SATs - Standard Assessment Tests

Dronfield Junior School

Self-esteemSelf-esteem“The most important influence on a person's level of self-esteem are their parents. After parents have had their say, little else in life is able to modify the opinion of self thus formed"

Nicolas Emler ; 2001 The Costs and Causes of Low Self-Esteem Joseph Rowntree Foundation

SATsSATs

Keeping a BalancePreparation or

Pressure?

What SATs measure:What SATs measure:MathsMaths

ReadingReadingGrammar, Punctuation Grammar, Punctuation

and Spellingand Spelling(Writing and science - (Writing and science - teacher assessment)teacher assessment)

Assessment to show Assessment to show ProgressionProgression

Foundation Stage Profile (Reception)Foundation Stage Profile (Reception) Key Stage 1Key Stage 1 (age 7 Teacher (age 7 Teacher

Assessment)Assessment) Key Stage 2Key Stage 2 (age 11 - SATs)(age 11 - SATs) Key Stage 3 Key Stage 3 (SATs dropped)(SATs dropped) Key Stage 4Key Stage 4 (age 16 – GCSEs)(age 16 – GCSEs) Sixth FormSixth Form (A Levels)(A Levels) Further EducationFurther Education

KS2 SATs – the changes …KS2 SATs – the changes …• In 2014/15 a new national curriculum framework was In 2014/15 a new national curriculum framework was

introduced by the government for Years 1, 3, 4 and 5introduced by the government for Years 1, 3, 4 and 5• However, Years 2 and 6 (due to statutory testing) continued However, Years 2 and 6 (due to statutory testing) continued

to study the previous curriculum for one further year.to study the previous curriculum for one further year.• In 2015/16 children in all years at Key Stage 1 and 2 are In 2015/16 children in all years at Key Stage 1 and 2 are

expected to now study the new national curriculum.expected to now study the new national curriculum.• KS2 SATs (Year 6) will reflect the new curriculum for the KS2 SATs (Year 6) will reflect the new curriculum for the

first time this year.first time this year.• Your children will be the first pupils to receive the new tests Your children will be the first pupils to receive the new tests

and the first to receive the new style of reporting results.and the first to receive the new style of reporting results.

Assessment and ReportingAssessment and Reporting• ‘‘Old’ national curriculum levels (e.g. Level 3, 4, 5) have now been Old’ national curriculum levels (e.g. Level 3, 4, 5) have now been

abolished, as set out in the government guidelines.abolished, as set out in the government guidelines.

• From 2016, test scores will be reported as ‘scaled scores’.From 2016, test scores will be reported as ‘scaled scores’.

• This means it is very difficult to compare the assessment of a This means it is very difficult to compare the assessment of a previous year with the current year.previous year with the current year.

• Your child will still be taught with the highest expectations and cover Your child will still be taught with the highest expectations and cover all required elements of the curriculum, similar to previous years.all required elements of the curriculum, similar to previous years.

• The new curriculum is more rigorous and sets higher expectations The new curriculum is more rigorous and sets higher expectations which all schools have had to work hard to meet since the beginning which all schools have had to work hard to meet since the beginning of last year.of last year.

Scaled ScoresScaled Scores• What is meant by ‘scaled scores’?What is meant by ‘scaled scores’?• It is planned that 100 will always represent the ‘national standard’.It is planned that 100 will always represent the ‘national standard’.• Each pupil’s raw test score will therefore be converted into a score on Each pupil’s raw test score will therefore be converted into a score on

the scale, either at, above or below 100.the scale, either at, above or below 100.• The scale will have a lower end point somewhere below 100 and an The scale will have a lower end point somewhere below 100 and an

upper end point above 100.upper end point above 100.• A child who achieves the ‘national standard’ (a score of 100(?) A child who achieves the ‘national standard’ (a score of 100(?) the the

score needed to reach this national expectation has yet to be score needed to reach this national expectation has yet to be announcedannounced) will be judged to have demonstrated sufficient ) will be judged to have demonstrated sufficient knowledge in the areas assessed by the tests.knowledge in the areas assessed by the tests.

• In July 2016 for the first publication of test results, each pupil will In July 2016 for the first publication of test results, each pupil will receive:receive:

o A raw score (number of raw marks awarded).A raw score (number of raw marks awarded).o A scaled score in each tested subject.A scaled score in each tested subject.o Confirmation of whether or not they attained the national standardConfirmation of whether or not they attained the national standard

SATs Week Timetable SATs Week Timetable 9 -13 May 20169 -13 May 2016

MondayMonday Reading Test Reading Test TuesdayTuesday Grammar, punctuation Grammar, punctuation & Spelling Test& Spelling TestWednesday Wednesday Maths Paper 1 and Paper 2Maths Paper 1 and Paper 2Thursday Thursday Maths Paper 3Maths Paper 3

MathsMathsChildren will sit three papers in Maths:Children will sit three papers in Maths:Paper 1: arithmetic, 30 minutesPaper 1: arithmetic, 30 minutesPapers 2 and 3: reasoning, 40 Papers 2 and 3: reasoning, 40 minutes per paperminutes per paper

MathsMaths

MATHS REASONINGMATHS REASONING

• Much greater emphasis on reasoning skills in Much greater emphasis on reasoning skills in the new curriculum.the new curriculum.

