End of Key Stage 2 Statutory Assessment Arrangements in the new National Curriculum 2016

Transcription

1 End of Key Stage 2 Statutory Assessment Arrangements in the new National Curriculum 2016

2 2016 Test Timetable Monday Tuesday Wednesday Thursday 9 May 10 May 11 May 12 May Reading test 60 minutes 50 marks 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 20 marks 40 minutes 35 marks

3 Scaled scores Gives a clearer view of differentiation in performance. Will have lower end point below 100 and upper end point above = threshold/met the standard of the test. Will be based on raw score from each test. 5 th July 2016 KS2 conversion tables on This is to ensure consistency in reporting year on year. Once established the scale will not change.

4 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

5 Teacher judgements: what to use Judgements must be based on: 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. 5

6 KS2 Interim Frameworks To be used for end of KS reporting and not for tracking progress. Set out the standards for assessment in each subject Pupil can statements: Some = skill/knowledge is starting to be acquired and is demonstrated on occasion Most = statement generally met with only occasional errors Standard met = teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within that standard and all the statements in the preceding standard(s).

7 Teacher Assessment Judgements Now secure fit rather than best fit (as previously.) Must be based on the standards from the Interim Frameworks: 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.

8 KS2 English writing Teachers should refer to the NC programmes of study for items marked with an * in the Frameworks to exemplify the words that children should be able to spell. Children with a physical disability preventing them from being able to write, can be excluded from the statements relating to handwriting. Children who meet all the statements, with the exception of being able to write legibily, can be awarded either 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.

9 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. 9

10 Apparatus 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.

11 Preparation is key Ensure: Secure methods with addition, subtraction, multiplication and division. Put in context. Build confidence with their method. Revisit frequently. Use number line with time and possibly money Know fractions as - numbers between whole numbers, describing a proportion, linking to division, finding fraction of a quantity. Can read scales different intervals and numbering Confident with multi-step problems - especially multiplication and division Can interpret data - graphs, tables charts Transforming shapes

12 English Tests 2016 English reading English grammar, punctuation and spelling

13 Reading Test Format Component Description Number of papers Paper 1: English Reading Test reading booklet and separate answer booklet (a selection of texts, words) Number of marks Timing of paper mins (including reading time) TOTAL:

14 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.

15 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

16 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;

17 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

18 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.

19 SPAG Test Format Component Description Number of papers Paper 1 Questions Paper 2 Spelling Grammar, punctuation, vocabulary Spelling (20 words) Number of marks Timing of component minutes minutes (not strictly timed) TOTAL minutes

20 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 sentenceto the past tense Write: e.g. write a statement to answer the question below Explain: e.g. explain why this sentence needs an apostrophe

21 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

22 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

23 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.

24 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.

25 Access arrangements Additional Time Early Opening Timetable variation Scribe Transcript Electronic aid Readers Rest breaks Translator Prompter