Key Stage 2 SATS 2018 KS2 SATS Guidance for Parents SPRING 2018
KS2 Assessment A Summary At the end of Key Stage 2 there will be an expected standard set A child must meet all the criteria consistently to get the expected standard judgement. Schools are advised to decide how best to assess their pupils in a way that best suits their needs. Schools are expected to select an assessment approach which: aligns well with their curriculum sets out what pupils are expected to know, understand and do, and when explains pupils progress and attainment to parents can be used to set aspirational targets and wherever possible supports pupils to reach the expected standards.
KS2 Assessment in 2018 Statutory assessment KS2 national curriculum tests with outcomes in the form of scaled scores. Teacher assessment at KS2 for writing, using the interim framework for teacher assessment. Formative classroom assessment Determined by schools in line with their curriculum.
SATS 2018 There are sample tests and frameworks available for schools to use for the tests in: English reading English grammar, punctuation and spelling (SPaG) Mathematics The DfE provides some description of pupil performance at the national standard and test results and exemplification materials will be used to set the raw scores that link to a KS2 child s scaled score. Each pupil registered for the tests will receive: a raw score (number of raw marks awarded) a scaled score confirmation of whether or not they attained the national standard
KEY POINTS The National Curriculum 2014 is challenging and has a focus on developing children s subject knowledge and skills. The National Curriculum 2014 has expectations children are required to meet at each banding (AGE RELATED OR EXPECTED STANDARD). Scaled Scores The KS2 2018 tests will include reading, grammar, punctuation and spelling, arithmetic and reasoning.
WHAT WILL BE ASSESSED? ASSESSED BY TESTS (marked externally) READING ONE PAPER Reading booklet and associated answer booklet. SPaG Paper 1, short answer questions. Paper 2, spelling. MATHS Paper 1, arithmetic Paper 2, reasoning Paper 3, reasoning * No Calculator Paper CONTINUOUS TEACHER ASSESSMENT WRITING CONTINUOUS TEACHER ASSESSMENT or TEST SAMPLING SELECTED SCHOOLS (2018) SCIENCE
READING 2018 ASSESSED BY TEST (marked externally) PAPER 1 60 minutes This test consists of a reading answer booklet and a separate reading booklet. Pupils will have a total of 1 hour to read the 3 texts in the reading booklet and complete the questions at their own pace. They can approach the test as they choose: e.g. working through one text and answering the questions before moving on to the next. The least-demanding text will come first with the following texts increasing in level of difficulty.
READING SKILLS ASSESSED The most crucial aspects of reading at the end of Key Stage 2 are:- Accuracy (decoding familiar and unfamiliar words correctly) Fluency (speed and confidence) Comprehension (drawing meaning from text) Understanding, describing, selecting or retrieving information, events or ideas from texts and using quotation and reference to text. Deducing, inferring or interpreting information, events or ideas from texts. Identifying and commenting on the structure and organization of texts, including grammatical and presentational features at text level. Explaining and commenting on the writers use of language, including grammatical and literary features at word and sentence level. Identifying and commenting on writers purposes and viewpoints, and the overall effect of the text on the reader.
Reading Sample questions
Reading at home There is significant value in reading with your child at home: Statistics show only 1 in 5 parents find the opportunity to read to their children. Parents are the most important reading role models for children and young people. (National Literacy Trust, Reaching Out with Role Models, April 2009) Reading at home and at school will help your child to progress more rapidly. Reading little and often is most effective and improves fluency.
A wide selection of material School books Library books E-books Develop preferences Favourite authors Reading at home What shall we read? EVERYTHING!
Reading at home What should you do when your child reads? Find somewhere quiet Limit distractions Give them your undivided attention Ask questions about the text Also allow them to read independently for pleasure
SPaG 2018 English - Spelling, Punctuation and Grammar ASSESSED BY TEST (marked externally) PAPER 1 45 minutes to complete the test, answering the questions in the test paper. PAPER 2 This component consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. Pupils will have approximately 15 minutes to complete the test (not strictly timed), by writing the 20 missing words in the answer booklet.
English Grammar, Punctuation and Spelling Sample questions
MATHS 2018 MATHS (marked externally) PAPER 1 PAPER 2 PAPER 3 Arithmetic - lasts for 30 minutes. Reasoning - lasts for 40 minutes. Reasoning - lasts for 40 minutes. The tests have questions of 1 and 2 marks and children are given marks for working out if they finish the task, but get the answer incorrect. NO CALCULATORS are allowed.
Sample arithmetic questions
WRITING 2018 There is a greater focus on the progress children make in writing throughout the school year, as opposed to a test-day snapshot of what they know. DfE Guidance:- TA provides a rounded judgement that: is based on knowledge of how the pupil has performed over time and in a variety of contexts takes into account strengths and weaknesses of the pupil s performance Teachers will assess children s writing composition. Children s results for English writing will be a judgement of their work throughout Year 6. Children's grammar, punctuation and spelling skills will be assessed as part of their writing, but their creativity and writing style will also be evaluated. Schools will moderate their judgements with other local schools and may be moderated by their Local Authorities too.
