1. Y6 Information Evening
10 Oct 2017

2. End of Key stage two
New Tests were introduced May 2016, based on the revised National Curriculum
Key focus on higher expectations and greater proficiency in core skills
Two measures – ‘progress and attainment’ with expectations based on performance at KS1
DfE Frameworks for Teacher Assessment – externally moderated judgements

3. The tests – week of 14th may
Reading – 1 hr Grammar punctuation & vocabulary – 45 mins Spelling – 15 mins Arithmetic – 30 mins Mathematical reasoning – 2x 40 mins Writing – a selection of pieces which demonstrate proficiency against all expectations (including spelling & handwriting, apart from exceptional circumstances)

4. Scaled Scores
Your child’s results in each test will be reported using a scaled score. A scaled score of 100 represents the expected standard for each test.
The highest scaled score possible is 120, and the lowest is 80.
A pupil’s scaled score is based on the total number of marks a pupil scores in a test.
Because the questions / difficulty are different each year, the scaled scores ensure the DfE can make accurate comparisons of pupil performance over time. 100 will always represent the expected standard.

5. Scaled Scores
A pupil scoring a scaled score of 99 or less will be deemed to have ‘not met the expected standard’ In 2017, a score of 26 points in the reading test would have achieved the expected standard. One mark lower would have not. Expectations increased over those from 2016.

6. Scaled Scores

7. Characteristics of Learners
Regular reading habits
Importance of maths calculation skills
High level text together with higher level comprehension
Oracy – thinking and expressing in sentences
Vocabulary – appropriate choices and effect
‘Grit’ – determination to improve, practise & memory
Application of language within maths
Quick recall of basic facts

8. Balancing act
Step 1 – ensuring teaching is strong & effective Step 2 - the curriculum provides a mix of engagement and core skills Step 3 – high expectations with appropriate levels of support The tension between holding children to account whilst ensuring self esteem and attitudes are secure
If your child is asked to attend a reading club, holiday sessions or morning groups, please support us.
Some children won’t want to do this and may deal with it by appealing to you and saying they are being picked on etc
As parents, our role is to work with the teacher and understand they have their best interests. If you step in and appeal on behalf of your child, in such circumstances, you are permitting their underperformance.

9. And so… Engage in quiz outcomes Discuss ‘personal best’ with graphs
Get involved with practise sessions
Use our resources – KIRFS, Guidance
Encourage ‘stick ability’
Talk about struggle, determination and make links with sport
We know the book quizzes just really test comprehension, and there is far more to reading than this…
but it does reinforce the idea of regular reading
BRING UP ON SCREEN
Revision Guides - £5 each separately £2

10. Arithmetic

11. Maths reasoning

12. Spelling

13. English Grammar & PUnctuation

14. Reading

15. WRITING