Year 6 Parent Information. Eton Park Junior: A de Ferrers Trust Academy. Year 6 Parent Information. Tuesday 7th November 2017.

Welcome & Introduction SATs 2018 Understanding scaled scores & how attainment will be measured at the end of Key Stage. SATs 2018 Reading, SPAG, Writing and Maths – Week commencing 14th May 2018. Writing expectations. Maths expectations. How parents can support.

SATs 2018 *After the the removal of levels over the past two years, children will no longer be given a level at the end of Y6. Children will now receive a scaled score and will receive a pass or a fail. *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. Each score on the test, will relate to a scaled score. EG: in reading last year, a score of 26 on the paper, gave a scaled score of 100. A score of 25, gave a scaled score of 99. *A scale of 100 will always represent the ‘national standard’. This is a pass.

Year 6 SATs 2018. For English writing - 3 standards: working towards the expected standard working at the expected standard working at greater depth within the expected standard. For English reading and mathematics there is one standard (working at the expected standard) however, depending on the scaled score, children can be considered at working at greater depth when they achieve a scaled score above 113.

Year 6 SATs 2018 In 2018 Year 6 pupils will sit the following tests: Reading Grammar, Punctuation and Spelling Test Mathematics (Arithmetic, Reasoning 2 and Reasoning 3).

2018 SATs timetable Date Activity Monday 14 May English grammar, punctuation and spelling papers 1 and 2 Tuesday 15 May English reading Wednesday 16 May Mathematics papers 1 and 2 Thursday 17 May Mathematics paper 3

What does the reading test assess? • work out the meaning of words from the 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.

Reading Reading will be a single paper with questions for the pupils to complete. There will be a variety of texts. These texts usually consist of a fiction text, a non-fiction text and one other text that could be any type of text eg: letter, diary, leaflet, poem etc. 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.’ An example of last years reading test is on the desk so feel free to have a look through this and the different types of questions the children could be answering.

Reading Reading Reading test consists of texts of varying difficulty. They are encouraged to read and answer questions on one text at a time. Removal of level 6 paper over the last few years, means there will be more challenging questions on the paper that all children are sitting.

Spelling, Grammar, Punctuation and Vocabulary New curriculum for English – significant emphasis on children knowing, understanding and applying terminology relating to grammar and punctuation. Practising grammar all the time both as discrete grammar exercises and with the children applying this knowledge to their own writing. This is also practised within the afternoons and the topic writing. Needs to be continually reinforced through all homework. There is a copy of the SPaG test of the table, feel free to have a look through at the question types in this.

Spelling, Grammar, Punctuation and Vocabulary. Pupils will sit a 45 PAG minute test which tests the children's grammar knowledge. Spelling test- 20 unseen words- read in context. There has been an increasingly significant emphasis on SPaG over recent years. The children will soon be coming home with all the spellings they should be able to spell by the end of year 6, in order for them to practise at home and ensure they are test ready.

Spellings: Year 6 specific: Pupils will be given 20 spellings to learn on a weekly basis, based on a particular spelling rule. Tested on a Friday or following Monday on these spellings and spelling patterns.

Handwriting Handwriting is practised in short sessions during the school day so that children are taught correct letter formation and joining. Children should have a neat legible, joined style of writing by the end of year 3. Unless the children write in a joined, legible and fluent style, they cannot be awarded ‘working at expected standard’. Children are encouraged to apply this to all their writing in school as well as their homework.

Writing *No longer an externally assessed writing test for the children to sit. *All writing is assessed through teacher assessment- evidence from throughout the year. *Evidence gained from all books. *Moderators will come into school to scrutinise teacher assessment judgements.

Writing The children will be assessed as either ‘working towards the expected standard’, ‘working at the expected standard’ or ‘working at greater depth’. For children to be working at expected standard, they must consistently demonstrate ALL these features, ALL of the time:

Writing – Expected standard.

Writing – at greater depth.

Maths SATs Scores Children will be sitting 3 Maths tests – Arithmetic, Reasoning 2 and Reasoning 3. They are not just tested on the year 6 curriculum – the KS2 Maths SATs assess’ the children’s understanding of the year 3, 4, 5 and 6 curriculum. The total mark is 110. In order to gain a ‘pass’ grade they MUST score 60+ (scaled score 100) combined across all 3 papers.