• Arithmetic – 1 paper 30mins (40marks)Arithmetic – 1 paper 30mins (40marks)• Reasoning – 2 papers 40mins (35marks each) Reasoning – 2 papers 40mins (35marks each)

(70 out of the 110 in total). (70 out of the 110 in total).• ““Reasoning enables children to make use of Reasoning enables children to make use of

all their other mathematical skills and so all their other mathematical skills and so reasoning could be thought of as the 'glue' reasoning could be thought of as the 'glue' which helps mathematics makes sense.” which helps mathematics makes sense.” (Nrich)(Nrich)

• Reasoning covers ALL areas of Maths Reasoning covers ALL areas of Maths on the new SATS papers.on the new SATS papers.

REASONING IN NUMBERREASONING IN NUMBERA pack of paper has 150 sheets. 4 children each take 7 sheets. How many sheets of paper are left in the packet?

Show your method

4 x 7 = 28 (1mark)

150 – 28 = 122 (1mark)

2 marks

REASONING IN NUMBERREASONING IN NUMBERMaria bakes a cake and sells them in bags.She uses this formula to work out how much to charge for one bag of cakes.

How much will a bag of 12 cakes cost?Cost = number of cakes x 20p + 15p for the bag.

1 mark£12 x 20p = 240p

240p + 15p =

255p255p = £2.55

REASONING IN NUMBERREASONING IN NUMBER

Olivia buys a bag of cakes for £5.15.Use the same formula to calculate how many cakes are in the bag.

Cost = number of cakes x 20p + 15p for the bag.

Show your method

£5.15 = ? X 20p + 15p£5.15 – 15p = £5 (1mark)

2 marks500p 20 = 25 (1mark)

REASONING IN NUMBERREASONING IN NUMBER Look at the diagram below. It is not to scale. Look at the diagram below. It is not to scale.

An isosceles triangle labelled S is drawn inside a An isosceles triangle labelled S is drawn inside a rectangle. rectangle.

Calculate Calculate aa..

Reasoning in data handlingReasoning in data handling

Identify that milk chocolate represents ½ of the boys. Therefore, 25 boys chose milk chocolate.

25 would represent ¼ of the 100 girls. Since over ¼ of the girls chose milk chocolate, Dev is correct and more girls than boys chose mile chocolate.

English – ReadingEnglish – ReadingThe reading test will be a single paper with questions based on three unrelated reading texts.

•Children are given 60 minutes in total, which includes reading the texts and answering the questions.•A total of 50 marks are available.•Questions are designed to assess the comprehension and understanding of a child’s reading.

Reading Reading There will be a series of question types:There will be a series of question types: Ranking / orderingRanking / ordering LabellingLabelling Find and copyFind and copy Short constructed responseShort constructed response Open-ended responseOpen-ended response

English – WritingEnglish – WritingPunctuation Pyramid

.. ?

. ? , !. ? , … ! ‘ “”

. ? , … ! ‘ “” : ;

Spelling, grammar and punctuation Spelling, grammar and punctuation testtest

The grammar, punctuation and spelling test will consist of two The grammar, punctuation and spelling test will consist of two parts: a grammar and punctuation paper requiring short answers, parts: a grammar and punctuation paper requiring short answers, lasting 45 minutes and an aural spelling test of 20 words, lasting lasting 45 minutes and an aural spelling test of 20 words, lasting around 15 minutes.around 15 minutes.

The grammar and punctuation test will include two sub-types of The grammar and punctuation test will include two sub-types of questions:questions:

Selected response eg underline the verb form that is in the past Selected response eg underline the verb form that is in the past progressive in the sentence.progressive in the sentence.

Constructed response eg Correct / complete / rewrite the Constructed response eg Correct / complete / rewrite the sentence below or the sentence below has an apostrophe missing. sentence below or the sentence below has an apostrophe missing. Explain why it needs an apostrophe.Explain why it needs an apostrophe.

