Transcript Size: 1 MB 11th Sep 2013 Parent Workshop

Welcome to the KS2 Assessment workshop
By the end of the session you will:
• Understand how children are assessed in KS2
• Understand the requirements of different levels in
Speaking and Listening, Writing, Reading and Maths
• Know how teachers agree levels for your child
• Understand current KS2 SATS procedures and have seen
previous SATs papers
NOFAN
Judgements are made based on whether a child
demonstrates a particular skill…
Never
Occasionally
Frequently
Always
Naturally
A level will not be given unless the skill is demonstrated
naturally, i.e. without prompting
What do the Levels mean?
•
Pupils are described as ‘working within Level x’. Currently for teachers’ tracking and
progress purposes, the levels are sub-divided into c/b/a. A pupil working at L3c
would be able to demonstrate elements of L3 work within some of their work,
although this may not be consistent. A pupil working at L4a may be demonstrating
some elements of L5 within their work although this would not be consistent enough
for them to be awarded L5c. The child’s targets would help them to focus on the
skills required to reach the next level.
L6
‘Expected progress’ is a
child making at least 2
levels (6 sub-levels)
progress across KS2.
L5
L4
L3
L2
L1
It has been proven that children who
achieve a Level 4B or above at Year 6
can reasonably be expected to achieve
grades A to C at GCSE level.
Year 2 Year 4 Year 6
Teacher Assessment
The strands within each subject are weighted:
ENGLISH
MATHS
SCIENCE
Speaking and
Listening
Using and Applying
(2)
Scientific Enquiry (2)
Reading
Number and Algebra
(5)
Life processes and
Living things (1)
Writing
Shape Space and
Measures (2)
Materials and their
properties (1)
Handling Data (1)
Physical properties
(1)
Add and ÷ 10
Add and ÷ 5
Add and ÷ 3
Teacher Assessment - How are overall levels arrived at? (2012 arrangements)
MATHS
Strand
Level
Weighting
Level x
Weighting
Using and
Applying (2)
4
2
8
Number and
Algebra (5)
4
5
20
Shape Space
and Measures
(2)
3
2
6
Handling Data
(1)
3
1
3
TOTAL
10
37
Using and
Applying (2)
Number and
Algebra (5)
Shape Space
and Measures
(2)
Handling Data
(1)
Add and ÷ 10
Overall Numeracy Level 37 ÷ 10 = 3.7
Rounded to Level 4
Reading
• Assessment Focus: Literal retrieval
Deduce, infer or interpret information events or ideas
Identify and comment on structure and organisation
Writers’ use of language
Writers’ purposes and viewpoints and the effect on the reader
Social, cultural and historical contexts and literary traditions
• Assessment takes place continually but takes a variety of forms. For example:
- Guided Reading Sessions
- Individual Reading (Reading Mentors and Adult helpers)
- Tests - Optional QCA Comprehension tests (Years 3,4,5)
- Test Week (Reading Age tests)
- KS2 SATs (Year 6)
6a
What does a level mean in Reading?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
4c
Children achieving Level 6
at Primary School are very
high achievers.
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 are able to
recognise some
common words, and
use simple sounding
out to read others.
They can understand
simple stories that
they have read.
Children working at
level 2 use a mix of
skills to read words
and can therefore
read simple stories or
other types of
writing. They can talk
about what they have
read.
Children working at
level 3 show
understanding of
what they have read,
including making
simple inferences
about things such as
the feelings of
characters in a story.
They read fluently
when reading aloud.
Children working at
level 4 are able to
draw inferences
about characters and
actions in stories.
They can read a
variety of types of
writing. They can
explain some simple
decisions made by
authors, such as use
of layout features in
non-fiction writing.
Children working at
level 5 are able to
read complex texts
and find a range of
information from
them. They are able
to explain some
choices made by
authors, such as
particular vocabulary
choices and can
confidently ‘read
between the lines’.
Children working at
level 6 show insight
into the ways authors
create texts, and can
use quotations to
explain their
understanding. They
can explore the
relationship between
authors, characters
and the reader based
on what they read
and wider context.
Speaking and Listening
Often forgotten but is as important as each of the other strands.
Assessment takes place continually but takes a variety of forms. For
example:
•
•
•
•
•
•
•
Participation in discussions
Oral presentations
Contributions in class
Responses to others
Ability to ask appropriate questions
Ability to listen and respond to the contributions of others
Ability to follow instructions
Speaking and Listening
Writing
How do we assess?
• Continually.
• AfL – Assessment for Learning – feedback to marking comments, pupils’
responses in class, work on whiteboards, draft work, work in books across
ALL subjects.