Arithmetic This paper consists of 36 questions. The children only have 30 minutes. Total marks available are 40 marks. This will be sat on the wednesday of SATs week. The children have more questions than they have minutes to finish the test! Therefore, they must work quickly and carefully using known mental strategies and facts as much as possible. Children NEED to know their times tables, division, addition and subtraction facts and be able to recall these quickly. Some questions will take longer than 1 minute to complete and require the children to do some written working out.

Arithmetic – Mental strategies 50 x 70 435 – 30 468 – 9 100 x 412 3.005 + 6.12 0.9 ÷ 10 3² + 10

Arithmetic – Written strategies Column addition/ subtraction including decimals Long multiplication and division including 4 digit by 2 digit – 2 marks

Arithmetic - FDP 15% × 440 = 1 4/5 + 3/10 = 3/5 ÷ 3 = 2/5 × 140 = 1 1/4 − 1/3 =

Reasoning 2 and Reasoning 3 On the Wednesday of SATs week Reasoning 2 will be sat after the Arithmetic paper. Reasoning 3 is the last SATs paper the children will sit on Thursday. Both papers have an available 35 marks each. The children have 45 minutes to complete the test. These papers include worded problems (some with diagrams) and problem solving questions that require the children to apply their arithmetic and maths understanding. This is also where the children’s understanding of the whole maths curriculum is assessed. E.g. Number, Fractions, Decimals, Percentages, Geometry, Statistics, Algebra, Time and Measures. Each year these papers have become more challenging and combinations of maths topics seem to be becoming more obscure e.g. percentages and time all in one problem. Questions range from 1 mark per question – 3 marks per question.

Reasoning 2 and Reasoning 3 2 mark questions

Reasoning 2 and Reasoning 3 3 mark questions

Do Children Get Any Help ? In principle, no. The tests are designed to assess what children know and can do independently. However there are differing rules for each test which identify what support can be offered. Reading Test : pupils must read the text and questions themselves, but may have some help to write down their answers - BUT only if this is their usual classroom practice. Maths Test : Some pupils may have the paper (or parts of it) read to them. This is to ensure that their reading skills do not affect their mathematical assessment. The teacher can encourage but not guide a pupil to a particular answer.

Maths Teacher Assessment Teacher assessments draws on everything a child has undertaken or achieved in school - including tests, marking, observations and any formal / informal assessments. Teacher assessment is not a ‘snapshot’ like the tests and can therefore be considered more of an accurate record. In some cases, there will be a difference between what the teacher assessments concludes and what the tests outcomes are. The tests assess a pupils ability to draw upon their knowledge, skills and abilities in a more focussed way. They demonstrate a child’s performance on one day, at one time - unlike teacher assessment which focuses on achievement over time.

Homework Y6 Children are encouraged to read to an adult 5 times a week. It is essential that regular reading is done at home to develop the children’s understanding of a text. Bug Club is a new online system that the children can access online. Children need to login with their username and password. On there, the children will find a mini library of books they have been allocated. Children reads these books online, answering questions as they go to gain rewards. We will be tracking this on a regular basis to see which children are accessing this. Children will receive spelling, reading and maths homework to be completed weekly. Children will also be coming home with grammar homework to develop their grammar skills and arithmetic homework to prepare children for that VERY fast test.

How can you support at home? Attend meetings and parents evenings Support homework or extra opportunities Don’t put your child under too much pressure Ensure they are in school on time, having had a good breakfast and a good night’s sleep.

How can you support at home? *Reading on a regular basis at home and signing the children’s diary. *Read with the children is going to help the development of the vocabulary the children are exposed to. Vocabulary is a key part of the reading test and a key focus in the questions. *Use of Bug Club resources which school subscribes to enabling access for your child. * Ensuring children know all their times tables. *Use of revision books and websites. (These are on a later slide.)

Revision books

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://ttrockstars.com

Booster Groups As a school we are providing a wide range of interventions and booster groups for the children in year 6. 4x a week Mr Gilbert carries out maths booster groups. 3x a week Mrs Knights runs handwriting group. 1x a week Mr Gilbert runs handwriting group. Lexia is run 3x a week by Mrs Nicolson. Symphony is run x 3 a week by Mr Gilbert. 2 reading intervention groups are run 3x a week by Mrs Plimmer and Mrs Kee. Monday: After school. Miss Mason runs reading booster for the boys. Miss Baxter runs maths booster for the girls. Thursday: After school. Miss Mason runs reading booster for girls. Miss Baxter runs maths booster for boys.