What is the Expected Standard in writing? The DfE have issued some guidance for schools. However, the Exemplification materials are new and are not exhaustive. It is believed that further guidance will be issued for schools before May. Children are expected to be able to write using a range of different genres.
TEACHER ASSESSMENT FRAMEWORKS To help with teacher assessment the DfE has produced Frameworks. These set out the standards a pupil will be assessed against in reading, writing, maths and science. The Frameworks are only a guide. All of the criteria must be met for a child to attain the Expected Standard.
These Frameworks set out the standards a pupil will be assessed against in reading, writing, maths and science.
SCIENCE 2018 SCIENCE SAMPLING There are no formal science SATs in 2018 for pupils. Science sampling has been reintroduced, and schools concerned will be contacted in early Spring 2018 by the STA (Standards & Testing Agency) Teachers will assess children s knowledge and understanding of science and will judge their scientific skills according to the National Curriculum Interim Framework for Science. Children s results for science will be a judgement of their work throughout KS2.
WHEN ARE THE TESTS? All KS2 SATs will be held in the week beginning 14 th May 2018. The tests must be taken on the scheduled days. Monday 14 May Tuesday 15 May Wednesday 16 May Thursday 17 May English grammar, punctuation and spelling Paper 1: Questions English grammar, punctuation and spelling Paper 2: spelling English reading Mathematics Paper 1: arithmetic Mathematics Paper 2: reasoning Mathematics Paper 3: reasoning Absence during the test period - Pupils who miss one or more component of a test and do not qualify for a timetable variation will not be awarded a score for that test.
SATs week FOOD and it s free! To help get the children in the right frame of mind on the day of the tests, we are offering a SATS breakfast session to those who would like to come (free of charge). This starts at 8.15am (Monday to Thursday) in the Main Hall. We will provide juice, fruit, bacon sandwiches and some baked goods to help keep the children s brains working. PLEASE, PLEASE, PLEASE DON T BE LATE. The children will then be taken to their classrooms/the playground for 10 minutes to take part in activities to help them relax and get in the right frame of mind.
How are we preparing? Teaching the more challenging learning objectives set out in the National Curriculum 2014 Continuous Assessment Focused Spelling sessions using revision guides. Focused SPaG Lessons (Spelling, Punctuation & Grammar) Reading sessions. Writing Assessments carried out regularly Practising previous SATS papers Teaching test techniques and vocabulary Homework to support teaching & learning in school Target Setting Mentoring and support Keeping up to date with information provided by the DfE
HELPING AT HOME Encourage your child to take ownership of their learning Support with homework Read regularly and discuss a variety of texts not just listening to your child read Short bursts of mental maths, times tables and problem solving etc Use previous test papers
SPECIAL EDUCATIONAL NEEDS & DISABILITIES Some support can be given to children who have an Educational Health Care Plan, or who may have specific learning needs. Requests for additional time will be made by teachers using their knowledge of children and the children s individual needs. Children who are unable to sit and work for a long period because of a special educational need, or disability, or because of behavioural, emotional or social difficulties may receive some support. Children with English as an additional language and who have limited fluency in English may receive some support.
NATIONAL EXPECTED STANDARD Children develop at different times and in individual ways, but at the end of Year 6 the DfE guidelines for English and maths are as follows:- Children not meeting the WORKING TOWARDS Nationally Expected Standard category for a pupil at the end of Year 6 WORKING TOWARDS the Nationally Expected Standard for a pupil at the end of Year 6 WORKING AT the Nationally Expected Standard for a pupil at the end of Year 6 WORKING AT GREATER DEPTH within the Nationally Expected Standard for a pupil at the end of Year 6 For Science pupils will be grouped into 2 categories - Working at the expected standard, or a category for those pupils who do not meet the standard. REMEMBER ALL CHILDREN ARE DIFFERENT!
REPORTING RESULTS Children s progress, as well as their achievement, will be measured and reported on in school performance tables. Teacher assessments will be passed on to Year 7 so the results can be used in planning for KS3 teaching. The test results are available mid-end of July. Written reports are given at the end of the summer term along with your child s results and the results for school.
SCALED SCORES Tests at the end of KS2 will report in scaled scores. The expected standard will always be set at 100. Raw scores in the test will be converted to scaled scores. The raw score that equates to 100 might be different each year. Pupils who score 100 or more will have met the expected standard. Pupils who score below 100 will not have met the expected standard. Pupils who score 110 or more will be working at greater depth. 100
Revision The Mr. Men Study Guide PREPARE
The right approach Don t be like Mr. Wrong or Little Miss Naughty. If you want to get ahead be like Mr. Happy.
The key to success Think Positively! Accept responsibility for motivating yourself! Accept the fact that success comes from effort! Reward yourself after completing a goal or task. No one can be like Mr. Impossible but everyone can do well like Little Miss Brainy.
