Transcript KS2 Parents Meeting re SATs

End of Key Stage 2
Statutory Assessment
Arrangements in the new National
Curriculum
2016
2016 Test Timetable
Monday
9 May
Tuesday
10 May
Wednesday
11 May
Thursday
12 May
Reading test
60 minutes
English grammar,
punctuation and test
Paper 1
45 minutes
Maths
Paper 1
Arithmetic
30 minutes
Maths
Paper 3
Reasoning
40 minutes
50 marks
40 marks
35 marks
Spelling test
Paper 2
about 15 minutes
Maths
Paper 2
Reasoning
40 minutes
50 marks
20 marks
35 marks
Scaled scores
• Gives a clearer view of differentiation in performance.
• Will have lower end point below 100 and upper end point
above 100.
• 100 = threshold/met the standard of the test.
• Will be based on raw score from each test.
End of KS2 assessment
• Schools will receive for each child:
• Scanned test papers (will include raw
scores)
• Confirmation of attainment of the national
standard*
• A scaled score (will be categorised) *
* Reported to parents
Teacher judgements: what to use
Judgements must be based on:
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The standards from the Interim Frameworks
Consistent evidence
Written, practical and oral classwork
Classroom work.
The aim is to make a rounded judgement that:
• Is based on knowledge of a child’s performance over
time and across a variety of contexts
• Takes into account strengths and weaknesses of the
child’s performance.
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Teacher Assessment Judgements
KS2 writing:
• Working towards the expected standard
• Working at the expected standard
• Working at greater depth within the expected
standard
• Additional category for those not “Working towards.” *
KS2 reading, mathematics and science:
• Working at the expected standard
• Additional category for those not “Working at.” *
* See next slide.
KS2 English writing
• Children who have poor handwriting or type can be
awarded “working towards” or “at the expected
standard” but not “in greater depth.”
• All children must meet the “pupil can” statements related
to spelling in any particular standard.
Maths: Working at the expected standard
•
•
•
•
The pupil can demonstrate an understanding of place value, including large
numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the
difference between the largest and smallest whole numbers that can be made
from using three digits; 8.09 = 8 + 9 ?; 28.13 = 28 + + 0.03).
The pupil can calculate mentally, using efficient strategies such as manipulating
expressions using commutative and distributive properties to simplify the
calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 ×
5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8).
The pupil can use formal methods to solve multi-step problems (e.g. find the
change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of
material is 6m long: how much is left when 5 pieces of 1.15m are cut from the
roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the
bottle, and how much drink is left?).
The pupil can recognise the relationship between fractions, decimals and
percentages and can express them as equivalent quantities (e.g. one piece of
cake that has been cut into 5 equal slices can be expressed as 1 5 or 0.2 or 20%
of the whole cake).
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Maths: Working at the expected standard
cont:.
• The pupil can calculate using fractions, decimals or percentages
(e.g. knowing that 7 divided by 21 is the same as 7 21 and that this
is equal to 1 3; 15% of 60; 11 2 + 3 4; 7 9 of 108; 0.8 x 70).
• The pupil can substitute values into a simple formula to solve
problems (e.g. perimeter of a rectangle or area of a triangle).
• The pupil can calculate with measures (e.g. calculate length of a
bus journey given start and end times; convert 0.05km into m and
then into cm).
• The pupil can use mathematical reasoning to find missing angles
(e.g. the missing angle in an isosceles triangle when one of the
angles is given; the missing angle in a more complex diagram using
knowledge about angles at a point and vertically opposite angles).
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Test Materials
• Assessment consists of 3 papers:
1. Arithmetic (30 mins) 40 marks
2. Reasoning (40 mins) 35 marks
3. Reasoning (40 mins) 35 marks
• Papers must be administered in order ie:
arithmetic and then reasoning 1 and 2.
• Questions increase in difficulty.
• Pupils may have a break between the papers.
• Packs must not be opened until pupils are in the
room ready to complete the test.
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Apparatus
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No manipulatives
No calculators
No tracing paper.
Reasoning papers allowed to use some equipment
such as mirrors, protractors and rulers. Refer to
instructions for a definite list.
• What are the skills that are underlying this
question from the arithmetic paper?
12
• What are the skills that are underlying this
question from the reasoning 1 paper?
13
• What are the skills that are underlying this
question from the reasoning 1 paper?
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• What are the skills that are underlying this
question from the reasoning 2 paper?
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English Tests 2016
•English reading
•English grammar, punctuation
and spelling
Reading Test Format
Component Description Number of
papers
Number of
marks
Timing of
paper
Paper 1:
English
Reading
Test
50
60 mins
(including
reading
time)
50
60
reading
1
booklet and
separate
answer
booklet
(a selection
of texts,
1800–2300
words)
TOTAL:
1
Reading Test 2016
• Texts in the reading booklet will not be linked by
a theme.
• The booklet will contain three or four texts e.g.
• Space Tourism (information and log) / Giants
(poem) / The Lost World (narrative extract)
• The least demanding text will come first.
• The subsequent texts will increase in difficulty.
• One hour to read the texts and complete the
questions at their own pace.
Explain how
Anousheh felt
about being in
space that day.
2 marks
September 27th:
Being weightless has some wonderful
advantages. You can lift a really heavy object
with one hand and move it around with one
finger. You can fly and float around instead of
walking. You can do somersaults at any age.
Everything is effortless. If you want to move
forward, you slightly touch a wall with one
finger and you start moving in the opposite
direction. If you have left your book at the
other side of the module, no problem – you
ask someone close to it to send it to you. That
means they pick it up and very gently push it
towards you, and here it is – your book flying
to you all the way from the other side.
