2016 KEY STAGE 2 TESTS PARENT INFORMATION EVENING
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1 2016 KEY STAGE 2 TESTS PARENT INFORMATION EVENING
2 INTRODUCTION WHY ARE WE HOLDING THIS MEETING? To ensure that parents are in the strongest possible position to support their child s learning in the lead up to their Key Stage Two Assessments (SATs). To answer any questions regarding the revision for, administration of, and reporting of the Key Stage Two Assessments. To share information with parents to help foster a positive working relationship and answer other questions regarding your child s education.
3 WHAT ARE SATS? National tests sat by all Year 6 pupils since Use to judge children s attainment and progress across their primary education. Consist of: one reading paper; one punctuation and grammar paper; one spelling paper; three mathematics papers. Writing is assessed by teachers across the whole of the school. There is no writing SAT test.
4 Year 6 Writing 6M (emerging) 6MW (Working Towards) 6E (Expected) 6X (exceeding) *I have some awareness of audience and purpose of the writing. *I can begin my writing with an appropriate level of formality. *I can adopt form and style for purpose and audience confidently. *I can understand when I need to write formally and informally. *I can identify the audience for and purpose of the writing. *I can choose the appropriate form and register for the audience and purpose of the writing. *I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. *I can make the purpose of my writing clear for the audience. *I can choose the appropriate form and register for the audience and purpose of the writing and maintain it consistently throughout my writing. *I have a number of sentence starters I can use eg as, when and ing words. *I use a range of sentence starters to create specific effects. *I can use developed noun phrases to add detail to sentences. *I can use range of sentence structures including subordination to create specific events. Composition *I can use adjectives and adverbs to add detail to my writing. *I have an awareness of passive voice. *I am developing control on the use of adjectives and adverbs in my writing. *I can rewrite sentences in the passive voice. *I can use the passive voice. *I use the passive voice to present information with a different emphasis. *I use commas to mark phrases and clauses. *I can use developed noun phrases to add detail and create effect. *I can control my use of the passive voice throughout my writing. *I use commas to mark phrases and clauses but not always accurately. *I can develop ideas logically but not always consistently. *I can use character, dialogue and action to advance events in narrative writing however I often over use one element. *I can sustain and develop ideas logically in narrative and nonnarrative writing. *I can use character, dialogue and action to advance events in narrative writing. *I use commas to mark phrases and clauses and to vary effect, pace and atmosphere. *I can control the elements of character, dialogue and action to achieve more sophisticated effects. *I can note the key points in any given text. *I can summarise a text, conveying key information in writing. *I can summarise a text, conveying key information and offer my own opinion in writing.
5 WHEN ARE SATS? Monday 9 th May Reading Paper (1 hour) Tuesday 10 th May Punctuation and Grammar Paper (45 minutes). Spelling Test (20 minutes) Wednesday 11 th May Mathematics Written Arithmetic Paper 1. Mathematics Reasoning Paper 2. Thursday 12 th May Mathematics Reasoning Paper 3.
6 HOW WILL WE BE TRACKING YOUR CHILD S PROGRESS IN READING? Year 6 Reading 6M (emerging) 6MW (emerging Working towards) 6E (Expected) 6X (exceeding) *I can recognise prefixes and suffixes. *I can apply knowledge of root words, prefixes and suffixes to read aloud unfamiliar words. *I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. *I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of more complex unfamiliar words. Word Reading *I use my combined knowledge of phonemes and word derivations to pronounce words correctly, e.g. arachnophobia. *I attempt the pronunciation of unfamiliar words drawing on my prior knowledge of similar looking words. *I can use my knowledge of phonemes and word derivations to pronounce more complex unfamiliar words. *I can read fluently, using punctuation to inform meaning. *I can read fluently with appropriate intonation.
7 MONDAY 9 TH MAY READING PAPER Most similar to previous style tests. 1 hour to read the texts and answer questions. Technique of: read answer read answer read answer. Greater emphasis on comprehension elements (retrieval and inference). Three to Four texts of increasing difficulty. Greater focus on fictional texts. Only paper which cannot be read to the pupils.
8 On Average, 83% of marks will come from these three areas.
9 How much did the first space tourist pay go in to space? According to the text, what could you do on your space holiday?
10 Look at Anousheh s blog entry for September 25 th. Find and copy a group of words that shows that Anousheh wrote her blog for others to read.
11 Ask them questions about what they are reading. Look up vocabulary that they don t know. Discuss the punctuation used. Make a joint prediction about what might happen next. Think together about why a character is acting in the way that they are.