Learning is doing Just like Mr. Busy and Little Miss Busy Research shows that as learners we take in: 10% of what we read 20 % of what we hear 30 % of what we see 50 % of what we see and hear 70 % of what we ourselves say 90 % of what we ourselves do
Organise your time To avoid being Mr. Muddle or Little Miss Scatterbrain Allow enough time to complete homework Study at the same time and place daily Review and revise on a regular basis (not just before tests and exams) Allot a period of time for assessment tasks rather than trying to do it all at once Allocate time for non-academic activities
Your learning environment STUDY IN A QUIET PLACE MINIMISE DISTRACTIONS Ensure your study area is: available when you need it free from distractions and interruptions contains all your study materials contains a large enough work space has a comfortable chair has enough light has a comfortable temperature Not in front of the TV. It s worth trying to sort the bedroom out. Get rid of clutter, so a desk is empty enough to have proper space to work. Lay out all the materials for each subject to save time. Come to a compromise on music. Avoid Mr. Noisy!
Learning Types KNOW WHAT TYPE OF LEARNER YOU ARE. We all have a preferred way of learning but we may not be aware of it. Get to know your learning style and study in the way you learn best. Auditory learners learn by listening. If you re an auditory learner you could try reading your notes aloud and discussing them with other people. You might like to record key points and play them back. Visual learners learn by seeing. If you re a visual learner you could use colours in your notes and draw diagrams to help represent key points. You could try to remember some ideas as images. Tactile/kinesthetic learners learn by doing. If you re a tactile/kinesthetic learner you could use methods like roleplaying or building models to revise key points.
Your study behaviour SET CLEAR GOALS ASK FOR HELP WHEN NEEDED TAKE RISKS REWARD YOURSELF DIVIDE AND CONQUER DON T PROCRASTINATE! FOLLOW THESE POINTS TO BE LIKE MR. COOL
Reasons for procrastination 1. I don t understand it. 2. It s boring. 3. I don t feel like doing it. 4. What if I do badly. 5. I can t do this as well as others. 6. You can t make me do it. Don t be like Mr. Lazy or you will fall behind!
Learn to listen Avoid Mr. Rude and Little Miss Chatterbox Give your full attention on the person who is speaking. Finish listening before you begin to speak! You can't really listen if you are busy thinking about what you want say next. Listen for the main ideas. Pay special attention to statements that begin with phrases such as "My point is..." or The major idea is Ask questions. If you are not sure you understand what the speaker has said, ask. Thoughts move about four times as fast as speech. With practice, while you are listening you will also be able to think about what you are hearing, really understand it, and give feedback to the speaker.
Improve your notetaking RECORD REDUCE RECITE REFLECT REVIEW always revise like Little Miss Wise! Create a glossary of key terms Resources: Highlighters; Coloured pens; Post- It notes; Different coloured paper for different subjects.
Reading Skills Be like Little Miss Curious! Read critically ask questions like: What position is the writer presenting? What evidence is the writer giving to support his/her view? Is the evidence accurate? Has the evidence been collected using appropriate methods? Do I agree or disagree with the writer s point of view? Take notes when reading underline, annotate, summarise: Question Read Recite Review TEST
Good concentration skills Don t be like Mr. Forgetful! Keep paper handy to jot down thoughts that cross your mind while studying. Set study goals before you begin each period of study Break up the content of study by mixing up subjects and building in some variety. Make the most of break periods - do something very different. Don't try to mix work and play. You will be able to concentrate best if you: Study during the day and early evening. Study when there are few competing activities. Take short breaks and STOP studying when fatigue sets in.
Tests and exams Don t be Mr. Worry! Before the Exam Get plenty of sleep the night before. Give yourself enough time in the morning for your regular routine. Eat a good, nutritious breakfast. Give yourself positive, reassuring statements throughout the day (such as "you can do it" or "you know the material, so relax"). During the Exam Avoid students who'll ask you questions before the exam. (This will only increase your anxiety.) Be sure to read all instructions. Look over the test and spend more time on questions worth more marks. Don't change your answers. (Unless you re sure you were wrong the first time.) Read each question twice, slowly. Skip questions you can't answer and go back to them later.
Top Tips to be like Mr Clever! Establish a routine Create a study environment Set a timetable Look after yourself Reward yourself for studying Have variety in your study program Avoid interrupting your concentration Test yourself on what you have studied Don't panic at exam time Ask your teachers for guidance
Revision Revision books (Reading, SPaG and Maths) Personalised home learning Home learning reflection time Revision sessions in class Bring supplies this will keep you sane! Extra revision when you need it. Take control and ownership. Have breaks.
WE RECOMMEND:- Early nights and lots of sleep Good attendance Good punctuality A good breakfast LOTS OF PRAISE AND ENCOURAGEMENT!
USEFUL WEBSITES http://www.bbc.co.uk/schools/revision/ This is an excellent site, providing revision help for KS2, KS3, KS 4 and KS5. This covers all subjects through activities and tests. http://www.icteachers.co.uk/children/children_sats.htm A wide range of KS2 SATs questions, from both past papers and their own team of teachers. http://www.woodlands-junior.kent.sch.uk/revision/index.html Revision pages at Woodlands Junior School. These revision pages support the work they do at Woodlands Junior School. They have been put together for their students to help them with their revision. Included are some sample questions taken from past Key Stage 2 SATs papers, as well as a whole host of interactive tests/quizzes.