same message, we will have happier children who will achieve their potential.