Transcript SATs meeting - Holly Park Primary School

Maths
3 papers
110 marks
110 minutes
No calculators
No mental maths test
3 papers
 Paper 1 – Arithmetic
 40
marks
 36 questions
 30 minutes
 Paper 2 and Paper 3 – Reasoning
 35
marks (each)
 20 questions (each)
 40 minutes (each)
Coverage
 The three tests cover objectives from Y3 –
Y6 of the new curriculum
 Each test contains elements of all four year
groups but not necessarily in order
Coverage
5 F 10
Year Group
Objective
number 10
Curriculum area:
Fractions
22 questions cover
objectives from previous
years
The Scale of the Task
 48 of the 76 questions on the sample papers
relate to objectives from previous year
groups
 Some of these objectives may not have
existed when your children were in those
year groups
 Thus, we must make sure that the children
are confident with concepts from previous
year groups as well as covering Year 6
objectives.
Paper 1 – Arithmetic
 Focus is on calculating with four
operations
 Every question has space for working
out and an answer box
 However, not every question needs
written working
Paper 1 – Arithmetic
Relatively simple question to start with. This is a good demonstration of
the type of question that you wouldn’t necessarily need to do written
working for.
Paper 1 – Arithmetic
All of the two-mark questions are either long multiplication
or division.
Paper 1 – Arithmetic
This is the last question from paper 1. In my opinion, the
hardest elements in this paper involve calculating with
fractions like this.
Papers 2 and 3 – Reasoning
 Focus is on problem-solving, but a good
understanding of calculation is needed
 Multi-step problems
 Some equipment may be used (ruler,
protractor and mirror – tracing paper is
no longer permitted)
 Children must read questions carefully,
decide which operation(s) is/are
applicable and then carry out their
working carefully
Papers 2 and 3 – Reasoning
Some questions are laid out in deliberately unfamiliar ways; the maths
being tested here is 237 + 20 = ___ . It is more a test of careful reading and
reasoning.
Papers 2 and 3 – Reasoning
Classic two-step problems like this are not new, but again test children’s
ability to read carefully and solve a problem.
Papers 2 and 3 – Reasoning
This question has two parts (this is part one), and each part requires you
to read, understand and manipulate the formula.
Papers 2 and 3 – Reasoning
This is part two of the question.
Papers 2 and 3 – Reasoning
Explanatory style of
question:
1. Information is given
(often in the form of
data)
2. A statement is given
as the opinion of
someone
3. You must explain
why they are right or
wrong (see next slide)
Papers 2 and 3 – Reasoning
Explanatory
style of
question:
3. You must
explain why
they are
right or
wrong
The key skill
here is to be
concise, but
to include all
necessary
information
Reading paper
 Contains 3 texts of increasing demand.
 Varying text types, e.g: extract from a story, non-
fiction account, poem.
 Texts are not linked by theme.
 1 hour (including reading time)
 50 marks available.
Reading paper
Areas of assessment:
 Retrieval
 Summarising
 Making inferences
 Explaining and justifying views on a text
 Predicting
 Making comparisons within the text
 Explaining meaning of words and how meaning is
enhanced through vocabulary choices
SPaG
 Two parts
 Paper 1: questions (50 marks)
 Paper 2: spelling (20 marks)
 45 minutes for grammar paper
 Approximately 15 minutes for the spelling paper (not
strictly timed)
Paper 2- Spelling
Paper 1
Areas of assessment
 Grammatical terms/ word classes
 Functions of sentences
 Combining words, phrases and clauses
 Verb forms, tenses and consistency
 Punctuation
 Vocabulary
 Standard English and formality
Tick the sentence that must end with a
question mark.
Complete the sentence with an adjective
formed from the verb create.
Tick one box to show which part of the
sentence is a relative clause.
Circle all the conjunctions in the sentences
below.
What does the root struct mean in the
word family below?
Tick one box in each row to show whether
after has been used as a subordinating
conjunction or a preposition
Explain how the use of commas changes the
meaning in the two sentences.