Nine Mile Ride YEAR 6 SATs MEETING Monday 5 th March 2018
Aims of the meeting: ◦ To inform you about the end of Key Stage 2 Assessments ◦ To provide information which will help you to support your children to achieve their potential
What is assessed? Assessment at the end of Key Stage 2 takes two forms: Teacher assessment External written tests (SATs) Teacher assessments are completed for Reading, Writing, Maths and Science SATs cover Reading, SPaG and Maths
Externally marked SATs These provide a snapshot of attainment in Reading, SPaG and Mathematics. The tests will take place during the week 14 th – 18 th May 2018. The tests are marked externally and results are reported with the end of year report.
Teacher Assessment (TA) Teacher assessment results are reported alongside test results. TA is the only method of assessment for writing and science. The TA takes into account evidence of achievement over multiple pieces of work in a variety of contexts. It provides a rounded judgement that is based upon knowledge of how a child has performed on different tasks and over time.
Reporting Results (SATs) The old system of NC levels disappeared with the curriculum change in 2014. Instead, children will be given scaled scores. Raw scores will be translated into scaled scores based on conversion tables which will be produced after the tests. A score of 100 is the national expectation. It is said to ‘roughly equate’ to the old 4b. The scaling runs from 70 – 120. A scaled score above 110 is deemed to be ‘higher standard’.
Reporting Results (TA) The new framework requires teachers to assess children against a set of key statements. These are contained in the Teacher Assessment Framework (TAF), with a new set of statements for 2018. Children who achieve all the statements are deemed to be ‘Working at the Expected Standard’ for that subject. This is the only grade for Maths, Reading and Science – it’s a straight Yes/No.
Reporting Results (TA) For Writing, there are additional statements to cover children who are ‘Working Towards the Expected Standard’ and ‘Working at Greater Depth within the Expected Standard’. Children should achieve ALL statements at a particular grade to be awarded that grade, but this year there is some flexibility if a child cannot achieve the spelling or handwriting statements but is secure in all the others.
Writing: Working Towards the Expected Level 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 year 3 / year 4 spelling list, and some words from the year 5 / year 6 spelling list • write legibly
Writing :Working at Expected Level 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 key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech) • spell correctly most words from the year 5 / year 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.
Reading Test The reading test is a single paper with questions based on 3 separate texts. 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.’
Example question (2017 paper) Carefully, Michael leaned over to look: on Look at the paragraph beginning: one side of the boat lay the whale’s Carefully, Michael leaned… tapering tail; on the other side, the head with its scarred lines lay like a piece of What does this paragraph tell you huge, dark wreckage. This close, Michael about Michael’s character? could see that big sections of skin had peeled off in straight lines, giving the Explain two features of his whale’s head a patchwork look in greys character, using evidence from the and blacks. Closest of all to the boat, text to support your answer. (3 only just submerged, was the whale’s marks) eye. Michael looked right into it, and the whale looked back. It was so very, very close. He leaned out further and further, stretching his hand slowly towards it. The whale didn’t draw away.
Example question (2017 paper) A Siamese cat crouched on a tree branch, peering down at Gaby with brilliant blue eyes. It cried out. The cat was stuck in the tree in front of her house and, as luck would have it, she had on the nicest cardigan she owned. Gaby pulled the cardigan tighter around her. This was her last good school cardigan until who- knows-when her father would have enough money to buy her a new one. The poor cat cried again .
SPaG Test The Spelling, Punctuation and Grammar test is similar in format to previous years. The content reflects the new curriculum expectations – much higher focus on grammatical terminology. The children have been working since September on grammar activities, including regular homework from the revision workbooks. The results are NOT linked to the writing TA.
Example question (2017 paper)
Example question (2017 paper)
Science Assessment The grade for Science is based on continuous assessment throughout the year. This includes performance in practical tasks as well as written assessments. Nationally, we are unlikely to be chosen for Science sampling as we were selected two years ago.
Test Timetable Monday 14 th May: SPaG Tuesday 15 th May: Reading Wednesday 16 th May: Maths Papers 1 & 2 Thursday 17 th May: Maths Paper 3
Preparing for the tests in school. We are giving children opportunities to: • work independently • see the layout and design of tests • complete work in a given time • learn some test strategies e.g. what to do if they cannot answer a question, read a word etc.
What are the results used for? Monitoring school success Guiding secondary schools – they also test on entry though Guiding the school on how to improve how we teach – analysed each year
Ways to support your child at home Ensure your child knows their times tables and division facts and then extend this e.g.30 x 6, 420 ÷ 7, Improve their reading skills by -reading regularly if they need to become a more fluent reader -asking them questions about what they have read to improve their inference/deduction skills. They may be the best in the world at decoding, but they need to understand what they have read. Suggest boring sentences they can improve using VCOP. Support them with grammar homework – it is challenging! Encourage them to do their best, but don’t allow them to become stressed.
Finally Remember SATs are only part of Year 6. Our focus is on making sure the children are: • enthusiastic learners • happy about coming to school • making progress • ready for secondary school
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