Transcript Document

Parents’
Information
Evening
Information for
Parents on Key
Stage 1 SATs
7/21/2015
What does SATs Stand
For?
• Statutory Assessment Tasks and
Tests (also includes Teacher
Assessment).
• Usually taken at the end of Key Stage
1 (at age 7).
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What level should
children be at?
• Around 75% of children are at Level 2 by
the end of Key Stage 1.
• An average child will achieve a 2B.
• Some children will still be at Level 1 and
some children will achieve Level 3.
• A small percentage of children may not yet
be working at Level 1.
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How are the children
assessed?
• There are three sorts of
assessments: teacher assessments,
tasks and tests.
• The role of the tasks and tests is to
help inform the final teacher
assessment judgement for each child
at the end of year 2.
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When will all of this
happen?
• We are assessing the children all of
the time but……….
• the tasks and tests can be
administered at any time during year
2 BUT….
• Class 2 will complete their Year 2
tests during the 2nd week in June.
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What do the tests
involve?
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ENGLISH
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Reading
• Reading to the teacher , who will award
levels 1 or 2, This will assess the child’s
ability to read a book aloud with accuracy &
to discuss the text to show their
understanding.
• A test, for level 2, which will consist of a
story & 1 or more other texts, with
questions for the children to answer on
each page of a single booklet.
• A test, for level 3, which will be based on
a story & information text, together with
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1 answer booklet.
Writing
• There are two writing tests.
• Short Writing Test: 30 minutes
including planning time.
• Long Writing Test: 45 minutes
including planning time.
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Writing
• Need to write in complete sentences, beginning
with a capital letter and ending with a full stop
• Must have spaces between the words
• Spellings should be accurate or readable
• Writing must be legible, preferably joined
• Aim to use commas in lists, speech marks,
question marks & exclamation marks
• Use imaginative, exciting and descriptive language
• The text must fit the genre required.
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Spelling
• This is a short dictated passage with
20 words to be spelled.
• Marks from the spelling test will be
aggregated with the writing tests
and contribute to the overall level
recorded.
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Handwriting
• Handwriting will be assessed in the
longer writing test, rather than in a
separate test.
• Marks for handwriting will be
aggregated with the spelling and
writing marks to give an overall level.
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MATHS
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Maths
• An adult-led task for level 1
• Separate tests for levels 2 and 3. Your child
might do both.
• The 1st 5 questions will be administered orally for
the children to write their answers.
• A balance of marks within the tests will reflect
the structure of the national curriculum (Number,
shape, space and measures, using data, problem
solving and applying)
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What does teacher
assessment involve, and 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 may sometimes be a difference between
teacher assessment results and test levels.
• Both teacher assessment and test results are
submitted to the LA.
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What help can children
have?
• In the reading test, children must read the
text and questions by themselves, but MAY
have help recording their answers, if this is
done in a normal classroom situation.
• In maths, teachers can read questions to any child who
asks.
• Teachers can encourage, but not guide or say that an
answer is correct or incorrect.
• Words on a test paper can be transcribed where a
marker may not be able to read a child’s answer.
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How can we prepare
our children?
Give them plenty of good food to eat
Listen when they want to speak to you
Make sure they get plenty of sleep
Give lots of love
Make sure they are as happy as they can be!
In other words ~
keep things as
normal as possible!
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What information do
parents get and when?
• Test papers are marked internally. (These may
be moderated by an LA official.) The results
are sent electronically to the LA.
• Schools must inform parents of their final
teacher assessment by the end of the school
year in July. This takes into account the SATs
results. Results are usually included with the
school report.
• Parents are given the overall school results as
a percentage. These are compared to
the previous year’s national figures.
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End of Key Stage 2
SATs - 2015
SATs this year – 2015
Key Stage 2
Externally Marked Tests
Levels 3-5 and Level 6
– Maths
– Reading
– Grammar and
Punctuation
– Spelling
Teacher Assessments
• All subjects
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Maths
Reading
Writing
R.E.
Science
MFL – French
Music
PE
Geography
History
Art
D.T.
SATs
English, maths (and in some cases science) SATs are
taken at the end of Key Stage 2, in Year 6.
They are marked externally and your child will receive:
a separate level for grammar, punctuation and spelling;
a level for reading; an overall level for English; one for
maths and another for science.
At the end of Key Stage 2, the majority of children
will reach national curriculum level 4.
Year 6 English SATs
Reading – Levels 3 - 5
• One paper based on reading comprehension
of three texts, with a total of 35 to 40
questions of increasing difficulty.
• Children are allowed one hour in total,
including reading time.
Year 6 English SATs
English grammar, punctuation and spelling.
• Paper 1 - comprises 40 to 50 short-answer
questions covering grammar, punctuation and
vocabulary, taking 45 minutes.
• Paper 2 - is a spelling test with 20
questions, taking approximately 15 minutes.
The English grammar, punctuation and spelling test
covers sentence grammar, punctuation, vocabulary,
handwriting and spelling and was introduced in 2013.
This replaced the old writing paper, with writing now
being tested purely through teacher assessment.
Year 6 Maths SATs
• Papers 1 and 2
Each lasting 45 minutes calculators are not allowed.
• Paper 3
A 20 minute mental maths
test.
Level 6
• In addition, high-achieving
children may be entered
for Level 6 SATs papers in
the same subjects.
