Transcript Year 6 SATs Parent’s Meeting

Year 6 SATs
Parents’ Meeting
th
Tuesday 27 January 2015
Mrs Pye, Miss Smith, Mrs Collings and Mrs Haydon
Aims of the session
•To share important information about KS2
SATs
•To answer any questions about KS2 SATs
•Share ideas about how you as a parent can
help your child at home
What are SATs and why do
children take them?
S – Statutory
A - Assessment
T - Tests
End of Key Stage measure of attainment and
pupil progress.
KS1 - Year 2, KS2 – Year 6,
What are children tested on?
Level 3-5
English 3 tests – 1x
reading, 1x spelling, 1x
grammar and punctuation
Mathematics 3 tests- 2x
written and 1x mental
arithmetic
What are children tested on?
Level 6
English 4 tests– 1x reading,
1x spelling, 1x grammar
and punctuation, 1
additional writing task
Mathematics 2 x written
papers
What are levels?
The bulk of the tests cover Levels 3-5.
Expected attainment for a pupil at the end of
Year 6 is Level 4.
A small minority of children will sit Level 6
tests.
Pupils are expected to make 2 whole levels
progress from Year 2 to Year 6. E.g.1-3, 2-4, 35.
What do the current levels
mean?
Year 2
Age 7
Year 6
Age 11
Year 8
Age 14
Level 8
Exceptional
Level 7
Beyond
Expectations
Level 6
Exceptional
Level 5
Beyond
Expectations
Level 4
Exceptional
Level 3
Beyond
Expectations
Level 2
At Age
Expectation
At Age
Expectation
At Age
Expectation
English
Reading
There are 4 main types of questions on the
reading paper:
Literal – answer is there in the text
Deductive – look for clues
Inferential – read between the lines
Authorial intent – e.g. why does an author
use a particular word
Sentence from:
‘A Day in the English Countryside’
As the afternoon light started to fade, the cow stopped
eating grass, stood instead with its head over the gate and
gazed expectantly down the lane.
How light was it? (Literal)
What three things did the cow do? (Literal)
What time of day was it? (Deductive)
Where was the cow? (Deductive)
What do you think the cow was expecting? (Inferential)
What strategies does the writer use to give the reader so
much information in a single sentence? (Authorial intent)
How can parents help with
reading?
Ensure your child reads every night!
Encourage them to read fiction and nonfiction.
Try to ask them questions about the text.
Help them with the different skills of
reading especially ‘skim’ reading where
they are looking for key words in the text.
Speed reading
Sample spellings from
previous years
1. sharp
11. ravenously
2. whiskers
12. approached
3. surveyed
13. cautiously
4. lying
14. bristling
5. rigid
15. sensible
6. intruder
16. height
7. scattered
17. corridor
8. enough
18. proud
9. females
19. straightened
10. doubt
20. voice
How writing is assessed in
2015
Teacher Assessed Writing
Portfolio of evidence for every child, 5 or 6
best pieces from across a range of genres.
Local Authority (LA) randomly select groups of
children to moderate to validate our
judgements
ALL level 6 writing is moderated by the LA
What does teacher assessment
involve? Is it different from testing?
Teacher assessment draws together everything the
teacher or teachers know about a child, including
observations, marked work and school assessments.
Teacher assessment is not a ‘snapshot’ like tests and
is therefore more reliable.
There can be a difference between teacher
assessment results and test levels.
MATHS
Mental arithmetic test
Delivered via a CD- once it is started it
cannot be stopped for any reason
20 timed questions
5 seconds, 10 seconds, 15 seconds
A range of skills and knowledge is needed
to answer questions
Pencils at the ready!
Maths Papers
Paper 1 – 45 mins non calculator
test
Paper 2 – 45 mins non calculator
test
Level 6 Paper A and B 30 mins per
paper (no MA)
When will the tests take
place? NB dates are provisional
Date
Level
3-5 tests
Level
6 tests
Mon 11th May
English – Reading Test (60 mins)
2015
English – Reading Test
(60 minutes)
Tues 12th May English – Grammar, Punctuation &
2015
Spelling Test
English – Grammar,
Punctuation & Spelling
Test
Maths – Mental Mathematics Test (20
Wed 13th May mins)Maths – Mathematics Paper 1 No level 6 tests
2015
(45 mins NO
timetabled for this day
calculator)
Maths – Paper 1 (30 mins:
Maths – Mathematics Paper 2 (45
NO calculator
Thurs 14th
mins NO
allowed)Maths – Paper 2
May 2015
calculator)
(30 mins: Calculator
allowed)
Arrangements for test day
When the children arrive at school they will be registered and will then meet
in the hall for a snack, a drink and a chat. They do still need breakfast on
test days!
Once they have all used the toilet and are ready to start the tests we will
move back to their classrooms (in most cases, see below) and begin the
assessments.
Some children are entitled to receive support, which can be; extra time,
working outside of the classroom, having an adult to read the paper to them,
or the use of a scribe. This is determined by the needs of individual children.
Tests are kept securely in a locked cupboard until test day. Mrs Cooper and
Mrs Haydon open the tests seconds before they are scheduled to begin.
Random quality assurance visits are carried out by the LA to ensure that test
procedures are strictly adhered to.
After the tests
Once the test has finished, the test scripts are
collected in silence and handed to Mrs Cooper
who then packages them up and seals them
immediately for collection.
Tests are sent all over the country to be marked
by trained SATs markers.
During test week, the afternoon sessions will
focus on lessons where other skills are required
such as PE, Art, History etc.
When will parents be informed of
pupils’ results and who else will use
these results?
The test results will be released in July
These results will be a whole level (3, 4, 5 or 6)
You will receive a print-out of your child’s results before
the end of term together with information about the
results
Your child will have the opportunity to talk to their
subject teachers about their results
Pupil’s test results are then transferred electronically to
the appropriate Secondary school.
These results are then shared with the DCSF and the LEA.
Teacher Assessments
Throughout the year your child will have
accumulated evidence to support a teacher
assessment judgement of their ability in all
subjects including Writing specifically.
This evidence is equally used by DCSF, LEA
and Secondary schools to see how your child
has performed over time as opposed to in a
one off test.
Where a child significantly underperforms in a
test we will speak to the Secondary School
and advise them of the child’s ability as
evidenced over the term.
Should my child be revising at
home?
Your child may wish to do some revision at
home and this should be encouraged to
enable your child to feel as confident as
possible going into their tests.
However, the best idea is little and often.
Where possible children should be able to use
ICT, games etc to help them revise to make it
a little bit more exciting.
Resources available to help
your child
Revision guides- available from school from
next week
ICT resources

