1. Key Stage 1
SATS Information

2. Changes
In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5.
However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year.
From 2015/16 children in all years at Key Stage 1 and 2 were expected to study the new national curriculum.

3. Assessment and Reporting
Old national curriculum levels (e.g. Level 2, 3, 4, 5) have now been abolished, as set out in the government guidelines.
From 2016, test scores will be reported as ‘scaled scores’.
This means it is very difficult to compare the assessment of a previous year with the current year.
Your child will still be taught with the highest expectations and cover all required elements of the curriculum, similar to previous years.
The new curriculum is more rigorous and sets high expectations which all schools have had to work hard to meet since the beginning of 2014.

4. Scaled Scores
It is planned that 100 will always represent the ‘national standard’.
Each pupil’s raw test score will be converted into a score on the scale, either at, above or below 100.
A child who achieves the ‘national standard’ (a score of 100) will be judged to have demonstrated sufficient knowledge in the areas assessed by the tests.
From July 2016 for the first publication of test results, each pupil will receive:
A raw score (number of raw marks awarded).
A scaled score in each tested subject.
Confirmation of whether or not they attained the national standard.

5. The Tests
At the end of Year 2, children will take SATs in:
Reading
English grammar, punctuation and spelling
Maths
Writing will be teacher assessed.
The tests are due to be administered in May 2018.

6. Reading
The reading test for Year 2 pupils will involve two separate papers:
Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions interspersed
Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers in a separate booklet
Each paper is worth 50 per cent of the marks, and should take around 30 minutes, but children will not be strictly timed, as the tests are not intended to assess children’s ability to work at speed. The texts in the reading papers will cover a range of fiction, non-fiction and poetry, and will get progressively more difficult towards the end of the test.

7. Reading - Questions There will be a variety of question types:
Multiple choice
Ranking/ordering, e.g. ‘Number the events below to show in which order they happened in the story’
Matching, e.g. ‘Match the character to the job that they do in the story’
Labelling, e.g. ‘Label the text to show the title’
Find and copy, e.g. ‘Find and copy one word that shows what the weather was like in the story’
Short answer, e.g. ‘What does the bear eat?’
Open-ended answer, e.g. ‘Why did Lucy write the letter to her grandmother? Give two reasons’

8. Reading
Working at the expected standard The pupil can: • read accurately most words of two or more syllables • read most words containing common suffixes* • read most common exception words*. In age-appropriate books, the pupil can: • read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute • sound out most unfamiliar words accurately, without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: • check it makes sense to them • answer questions and make some inferences on the basis of what is being said and done.

9. Writing
The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: • demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks • using sentences with different forms in their writing (statements, questions, exclamations and commands) • using some expanded noun phrases to describe and specify • using present and past tense mostly correctly and consistently • using co-ordination (or / and / but) and some subordination (when / if / that / because) • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly • spelling many common exception words* • spelling some words with contracted forms* • adding suffixes to spell some words correctly in their writing e.g. –ment, –ness, –ful, –less, –ly* • using the diagonal and horizontal strokes needed to join letters in some of their writing • writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters • using spacing between words that reflects the size of the letters.

10. Mathematics The Key Stage 1 maths test will comprise two papers:
Paper 1: arithmetic, worth 25 marks and taking around 15 minutes.
Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There will be a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).
Children will not be able to use any tools such as calculators or number lines.

11. Mathematics
The pupil can partition two-digit numbers into different combinations of tens and ones. This may include using apparatus (e.g. 23 is the same as 2 tens and 3 ones which is the same as 1 ten and 13 ones). • The pupil can add 2 two-digit numbers within 100 (e.g ) and can demonstrate their method using concrete apparatus or pictorial representations. • The pupil can use estimation to check that their answers to a calculation are reasonable (e.g. knowing that will be less than 100). • The pupil can subtract mentally a two-digit number from another two-digit number when there is no regrouping required (e.g. 74 − 33). • The pupil can recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems (e.g. ∆ − 14 = 28). • The pupil can recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables to solve simple problems, demonstrating an understanding of commutativity as necessary (e.g. knowing they can make 7 groups of 5 from 35 blocks and writing 35 ÷ 5 = 7; sharing 40 cherries between 10 people and writing 40 ÷ 10 = 4; stating the total value of six 5p coins).

12. Mathematics The pupil can use different coins to make the same amount
(e.g. pupil uses coins to make 50p in different ways;
pupil can work out how many £2 coins are needed to exchange for a £20 note).
• The pupil can read scales in divisions of ones, twos, fives and tens in a practical
situation where all numbers on the scale are given
(e.g. pupil reads the temperature on a thermometer or measures capacities using
a measuring jug).
• The pupil can read the time on the clock to the nearest 15 minutes.
• The pupil can describe properties of 2-D and 3-D shapes
(e.g. the pupil describes a triangle: it has 3 sides, 3 vertices and 1 line of symmetry;
the pupil describes a pyramid: it has 8 edges, 5 faces, 4 of which are triangles and
one is a square).
Recognise the fractions ½ ¼ 2/4 ¾ and know that all parts must be equal parts of the
whole.

13. How to help your child
Reassure your child that there is nothing to worry about and just to try their best. Praise and encouragement! Try not to put pressure on your child.
Support with homework including times tables.
Use Mathletics.
Read with your child. Focus on developing an enjoyment of reading.
Talk about a story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions backing them up with evidence from the text.
Look up definitions of unknown words together. The children are beginning to use dictionaries independently and this would really support their learning.
Try to encourage a wide range of reading. This can take place through: poetry, newspapers, magazines, football programmes, TV guides.

14. Before the tests Early nights and lots of sleep.
Time for exercise and relaxation.
Good breakfast.
Plenty of praise and encouragement.

15. Thank You
Finally, I would like to say a huge thank you for all of the support that you continue to give your children. This has such a positive impact upon their learning. With your support and through providing your children with the learning tools that they need in school, we can collectively support your children to achieve their best!