Arrangements
• Tests will be taken in the school hall and
invigilated by Mr. Beetham, Mrs.
Stephens, Mrs. Scroby and one of the
governors.
• Level 3 – 5 tests will be taken in the
morning.
• Level 6 tests will be taken on the same
day.
End of Key Stage 2 SATs - 2015
Past papers are available to look at.
Any questions?
New Literacy Curriculum
Aims
The overarching aim for English in the national curriculum is to
promote high standards of literacy by equipping pupils with a strong
command of the written and spoken word, and to develop their love
of literature through widespread reading for enjoyment. The
national curriculum for English aims to ensure that all pupils:
• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure
and information
• acquire a wide vocabulary, an understanding of grammar and
knowledge of linguistic conventions for reading, writing and spoken
language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language
and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate
and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal
presentations, demonstrating to others and participating in
debate.
What do these changes mean?
Teaching and learning in literacy will
still take a high priority in your child’s
education.
• Reading
– Children will continue to take part in
guided reading and reading activities.
– Children will develop a more detailed
understanding they are reading.
• Speaking and Listening
–This will still form an important
aspect of the literacy
curriculum.
–Children will be encouraged to
take part in debates and make
effective speeches.
• Writing
–Grammar and punctuation
• There is a higher emphasis on this
part of writing than there was
previously.
• Children learn about many aspects
of language. This includes learning
the technical terminology of many
grammatical features.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244216/English
_Glossary.pdf
There is a copy of this attachment for you to take with you.
• Writing
–Spelling
• Spelling is an important aspect
of literacy.
• Children will learn spelling
patterns.
• This will begin with phonics in
Key Stage 1 and develop
throughout Key Stage 2.
• Writing
–Application
Children will continue to write in many
different genres:
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Poetry
Narrative
Instructions
Letters
Diaries
Instructions
Explanations
Information
etc.
High standards of writing, incorporating
the skills they have learnt, are
expected across the curriculum.
Maths
Mastery
• All/most pupils can and will achieve
• Development of deep structural
knowledge
• Carefully chosen examples supporting
the opportunity to make connections
• Keeping the class working together
• Longer time on key topics
• The New Curriculum sets higher
expectations for pupil achievement
and the expectation is that the
majority of pupils will move through
the programmes of study at broadly
the same pace. (National Curriculum page 3).
39
I am going to be telling about
the SEND Code of Practice.
The Legal Definition of SEN
• A child or young person has SEN if they
have a learning difficulty or disability
which calls for special educational
provision to be made for him or her.
• In school this means they have a
significantly greater difficulty in
learning than the majority of others of
the same age.
Key Messages from the New Code of
Practice that are already in place in
Leicestershire
• Children’s SEN are picked up early and support
is routinely put in place quickly.
• That you as parents know what you can expect
from us as a school when supporting a child with
SEN and then also what services the local
authority can provide as well.
• For complex needs, an integrated assessment
and a single Education, Health and Care Plan are
in place from ‘birth’ to 25. (These plans have
replaced statements.)
• Staff have knowledge, understanding and skills
to provide the correct support for children
with SEND.
I’m just going to chat to you
briefly now about how as a
school we already meet each of
these outcomes.
How do we already ensure that
children’s SEN are picked up
early and support is routinely
put in place quickly?
The Zone of Influence and
Accountability.
The Class Teacher is responsible and
accountable for all the children in the
Class
class.
Teacher
SENCo
Child and the
Family
As a school as soon as we see
that a child is starting to
struggle we…
If we find that the alterations
to quality first teaching are not
working, then we begin
something called ‘The
Graduated Approach’.
The ‘Graduated Approach’.
Assess, Plan, Do, Review
1. The class teacher will know where the child is
struggling (assess) so they will be given a
manageable target based on this area of need
(plan).
2. For a short period of time (10 weeks) the child will
receive additional support to help them with this
area of need (do).
3. During the 10 week support period the class
teacher will be alert as to whether the child is
struggling to meet their target or maybe already
needs a new target as they have already met the
target set (Review).
4. The cycle will begin again.
If at the end of our ten weeks
we discover that a child is not
making progress, despite the
additional support that it might
be at that time we need to
begin investigating further.
How do we ensure that you
know what we can do to support
your child and what services
the Local Authority can offer?
• Every school in the country has to create a
school SEN Information report.
• In Leicestershire this is called the ‘School
Offer’.
• On our website there is a SEND tab and
under that is a document which outlines
how we identify and support children with
SEND at our school.
• To make sure that our Information Report
was accessible to all parents we asked
three different families to look through
what we had written.
How do we ensure that children
with complex needs have a
single Education, Health and
Care Plan?
For complex needs, an integrated assessment and a
single Education, Health and Care Plan are in place from
‘birth’ to 25.
• Statements no longer exist under the new code
of practice.
• Every child who had a statement is legally
entitled to an Education, Health and Care Plan.
• All statements will transfer to an EHC plan
however we are not in change of when the
transfer happens the local authority is.
• The terms ‘School Action’ and ‘School Action
Plus’ have also disappeared and have been
replaced with just one category – SEN Support.
How do we ensure that staff
have knowledge, understanding
and skills to provide the
correct support for children
who have SEN or who are
disabled?
We have a great head start
on this one!