An information Evening for Parents AIMS To inform you about the National Curriculum Tests for year 6 pupils in To share with you ways we are helping your child. To share with you some ways to help your child. This is not a time to debate the benefits (or not) of the new Curriculum. We will not discuss individual children. Please make an appointment to meet the class teacher if needed.

Why are there changes? The new Curriculum 2014 is now in place. Last year was a transition year from the old curriculum to the new. Previous assessment structures are now out of date. The information relates to only and can still change. If further changes occur, we will communicate this with you. All schools are creating new systems for assessment in line with the new Curriculum. We will continue our assessments based on the curriculum guidelines.

What are children assessed in, and how? Reading- in 1 test- externally marked Maths- in 3 tests- externally marked Punctuation and grammar- 1 test- externally marked Spelling- in 1 test- externally marked Writing- Teacher assessed and externally moderated. In all areas (other than writing) children are assessed as ‘at expected’ or ‘not at expected’. All tests will take place in the classroom, or rooms around school which children are familiar with. Tests are carried out in test conditions and they will know it is a test.

What is ‘expected’ in reading? Taken from KS2 Interim teacher assessment frameworks for the end of key stage 2. September Pupils can: Read age- appropriate books with confidence and fluency (including whole novels) Read aloud with intonation that shows understanding Work out the meaning of words from context Explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence Predict what might happen from details stated and implied Retrieve information from non-fiction Summarise main ideas, identifying key details and using quotations for illustration Evaluate how authors use language, including figurative language, considering the impact on the reader Make comparisons within and across books.

The Reading Assessment Marked externally Only one performance indicator- working at the expected standard, or not. If the children are assessed as ‘expected’, there is a chance they could be deemed to have a ‘higher score’. We are not sure yet how this will be communicated with us, or you. A booklet with different text types 60 minute test. Raw score is converted to a ‘scaled’ score. ‘100’ is expected. Questions- multiple choice questions, short response questions, longer response Focus of questions- comprehension, inference, language used for effect and themes and conventions

Spelling, Punctuation and Grammar. What is expected? Taken from the National Curriculum 2014 Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently

The SPaG Test 45 minutes for SPaG and approximately 15 minutes for spelling Marked externally Questions become more challenging. Question style is taken into account so not to hinder those with reading difficulties. Spelling- 20 targeted words in context, read by teacher, with no official time limit. Spelling is based on conventions taught as year 6 but not the exact words on the spelling list.

What does ‘expected’ look like in maths? Taken from KS2 Interim teacher assessment frameworks for the end of key stage 2. September The pupil can demonstrate an understanding of place value, including large numbers and decimals. The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative properties. The pupils use formal methods to solve multi-step problems. The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities The pupil can calculate with decimals, fractions and percentages. The pupil can substitute values into a simple formula to solve problems. The pupil can calculate with measures The pupil can use reasoning to find missing angles.

The maths test Marked externally Only one standard- at ‘expected’, but again, if your child is expected, there is possibility of a higher score but how this will be released to us, has not been communicated. Score is scaled, with 100 being ‘expected’. Test 1- written Arithmetic- 30 marks in 30 minute test. Test 2- Fluency, problem solving and reasoning- 40 minutes Test 3- Fluency, problem solving and reasoning- 40 minutes (similar style to test 2, slightly harder) Range of question types- multiple choice, matching, true or false and calculations

What about science? Test is externally administered and marked Sampling tests for 9500 children randomly selected from 1900 schools (5/school) Data is kept for national data purposes only Only one standard- working at expected level. Themes- biology, chemistry, physics, working scientifically

Writing Marked by class teacher Deputy and Headteacher to work alongside Mr Waldock, to verify and standardise. Work alongside the West Oxfordshire Schools Partnership to check we are all in agreement as to what each standard looks like. Externally moderated with Oxfordshire County Council. Based on several pieces of writing across many genre. More than one performance descriptor- Above National Standard National Standard Working towards National Standard

What does ‘expected’ look like? Taken from KS2 Interim teacher assessment frameworks for the end of key stage 2. September Create atmosphere, integrating dialogue to convey character and advance action Selecting vocabulary and grammatical structures that reflect the level of formality required Use a range of cohesive devices, within and across paragraphs Using passive and modal verbs correctly Using a range of clause structures Use adverbs, preposition phrases and expanded noun phrases to add detail and emphasis. Use inverted commas, commas for clarity, and punctuation for parenthesis, and making some use of semi-colons, dashes, colons and hyphens

How do we make judgements? Using books, notes and discussions with children. Through moderation, in and out of school There are no written tests.

How are we preparing children? From spring, getting children familiar with test conditions From Autumn, getting children familiar with layout of the test. Children getting used to working to time, and remaining calm. Focused teaching and assessment Children have lots of opportunities to show writing in practise Team planning Homework with links to Youtube films showing strategies we use in school Deputy and Head doing a range of groups targeting children who need extra help to complete any learning gaps. Making school fun, ensuring children’s emotional wellbeing, for example, Forest Schools

Ways to help at home and goodies! Ensure children do their homework including spelling Read regularly and discuss the book with your child. Time tables and division facts need to be instantly recalled. Sent home already: Websites for games Spelling list

A chance to browse the tests and questions Any questions?