• Every piece of pupil’s work is used to inform teacher assessment, not just
Literacy work.
Never
Occasionally
Frequently
Always
Naturally
6a
What does a level mean in Writing?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
Children achieving Level 6
at Primary School are very
high achievers.
4c
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 use simple
words and sentences
to explain their ideas.
They form their
letters correctly and
will begin to use full
stops and capital
letters.
Children working at
level 2 build straightforward sentences
and organise them to
create simple texts.
They use suitable
words to share their
ideas for both stories
and other types of
writing.
Children working at
level 3 are able to
adapt their style of
writing for different
purposes, e.g. making
a newspaper differ
from a story. They
know how to use
question marks and
exclamation marks.
Children working at
level 4 begin to use
paragraphs and
correctly-punctuated
writing for a range of
different purposes.
They choose
interesting words for
their writing, and
begin to write more
complex sentences.
Children working at
level 5 show their
ability to select
words, sentences and
styles for different
types of writing. They
use a mix of sentence
types and vocabulary,
including imaginative
structures, and using
a full range of
punctuation.
Children working at
level 6 adapt their
writing with the
reader in mind. They
select vocabulary and
sentence structures
to affect readers’
reactions. They use
all punctuation,
including colons &
semi-colons. Their
writing is often
imaginative.
Writing
How do teachers measure progress?
• Every child is unique – every child progresses at a different rate.
• Pupils are set individual writing targets to help them ‘up level’ their work.
• Independent writing (i.e. not directed by the teacher) is used to assess how
pupils apply their writing skills across a range of subjects and genres.
• Formal assessments carried out at each half term point to track pupil
progress.
• End of Key Stage testing in Year 6
• Lord Bew’s report has placed greater emphasis on Teacher Assessment
Maths
Assessed through 4 different strands:
Using and Applying (AT1)
Number and Algebra
Shape, Space and Measures
Data Handling
Not all strands have equal weighting
6a
What does a level mean in Maths?
6b
6c
This is the level expected
for most children by the
end of Year 6 (aged 11)
5a
5b
5c
4a
4b
This is the level expected
for most children by the
end of Year 2(aged 7)
4c
Children achieving Level 6
at Primary School are very
high achievers.
3a
3b
3c
2a
2b
2c
1a
1b
1c
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Children working at
level 1 are able to
count and read and
write the numbers up
to 10. They can carry
out simple
calculations using
numbers up to 10.
They can sort things,
such as shapes, into
different categories
based on their
properties.
Children working at
level 2 understand
place value in
numbers. They
recognise patterns
such as odd and even
numbers. They can
use skills like
doubling and halving,
and know numberpairs off by heart
(e.g. knowing that
6+3 = 9)
Children working at
level 3 can work with
numbers up to 1000.
They can use simple
fractions, begin to
learn their times
tables and solve
problems in £ and p.
They can use 2d and
3d shapes, and
reflect simple 2d
shapes. They can
create simple graphs.
Children working at
level 4 know their
tables up to 10x10.
They use efficient
methods to carry out
+ - x & ÷ calculations.
They can use fraction
percentage and
decimal values. They
can use graph axes
and scale measures,
and can calculate
simple averages.
Children working at
level 5 understand
the relationships
between numbers
less than 0. They can
multiply 2-digit by 3digit numbers. They
can find the area and
perimeter of shapes.
They create and
interpret graphs.
They begin to use
simple algebra.
Children working at
level 6 work with
confidence using a
range of numbers,
including calculations
with fractions. They
can solve simple
algebraic equations.
They can build a
range of graphs, and
can use fractions to
calculate probability
of various events.
Maths
Assessment methods:
• On going, within every lesson. (Assessment for Learning)
• Pupil responses, ability to explain reasoning.
• Ability to ‘use what they know to find out what they don’t know’
• Formal assessment at each half term point to track pupil progress and inform
target setting.
What if my child doesn’t make expected progress?
All pupils are set targets – these are revised if necessary if pupils make more
progress than expected.
Termly tracking means that pupils not making progress in line with expectations
are identified.
Pupils move at different paces – not an exact science!
Intervention groups.
Additional support in class.
Guided teaching.
Differentiated work – use of different resources, a different activity.
Year 6 – SATS (2013)
Day
Levels 3-5 (morning)
Level 6 (afternoon)
Monday
English Reading test
English Reading test
Tuesday
English Grammar,
English Grammar,
Punctuation and Spelling test Punctuation and Spelling test
Wednesday Mental Maths test
Maths Paper A
Thursday
Maths Paper B
Maths Paper 1
Maths Paper 2
Questions…