2 nd October 2019 At the end of Key Stage 2 (Year 6) the children - PowerPoint PPT Presentation

2 nd October 2019

At the end of Key Stage 2 (Year 6) the children are o assessed using a combination of tests and on-going teacher assessments. In the week beginning Monday 11 th May, all children will o ‘sit’ tests in: Reading; Spelling, Punctuation and Grammar (SPAG); Mathematics (Arithmetic and Reasoning) By the end of June, all children will be given a teacher o assessment judgement for Writing and Science. As parents, in July you will receive the finalised teacher o assessments and the results of the SAT tests.

 First and foremost, support and reassure your child that there is nothing to worry about and they should always just try their best. Praise and encourage!  Make sure your child has a good sleep and healthy breakfast every morning!  We will provide additional snacks and drinks first thing in the morning.  Before going into the tests, children will have short ‘warm up’ sessions to settle them and focus their thinking.  Test week has a much more flexible timetable. We timetable lots of the more relaxed elements of the curriculum for the rest of the timeslots and the children are given ‘slightly longer’ breaks where possible.  If your child is unwell during test week, please contact us quickly and we can discuss the options available.

8.55 - 9.00 – 10.10 10.15 10.35 10.50 - 12.20 12.20 1:10 1.15 - 2.15 2.15 - 3.20 9.00 Lesson 1 - - Lesson 2 - - Lesson 3 Lesson 4 10.35 10.50 13:10 1.15 10.45- Punctuation and Grammar 11.00 MONDAY Spelling (45 mins) L B + 11 mins for extra time pupils REGISTRATION/ Food (as from 8.45 for ‘early birds’) 11.00 11.15 TUESDAY Reading U (60 mins) R +15 mins for extra time pupils 10.15 - 10:30 WEDNESDAY Maths 1 Maths 2 REGISTRATION Arithmetic Reasoning N E (30 mins) (40 mins) + 7.5 minutes for extra time pupils + 10 mins for extra time pupils 10.45- 11.00 THURSDAY Maths 3 Reasoning C A (40 mins) + 10 mins for extra time pupils Whole School Celebration FRIDAY K H

 Some pupils with specific needs may need additional arrangements to be put in place so that they can take part in the key stage 2 (KS2) tests. Access arrangements are adjustments that can be made to support pupils. We have to consider whether any of our pupils will need access arrangements before we administer the tests.  Access arrangements are based on normal classroom practice and they must never provide an unfair advantage. The support given does not change the test questions and the answers have to be the pupils’ own.  Each year some of our children meet the criteria for 25% additional time. This can be for a variety of reasons including having an EHCP/Statement, processing difficulties and a physical difficulty in maintaining a ‘normal’ writing speed.  Other children may qualify for a reader in all the tests except for the main Reading test.  Before submitting applications for an extra time allowance or other access arrangements we consult with our Learning Support Advisory teacher to double-check our judgements.

 All tests are marked externally.  Children’s scores are totalled and then converted into a scaled score.  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 the scale, either at, above or below 100.  The scale will have a lower end point somewhere below 100 and an upper end point above 100.

 If children achieve a score of 100+ they are judged to have met Age Related Expectations (ARE) and are given a result of AS , i.e. they have achieved the expected standard. Any child not achieving 100 is given a result of NS, i.e. they have not achieved the standard.  In a small number of cases, children are assessed at working below the level of the test and are given a result of B . (In these cases, the child would not sit the test and their end of year result would be solely based upon teacher assessment.)  For the last two years, if a child achieved a score of 110+ they were judged to be working at GDS , i.e. they were working at greater depth than the expected standard. (This figure was not agreed by the government when the children’s results were originally sent to us and so was not available to be reported to parents.)  You will also be given your child’s scaled scores which help to given to indicate how close they were to achieving the expected standard or greater depth.

The following tables are only an indication- each year the scaled scores will change slightly.

In 2019 AS (100) stayed at 28 marks, but GDS (110) was awarded at 41 marks.

In 2019 AS (100) was awarded at 58 marks and GDS (110) was awarded at 95 marks instead of 96.

In 2019 AS (100) was awarded at 36 marks, and GDS (110) was awarded at 55 marks.

 Teacher assessment is an on-going process during the year.  End of year judgements have to be made against the Interim Teacher Assessment Framework statements for each subject.  For Science: EXS represents working at the expected standard HNM represents has not met the expected standard  The coding for the Writing teacher assessments is more complex: EXS represents working at the expected standard GDS represents working at great depth at the expected standard WTS represents working towards the expected standard o There are also a number of pre-key stage assessments if a child is assessed at not yet being sufficiently close to the expected standard. These begin with the prefix PK .

https://www.gov.uk/government/publications/2018- teacher-assessment-exemplification-ks2-english-writing

 The Reading Test consists of a single test paper with three unrelated reading texts.  Children are given 60 minutes in total, which includes reading the texts and answering the questions.  A total of 50 marks are available.  Questions are designed to assess the comprehension and understanding of a child’s reading.  Some questions are multiple choice or selected response, others require short answers and some require an extended response or explanation.

 A Spelling test is administered containing 20 words, lasting approximately 15 minutes.  A separate test is given on Punctuation, Vocabulary 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.

 Children will be marked down for incorrect placing/orientation of punctuation marks or where pencil/pen marks appear to represent punctuation marks.  Children lose marks for incorrect sizing of letters. This is particularly significant where the upper case and lower case form is identical.

Other examples that might be penalised include inappropriate joining of letters, e.g.

 Children will sit three tests: Paper 1, Paper 2 and Paper 3.  Paper 1 is for ‘Arithmetic’ lasting for 30 minutes, covering calculation methods for all operations, including use of fractions, percentages and decimals.  Questions gradually increase in difficulty. Not all children will be expected to access some of the more difficult questions later in the paper.  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.

 Encourage them to read a little at a time but often, rather than rarely but for long periods of time!  Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.  All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.  Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).  Practise and learn Year 5 and 6 words which are listed in the Reading Diary – make it fun!  Encourage your child to follow up work and practise strands they find difficult using their Revision Guides.

 Encourage your child to learn (speedy recall needed) the key facts, including : number bonds; multiplication facts and related division facts; fraction, decimal, percentage equivalents.  Encourage your child to log in to Timestables Rockstars. Their heatmaps will show them which tables they need to work on to increase their fluency and speed of recall.  Encourage your child to log in to Mathletics. Here they can practise their basic skills (Live Mathletics, Times Tables Toons), consolidate areas covered in class (Activities, Rainforest Maths) and revise areas they find tricky (Concept Search).  Encourage your child to follow up work and practise strands they find difficult using their Revision Guides.