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14 THE POWER OF READING Reading is the magic bullet. Reading is at the heart of learning. Reading is the one thing that can open up all the rest. The unique skill, perhaps above all else, that high schools, colleges and future employers look for, is reading fluency and comprehension. Not stumbling over words in a desperate effort to pronounce them. But an extensive vocabulary. Clear diction. Precise understanding. Reading raises confidence and lowers misunderstanding. Most of all, reading gives us somewhere to go when we have to stay where we are. To those who would ask, What can I do to help my child get better at reading? I would say this. Read. Listen to them read. Read to them. Read with them.
15 SPELLING, PUNCTUATION AND GRAMMAR TEST TUESDAY 10 TH MAY 50 marks for 50 questions in 45 minutes. Greater focus on knowing and applying grammatical terminology. Full range of punctuation will be tested. Picking up on vocabulary and punctuation when reading aloud with your child is the best preparation for this test. Use of standard English is imperative. Accuracy.
16 CONTENT DOMAIN TEST WEIGHTING
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18 ours/mine/yours/his/hers/theirs For something that started in the past and continues in the present.
19 were
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21 For And Nor But Or Yet So
22 HOW WILL WE BE TRACKING YOUR CHILD S PROGRESS IN MATHEMATICS? Number Place value Maths Year 6 6M (emerging) 6MW (emergong Working towards) 6E (Expected) 6X (exceeding) *I can compare numbers up to 100,000 and determine the value of each digit. *I can read, write and compare numbers up to 1,000,000 and determine the value of each digit. *I can write, order and compare numbers up to and determine the value of each digit. *I can identify the value of each digit to three decimal places. *I can write, order and compare numbers up to and determine the value of each digit. *I can round 5 digit numbers to the nearest 10, 100 and *I can put negative numbers onto a number line. *I can round any number up to 1,000,000 to the nearest 10, 100, 1000 and 10,000. *I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers through 0. *I can round any whole number to a required degree of accuracy. *I can use negative numbers in context, and calculate intervals across zero. *I can round any number to a required degree of accuracy. *I can use negative numbers including decimals in context, and calculate intervals across zero. *I can solve number problems and practical problems that involve all of the above. *I can solve number problems and practical problems that involve all of the above.
23 MATHEMATICS WRITTEN ARITHMETIC PAPER 1 In place of old mental arithmetic paper 36 questions. 40 marks. 30 minutes. To assess methods for the four calculations, as well un-cotextualised mathematics which derive from them. E.g. Percentages of amounts, fractions of amounts. Calculating with fractions. Long multiplication and long division. Will test full breadth of national expectations for Year 6. Times table knowledge and number bonds.
24 Compare and order numbers using place value up to 1,000,000. Round any whole number to the nearest power of 10 (e.g. round 434,567 to the nearest 10,000). Know the prime numbers up to 19. Multiply and divide numbers with up to two decimal places by 10 or 100. Find simple fractions and percentages of whole number quantities, e.g. 30% of 60. Add and subtract fractions, including those with denominators that share a common factor, e.g. Rt + q E p. Find possible values in missing number problems involving one or two unknowns. Multiply two-digit numbers by two-digit numbers using the standard method of long multiplication. Become more confident with division using larger numbers, including the long division method. Know and use angle rules, such as angles on a straight line sum to 180 and angles at a point sum to 360. Find the perimeter of compound shapes. Calculate the mean as an average (finding the mode is no longer expected at Key Stage 2).
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34 MATHEMATICS REASONING AND FLUENCY PAPERS 2 AND 3 35 marks in 40 minutes (per paper). Testing children s reasoning, logic and mathematical comprehension skills. Will also focus on elements unable to be assessed in Paper 1 (shape knowledge and properties, reading graphs, algebra etc). Will cover content taught before Year 6, such as Roman numerals. At Key Stage 2 there is no significant difference between Papers 2 and 3 in terms of either content or demand. Between 60% and 75% of the marks available on each of the two papers will be awarded for aspects relating to numbers, calculations, fractions, ratio and algebra.
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38 HOW WILL THE TESTS BE REPORTED? Levels are no longer used to report children s attainment. A scaled, standardised score between 80 and 130 will be used as this should ensure continuity over time. If your child achieves a standardised score of 100 or more it will mean that they have met the national expectations for a Year 6 child. A score of 100 should be roughly equivalent to an old level 4b. However, please not that the content (particularly in SPaG and Mathematics is significantly harder). Tuesday 5 th July Pupil RAW scores and scaled scores will be available to schools.
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40 BUT BEST OF ALL Read WITH your child every day, or as often as you can. Discussing the vocabulary and asking retrieval and inference questions about the text. Within reading time, ask questions about the grammar and punctuation used. KNOW times tables and division facts this is completely different to knowing how to work out a times table or division fact.
41 ANY QUESTIONS
42 2016 KEY STAGE 2 TESTS PARENT INFORMATION EVENING
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