Spelling, grammar and punctuation Spelling, grammar and punctuation testtest

Spelling, grammar and punctuation Spelling, grammar and punctuation testtest

ScienceScienceNot all children in Y6 will take Science SATs. Not all children in Y6 will take Science SATs. For those who are selected, there will be For those who are selected, there will be three papers:three papers:Biology: 25 minutes, 22 marksBiology: 25 minutes, 22 marksChemistry: 25 minutes, 22 marksChemistry: 25 minutes, 22 marksPhysics: 25 minutes, 22 marksPhysics: 25 minutes, 22 marksScience sampling test period; weeks Science sampling test period; weeks commencing: 6 June and 13 Junecommencing: 6 June and 13 June

Be Positive!Be Positive! First and foremost, support and reassure your child First and foremost, support and reassure your child

that there is nothing to worry about and they should that there is nothing to worry about and they should always just try their best. Praise and encourage!always just try their best. Praise and encourage!

Take an interest rather than pressurise.Take an interest rather than pressurise. Ensure your child has the best possible attendance Ensure your child has the best possible attendance

at school.at school. Support your child with any homework tasks.Support your child with any homework tasks. Try to make it fun if you canTry to make it fun if you can A little and often (20 minutes?)A little and often (20 minutes?) Repeat and reviewRepeat and review Vary the workVary the work Keep other activities going Keep other activities going

sports, hobbiessports, hobbies

Helping Your Child With Helping Your Child With ReadingReading• Listening to your child read can take many forms.Listening to your child read can take many forms.

• First and foremost, focus developing an enjoyment and love of reading.First and foremost, focus developing an enjoyment and love of reading.

• Enjoy stories together – reading stories to your child at KS1 and KS2 is equally as Enjoy stories together – reading stories to your child at KS1 and KS2 is equally as important as listening to your child read.important as listening to your child read.

• Read a little at a time but often, rather than rarely but for long periods of time!Read a little at a time but often, rather than rarely but for long periods of time!

• Talk about the story before, during and afterwards – discuss the plot, the characters, Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.encourage your child to have their own opinions.

• Look up definitions of words together – you could use a dictionary, the internet or an app Look up definitions of words together – you could use a dictionary, the internet or an app on a phone or tablet.on a phone or tablet.

• All reading is valuable – it doesn’t have to be just stories. Reading can involve anything All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.guides.

• Visit the local library - it’s free!Visit the local library - it’s free!

Helping Your Child With Helping Your Child With WritingWriting

• Practise and learn weekly spelling lists – make it fun!Practise and learn weekly spelling lists – make it fun!

• Encourage opportunities for writing such as letters to family or friends, shopping Encourage opportunities for writing such as letters to family or friends, shopping lists, notes or reminders, stories or poems.lists, notes or reminders, stories or poems.

• Write together – be a good role model for writing.Write together – be a good role model for writing.

• Encourage use of a dictionary to check spelling and a thesaurus to find synonyms Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabularyand expand vocabulary

• Allow your child to use a computer for word processing, which will allow for editing Allow your child to use a computer for word processing, which will allow for editing and correcting of errors without lots of crossing out.and correcting of errors without lots of crossing out.

• Remember that good readers become good writers! Identify good writing features Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).when reading (e.g. vocabulary, sentence structure, punctuation).

• Show your appreciation: praise and encourage, even for small successes!Show your appreciation: praise and encourage, even for small successes!

Helping Your Child With Helping Your Child With MathsMaths

• Play times tables games eg TTRockstarsPlay times tables games eg TTRockstars

• Play mental maths games including counting in different amounts, forwards Play mental maths games including counting in different amounts, forwards and backwardsand backwards

• Encourage opportunities for telling the time. Reading timetables (buses and Encourage opportunities for telling the time. Reading timetables (buses and trains). trains).

• Encourage opportunities for counting coins and money; finding amounts or Encourage opportunities for counting coins and money; finding amounts or calculating change when shoppingcalculating change when shopping

• Look for examples of 2D and 3D shapes around the home, talk about their Look for examples of 2D and 3D shapes around the home, talk about their featuresfeatures

• Identify, weigh or measure quantities and amounts in the kitchen or in recipesIdentify, weigh or measure quantities and amounts in the kitchen or in recipes

• Play games involving numbers or logic, such as card games, darts, draughts or Play games involving numbers or logic, such as card games, darts, draughts or chesschess

Using the Collins GuidesUsing the Collins GuidesRevision Guides with sample questions Revision Guides with sample questions Write on them – tick the pagesWrite on them – tick the pagesRead – Cover – Test – CheckRead – Cover – Test – CheckParents mark with the child Parents mark with the child to check understanding – shareto check understanding – sharethe experience.the experience.

Good Health makes a Good Health makes a differencedifference

ExerciseExercise Sensible eating (e-additives)Sensible eating (e-additives) SleepSleep WaterWater