1. End of Key Stage 2 Statutory Assessment Arrangements in the new National Curriculum 2016

2. 2016 Test Timetable Monday 9 May Tuesday 10 May Wednesday 11 May Thursday 12 May Reading test 60 minutes 50 marks English grammar, punctuation and test Paper 1 45 minutes 50 marks Spelling test Paper 2 about 15 minutes 20 marks Maths Paper 1 Arithmetic 30 minutes 40 marks Maths Paper 2 Reasoning 40 minutes 35 marks Maths Paper 3 Reasoning 40 minutes 35 marks

3. End of KS2 assessment Parents will receive: Confirmation of attainment of the national standard A scaled score lower end point below 100 and upper end point above 100. 100 = threshold/met the standard of the test. Will be based on raw score from each test.

4. Teacher Assessments Judgements are based on: The standards from the Interim Frameworks Consistent evidence Written, practical and oral classwork Classroom work. The aim is to make a rounded judgement that: Is based on knowledge of a child’s performance over time and across a variety of contexts Takes into account strengths and weaknesses of the child’s performance. 4

5. KS2 Interim Frameworks To allow for the short amount of time that Year 6 children have spent on the new curriculum. Set out the standards for assessment in each subject “Pupil can” statements: Some = skill/knowledge is starting to be acquired and is demonstrated on occasion Most = statement generally met with only occasional errors Standard met = teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within that standard and all the statements in the preceding standard(s).

6. Teacher Assessment Judgements Now “secure fit” rather than “best fit” (as previously.) Must be based on the standards from the Interim Frameworks: KS2 writing: Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard Additional category for those not “Working towards.” * KS2 reading, mathematics and science: Working at the expected standard Additional category for those not “Working at.” *

7. KS2 English writing Children with a physical disability preventing them from being able to write, can be excluded from the statements relating to handwriting. Children who meet all the statements, with the exception of being able to write legibily, can be awarded either “working towards” or “at the expected standard” but not “in greater depth.” All children must meet the “pupil can” statements related to spelling in any particular standard.

8. Maths: Working at the expected standard The pupil can demonstrate an understanding of place value, including large numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the difference between the largest and smallest whole numbers that can be made from using three digits; 8.09 = 8 + 9 ?; 28.13 = 28 + + 0.03). The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8). The pupil can use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut from the roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?). The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1 5 or 0.2 or 20% of the whole cake). 8

9. Maths: Working at the expected standard cont:. The pupil can calculate using fractions, decimals or percentages (e.g. knowing that 7 divided by 21 is the same as 7 21 and that this is equal to 1 3; 15% of 60; 11 2 + 3 4; 7 9 of 108; 0.8 x 70). The pupil can substitute values into a simple formula to solve problems (e.g. perimeter of a rectangle or area of a triangle). The pupil can calculate with measures (e.g. calculate length of a bus journey given start and end times; convert 0.05km into m and then into cm). The pupil can use mathematical reasoning to find missing angles (e.g. the missing angle in an isosceles triangle when one of the angles is given; the missing angle in a more complex diagram using knowledge about angles at a point and vertically opposite angles). 9

10. Test Materials Assessment consists of 3 papers: 1. Arithmetic (30 mins) 40 marks 2. Reasoning (40 mins) 35 marks 3. Reasoning (40 mins) 35 marks Questions increase in difficulty. Pupils will have a break between the papers. 10

11. Apparatus No manipulatives No calculators No tracing paper. In the Reasoning papers children are allowed to use some equipment such as mirrors, protractors and rulers.

12. English Tests 2016 English reading English grammar, punctuation and spelling

13. Reading Test Format ComponentDescriptionNumber of papers Number of marks Timing of paper Paper 1: English Reading Test reading booklet and separate answer booklet (a selection of texts, 1800–2300 words) 15060 mins (including reading time) TOTAL:15060

14. Reading Test 2016 Texts in the reading booklet will not be linked by a theme. The booklet will contain three or four texts e.g. Space Tourism (information and log) / Giants (poem) / The Lost World (narrative extract) The least demanding text will come first. The subsequent texts will increase in difficulty. One hour to read the texts and complete the questions at their own pace.

15. Writing 2016 Writing will be assessed through Teacher Assessment in 2016 Alongside this, the spelling, punctuation and grammar test will form a statutory part of the writing assessment;

16. Interim Teacher Assessment 2016 Working at the expected standard 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

17. 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* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

18. SPAG Test Format ComponentDescriptionNumber of papers Number of marks Timing of component Paper 1 Questions Grammar, punctuation, vocabulary 15045 minutes Paper 2 Spelling Spelling (20 words) 12015 minutes (not strictly timed) TOTAL27060 minutes

19. Grammar Pupils working at the expected standard are able to: demonstrate familiarity with a range of word classes, their terminology and their use: nouns, verbs, adjectives, conjunctions, pronouns, adverbs, prepositions and determiners recognise and write different types of sentences: statements, questions, commands, exclamations demonstrate familiarity with terms relating to a sentence, including subject and object distinguish between co-ordinating and subordinating conjunctions and use them to link clauses appropriately

20. Grammar continued… identify and use main and subordinate clauses (including relative clauses) identify and use expanded noun phrases for description and concision identify and use fronted adverbial phrases to denote time and place (e.g. Later that day, I met Tina.) select pronouns appropriately for clarity and cohesion distinguish between formal and informal language and standard and non-standard forms of English

21. Punctuation: pupils working at the expected standard are able to… demarcate sentences accurately using CL FS ? and ! use commas to mark clauses or phrases, including fronted adverbials, usually consistently use inverted commas to denote speech and place these correctly in relation to internal punctuation use apostrophes correctly for omission and singular possession, and mostly accurately for plural possession identify and use punctuation to indicate parenthesis identify and use, with some consistency, colons, semi-colons, single dashes and hyphens.

22. Access arrangements Alternative access arrangements are decided on based upon usual classroom practice. Additional Time may be given if a child meets the required criteria. An application has to be completed online by the school and permission will be granted if the criteria are met.

23. Preparation is key AT SCHOOL: Year 6 have been doing weekly arithmetic tests to prepare children for the new style papers. Old SATs papers. Mock SATs week – 7 th March. Year 6 Parents’ Meeting Booster classes/intervention. Early morning intervention/working lunch AT HOME: Times tables Maths revision booklet Helping with homework Learning of Spellings from NC lists Calculation methods