Transcript SATS workshop KS2 2017

Year 6 SATs
workshop
Friday 27th January, 2017
(SATs are: Standard Assessment Tests)
Subjects tested
• Formal tests in:
• English
• Maths
When do the tests take place?
Test
Date
English reading test
Monday 8th May
English grammar, punctuation and spelling test
Tuesday 9th May
Paper 1: short answer questions
Paper 2: spelling
Mathematics
Paper 1: arithmetic
Paper 2: reasoning
Wednesday 10th May
Mathematics
Paper 3: reasoning
Thursday 11th May
Externally set and marked tests that are taken by all Year 6
children countrywide.
KS2 SATS 2017
Major Changes
• Year 6 will be the second year group to be
tested on the current national curriculum.
• Test outcomes will no longer be reported using
levels. Instead you will be given your child’s raw
score (the actual number of marks they get),
alongside their scaled score and whether they
have reached the expected standard.
• There will be 1 set of tests for each subject.
They will include a small number of questions
designed to assess the most able pupils, so
separate tests are no longer required.
KS2 SATS 2017
What will the children have to do?
• Mathematics
– Paper 1 – arithmetic – 30 minutes – 40 marks
– Paper 2 – reasoning – 40 minutes – 35 marks
– Paper 3 – reasoning – 40 minutes – 35 marks
• Reading
– Paper three texts in order of difficulty – 60 minutes – 50
marks
• Grammar Punctuation and Spelling
– Paper 1 – questions – 45 minutes – 50 marks
– Paper 2 – spelling – 15 minutes – 20 marks
Maths tests
• Children will sit three papers in maths.
• Paper 1 is arithmetic and will consist of fixed response
questions, where children have to give the correct answer to
calculations, including long multiplication and division.
• Papers 2 and 3 will focus on reasoning and 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 their approach for solving a problem.
Maths – working at the expected
standard
The pupil can demonstrate an understanding of place value, including
large numbers and decimals.
The pupil can calculate mentally, using efficient strategies such as
manipulating expressions using commutative and distributive properties
to simplify the calculation. The pupil can use formal methods to solve
multi-step problems.
The pupil can recognise the relationship between fractions, decimals and
percentages and can express them as equivalent quantities.
The pupil can calculate using fractions, decimals or percentages.
The pupil can substitute values into a simple formula to solve problems.
The pupil can calculate with measures.
The pupil can use mathematical reasoning to find missing angles.
Reading test
• Reading test will be a single paper with questions based on
three passages of text.
• 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.’
Reading- working at the expected
standard
Children working at the expected standard for reading can:
• read age-appropriate books with confidence and fluency
(including whole novels)
• read aloud with intonation that shows understanding
• work out the meaning of words from the context
• explain and discuss their understanding of what they have
read, drawing inferences and justifying these with evidence
• predict what might happen from details stated and implied
• retrieve information from non-fiction
• summarise main ideas, identifying key details and using
quotations for illustration
• evaluate how authors use language, including figurative
language, considering the
• impact on the reader
• make comparisons within and across books.
Grammar, Punctuation and
spelling tests
• The grammar, punctuation and spelling test will consist of
two parts: a grammar and punctuation paper requiring short
answers and an aural spelling test of 20 words.
• 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.’
Grammar- working at the expected standard
Children 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 and 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
identify and use main clauses and subordinate clauses (including relative
clauses) in a sentence
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 (e.g. The pupils
will be visiting the activity centre. They will try all the activities it has
to offer.)
Grammar continued
distinguish between formal and informal language and structures and standard
and non-standard forms of English
use Standard English when appropriate
select and use regular and irregular verb forms that express present and past
time, including the progressive and perfect forms (e.g. We are hoping to win. I
had swum across the lake.)
choose tenses accurately and mostly consistently
ensure correct subject–verb agreement
identify and use the active and passive verb forms
identify modal verbs to express future time and degrees of possibility (e.g. I
might go to the park. They should be home soon.)
identify, form and expand contractions accurately
select appropriate synonyms and antonyms for a wide range of words
use prefixes and suffixes to change the meaning of words, for example, to
change words into different word classes
recognise and use words from the same word families
Spelling and punctuation- working at the expected
standard
Spelling
Children working at the expected standard are able to spell both
monosyllabic and polysyllabic words accurately, including common
exception words, common homophones and near-homophones.
Punctuation
Children working at the expected standard are able to:
demarcate sentences accurately, using capital letters and full stops,
question marks or exclamation marks as appropriate
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
Writing - working at the expected standard
Children working towards the expected standard can write
for a range of purposes and audiences:
• using paragraphs to organise ideas
• describing settings and characters
• using some cohesive devices within and across sentences
and paragraphs
• using different verb forms mostly accurately
• using co-ordinating and subordinating conjunctions
• using capital letters, full stops, question marks, exclamation
marks, commas for lists and apostrophes for contraction
mostly correctly
• spelling most words correctly* (years 3 and 4)
• spelling some words correctly* (years 5 and 6)
• producing legible joined handwriting.
Writing continued
Children working at the expected standard 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 semicolons, 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.
Writing continued
Children working at greater depth within the expected
standard can write for a range of purposes and
audiences:
• managing shifts between levels of formality through
selecting vocabulary precisely and by manipulating
grammatical structures
• selecting verb forms for meaning and effect
• using the full range of punctuation taught at key
stage 2, including colons and semi-colons to mark the
boundary between independent clauses, mostly
correctly.
Preparation for the tests in
school
• Revision of work covered in new national
curriculum for Key Stage 2
• Past and sample papers – Technique and
style of questioning
• Reading groups
• Writing up-levelling groups one week,
grammar and punctuation lessons following
week
• Some children will have some support with
improving their understanding in key areas.
Support leading up to the
test
• English – asking them questions about what they are reading
• Key word spellings – help children with these, maybe use
websites to support
• See list of useful websites in pack and order forms for
resources at end of workshop.
• Mental maths practice – number bonds, times tables, any
mental arithmetic questions
• Support and encourage children to use ‘My Maths’ and
Maths Whizz where appropriate.
• Encourage children to complete their homework as this will
reinforce key skills being taught in school.
• Make it fun – don’t put your children under too much
pressure.
• If there is anything else you would like support with, please
don’t hesitate to ask.
How can parents help during SATS
week?
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Reassure your child: try their best
Make sure your child is at school on time
Breakfast/diet.
Sleep – early nights
Maintain any routines
Don’t book holidays or medical
appointments during this time
• Keep tests in perspective
• SATS are also for schools. Teacher
Assessment
• Post SATs activities