Supposing you were a frog,
An emerald scrap with a pale, trembling throat…
Explain two things that the words emerald scrap
suggest about the frog.
2 marks – how does the reader achieve this?
There, they came to a patch where the stream
was… smaller / bigger / faster / slower.
The ferns here were spaced…
regularly / randomly / carefully / equally.
‘After a few hundred yards of thick forest, we
entered a region where the stream widened
out and formed a considerable bog. High
reeds grew thickly before us, with tree-ferns
scattered amongst them, all of them swaying
in a brisk wind.’
Which skills can we teach?
• Locate precise information in text; scan and skim
• Find evidence in the text to explain your view
• Discuss meaning of words and phrases within their
context; vocabulary extension activities
• Show pupils how to compare, by mentioning both
things
• Helping pupils find inference, empathising, looking
for hidden meanings
• Facilitate improvements in reading stamina; plan
sufficient time for regular reading practice; home
links; use of library; reading targets and book clubs
Writing 2016
• Writing will be assessed through Teacher
Assessment in 2016
• Alongside this, the spelling, punctuation and
grammar test will form a statutory part of the writing
assessment;
• The SPaG test will be scanned and marked
onscreen – use black pen or 2B pencil;
Interim Teacher Assessment 2016
Working at the expected standard
The pupil can write for a range of purposes and
audiences (including writing a short story):
• creating atmosphere, and integrating dialogue to
convey character and advance the action
• selecting vocabulary and grammatical structures that
reflect the level of formality required mostly correctly
• using a range of cohesive devices*, including
adverbials, within and across sentences and
paragraphs
• using passive and modal verbs mostly appropriately
• using a wide range of clause structures, sometimes
varying their position within the sentence
• using adverbs, preposition phrases and expanded
noun phrases effectively to add detail, qualification
and precision
• using inverted commas, commas for clarity, and
punctuation for parenthesis mostly correctly, and
making some correct use of semi-colons, dashes,
colons and hyphens
• spelling most words correctly* (years 5 and 6)
• maintaining legibility, fluency and speed in
handwriting through choosing whether or not to join
specific letters.
SPAG Test Format
Component Description
Number of Number of
papers
marks
1
50
Timing of
component
45 minutes
15 minutes
(not strictly
timed)
60 minutes
Paper 1
Questions
Grammar,
punctuation,
vocabulary
Paper 2
Spelling
Spelling (20
words)
1
20
TOTAL
2
70
Question Types
• Mainly multiple-choice or short answers
• Selected response = 66-84%
• Constructed response = 16-34%
Identify: e.g. tick one word … / circle all the …
Match: e.g. draw lines to match each sentence to its type
Complete / correct / rewrite: e.g. change this sentence to the past
tense
Write: e.g. write a statement to answer the question below
Explain: e.g. explain why this sentence needs an apostrophe
Grammar
Pupils working at the expected standard are able to:
• demonstrate familiarity with a range of word classes,
their terminology and their use: nouns, verbs,
adjectives, conjunctions, pronouns, adverbs,
prepositions and determiners
• recognise and write different types of sentences:
statements, questions, commands, exclamations
• demonstrate familiarity with terms relating to a
sentence, including subject and object
• distinguish between co-ordinating and subordinating
conjunctions and use them to link clauses
appropriately
Grammar continued…
• identify and use main and subordinate clauses
(including relative clauses)
• identify and use expanded noun phrases for
description and concision
• identify and use fronted adverbial phrases to
denote time and place (e.g. Later that day, I met
Tina.)
• select pronouns appropriately for clarity and
cohesion
• distinguish between formal and informal
language and standard and non-standard forms
of English
Punctuation: pupils working at the
expected standard are able to…
• demarcate sentences accurately using CL FS ? and !
• use commas to mark clauses or phrases, including
fronted adverbials, usually consistently
• use inverted commas to denote speech and place
these correctly in relation to internal punctuation
• use apostrophes correctly for omission and
singular possession, and mostly accurately for
plural possession
• identify and use punctuation to indicate parenthesis
• identify and use, with some consistency, colons,
semi-colons, single dashes and hyphens.
Example questions
6. Circle one verb in each underlined pair to
complete the sentences using Standard English.
• We was / were planning to hold a cake sale at
school.
• I was / were chosen to design the posters.
7. Write the contracted form of the underlined
words in the box.
That decision does not seem fair.
Q14: Tick the option that shows how the underlined
words are used in the sentence.
My baby brother was born in the hospital where my
father works.
as a preposition phrase
as a relative clause
as a main clause
as a noun phrase
Some terminology has changed
Circle all the conjunctions in the sentences below.
• Once Harry had checked the weather forecast, he
set off on his walk.
• Whilst climbing up the mountain, he was unaware
of the dangers ahead.
• He needed to turn back immediately since a storm
was coming.
Teach grammar when composing
sentences
‘The cat walked along the wall.’
Name the nouns, e.g. Tabitha / The Tom Cat
Change the verb.
Add an adjective.
Add a fronted adverbial, e.g. Craftily, …
Add a sub-clause.
Special effect: e.g. add a simile
Common Homophones
• Words which sound the same, but mean different
things
How will we prepare for the spelling test?
Spelling –
• rigorous teaching of all relevant learning objectives
• some discrete teaching, but often applied
• regular routine, practice and overlearning
• teach through morphology: (i.e. adding prefixes
and suffixes)
• observe etymology: the history of words
• make use of visual images of words around the
environment, including common exception words
• introduce engaging games and activities
• build knowledge of common spelling patterns
• knowledge of irregular words
• test pupils against the programme of study.