Key Stage 2 SATs Autumn 1 - LEARNING THROUGH DIVERSITY - Waverley School

Key Stage 2 SATs
     Autumn 1

    LEARNING THROUGH DIVERSITY

What are SATs tests and when do they
take place?
• KS2 Statutory Assessment Tests (SATs) are tests pupils take at the
  end of Year 6. SATs test pupils on what they have learnt between
  Year 3 and Year 6.

• KS2 SATs are mandatory tests from the National Curriculum
  assessment programme. All state schools in England are required to
  provide the tests.

• They are marked externally and the results sent to schools.

• The KS2 tests will be administered in the week commencing
  Monday 10th May 2021.
                         LEARNING THROUGH DIVERSITY

Which tests will Year 6 pupils complete?
In May 2021, Year 6 pupils will sit the following tests:

English Reading: reading booklet and associated answer booklet
[60 minutes]

English Grammar, Punctuation and Spelling
• Paper 1: short answer questions [45 minutes]
• Paper 2: spelling [approximately 20 minutes]

Mathematics
• Paper 1: Arithmetic [30 minutes]
• Paper 2: Reasoning [40 minutes]
• Paper 3: Reasoning [40 minutes]
                         LEARNING THROUGH DIVERSITY

How are results reported?
• Children are given a scaled score at the end of
  Year 6.

• Scaled scores maintain their meaning over time
  so that two pupils achieving the same scaled
  score on two different tests will have
  demonstrated the same attainment.

• A scale of 100 will always represent the ‘National
  Standard’ or ‘Expected Standard’.

                  LEARNING THROUGH DIVERSITY

What are scaled scores?
• A pupil’s scaled score is based on their raw score.

• The raw score is the total number of marks a pupil
  receives in a test, based on the number of questions
  they answer correctly.

• The pupil’s raw score is translated into a scaled score
  using a conversion table.

• Parents and pupils will be notified with their End of
  Year Reports.

                    LEARNING THROUGH DIVERSITY

Reading Test
Reading will be a single paper with questions for the pupils to complete. There
will be a variety of texts with between 1200-1500 words in total.

1 hour test in total, including reading time, to complete the test. (50 marks)

Variety of different question types including:

• Ranking/ordering, e.g. ‘Number the events below to show the order in which
  they happen in the story’
• Labelling, e.g. ‘Label the text to show the title of the story’
• Find and copy, e.g. ‘Find and copy one word that suggests what the weather
  is like in the story’
• Short constructed response, e.g. ‘What does the bear eat?’
• Open-ended response, e.g. ‘Look at the sentence that begins Once upon a
  time. How does the writer increase the tension throughout this paragraph?
  Explain fully, referring to the text in your answer.’
                             LEARNING THROUGH DIVERSITY

Reading Test
• Daily Guided Reading sessions take place within
  school.

• Pupils are taught a range of reading skills, including
  an understanding of authorial technique and how to
  answer test questions effectively.

• The pupils should be reading a range of texts
  (including classics and more challenging books) at
  home daily, including reading to an adult to discuss
  vocabulary choices used in context.
                    LEARNING THROUGH DIVERSITY

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

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

   – Selected response, e.g. ‘Identify the adjectives in the sentence
     below’

   – Constructed response, e.g. ‘Correct/complete/rewrite the
     sentence below,’ or, ‘The sentence below has an apostrophe
     missing. Explain why it needs an apostrophe.’
                        LEARNING THROUGH DIVERSITY

Grammar, Punctuation and Spelling Test

• Pupils are given spellings to learn on a weekly
  basis, based on either the Year 5/6 word list or a
  spelling rule.

• Pupils are tested weekly using the SATs style
  format.

• Pupils practice grammar through discrete sessions
  and specific grammar lessons with the pupils
  applying this knowledge to their own writing.

                   LEARNING THROUGH DIVERSITY

Mathematics Test
Pupils will sit three papers in mathematics:

Paper 1: arithmetic, 30 minutes (written)
Papers 2 and 3: mathematical fluency, solving problems and reasoning, 40
minutes per paper

Paper 1 will consist of fixed response questions, where children have to give
the correct answer to calculations, including long multiplication and
division. Papers 2 and 3 will involve a number of question types, including:

• Multiple choice
• True or false
• Constrained questions, e.g. giving the answer to a calculation, drawing a
  shape or completing a table or chart
• Less constrained questions, where children will have to explain their
  approach for solving a problem.

                           LEARNING THROUGH DIVERSITY

Writing

 • All writing is assessed through teacher
   assessment – evidence throughout the year.

 • Evidence gained from all books.

 • Moderators will come into school to quality-
   assure teacher assessment judgements.

                 LEARNING THROUGH DIVERSITY

Writing
 • The pupils will be assessed as either:

 ‘working towards the expected standard’
 ‘working at the expected standard’
 ‘working at greater depth’

 • For children to be working at the expected
   standard, they must consistently demonstrate the
   following:

                   LEARNING THROUGH DIVERSITY

Writing Expectations
•   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
•   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, including common exception words* (years 5 and 6)
•   maintaining legibility, fluency and speed in handwriting through choosing whether or
    not to join specific letters.

How can you support at home?
 • Encourage healthy learning habits e.g. independent
   learning, support in completion of homework, little
   often is more productive, regular sleep, water, diet &
   exercise
 • Ensure every piece of homework is completed to a
   high standard
 • Read, read and read again with your child!
   (development of vocabulary)
 • Use of My Maths which school subscribes to enabling
   access for your child
 • Use of revision books and educational websites.
                    LEARNING THROUGH DIVERSITY

Websites to Support
•   www.bbc.co.uk/bitesize/ks2

•   www.compare4kids.co.uk/maths.php

•   www.cgpbooks.co.uk

•   www.theschoolrun.com/ks2/key-stage-2-sats

•   www.bgfl.org

•   http://resources.woodlands-junior.kent.sch.uk/interactive

•   www.mathsmadeeasy.co.uk

•   www.crickweb.co.uk

•   www.topmarks.co.uk

•   www.tesspag.com

•   https://www.satspapers.org.uk/Page.aspx?TId=5

                                 LEARNING THROUGH DIVERSITY