MyMaths

Sumdog

KS2 BBC BiteSize

Woodlands school revision pages
There are so many apps and games out there, many of them
free to download or access. Please let us know if you find a
really good one so we can share this information with others!
How can I help my child on the
lead up to and on test day?
Attendance - ensure your child is in school as much as possible,
if they are not here they are not learning!
Regular and appropriate bedtimes and ‘sleeptimes’.
Encourage physical activity and relaxation after school
interspersed with short bursts of revision (if your child feels like
it!).
Let school know as early as possible if your child is ill during test
week and if necessary special arrangements will be made.
Communicate if there has been any upheaval or upset at home
that may affect the pupil’s access/performance in the test.
Promote the tests as positive – a chance to show off the hard
work they have done in KS2.
Ensure your child has a proper morning routine including
breakfast.
Ensure your child brings a bottle of water and a healthy snack in
test week.
Top tips to help your child with
SATs
Approach a subject from lots of different angles. Software, games,
activities, books, flash cards and practical activities all help.
Encourage your child to believe in themselves, "you can do it!"
Remind your child that the tests are important, but that the are not the
only way they are to be measured.
Do not put your child under too much pressure. Have fun, they will find
things easier to remember if they remember the good times they had
learning.
Short snappy bursts of revision are far more beneficial than arduous
hours- grab the opportunities to revise when you can- in the car, round
the dinner table, on the walk to school DO NOT SPEND WHOLE EVENINGS
REVISING! Children work hard at school, they need down time too.
Make revision fun, competition works well!
Finally – A Health Warning
Whilst we do encourage your children to
take these tests seriously and use them to
show off all that they are capable of, it is
important to remember that all the children
in Year 6 are special and unique irrespective
of a test. The value and worth of each child
cannot be quantified by a test level and nor
should it.
Thank you for taking the time to find out
more. If there is something you feel we
could support your child with more, please
do not hesitate to contact us.