1. Year SATs Evening
Week commencing 13th May 2019

2. What are S.A.T.s? They are Standardised Assessment Tests
Taken in Year 2 and Year 6
The Year 6 S.A.T.s cover the curriculum covered in years 3-6

3. What are S.A.T.s?
The government sets out when the S.A.T.s are taken and provides the timetable
They are very important – we send the results to your child’s secondary school

4. Changes from previous years
No Mental Maths test
Replaced with an Arithmetic test
No equivalent ‘Level 6’ papers - everyone sits the same tests
The test outcomes will no longer be reported using levels
Children will have either achieved the standard or not – expectations are higher than before
Scaled scores will be used instead

5. Scaled Scores
A pupil’s scaled score will be based on their raw score (total number of marks received in the test).
The raw score will be translated into a scaled score using a conversion table.
A scaled score of 100 will always represent the ‘expected standard’.

6. Thresholds will change from year to year.

7. During the week
Please do not book any holidays or schedule any appointments during the week (afternoons are OK)
Breakfast Club – free of charge

8. What papers will my child take?
Date
Activity
Monday 13th May
English grammar, punctuation and spelling papers 1 and 2
Tuesday 14th May
English reading
Wednesday 15th May
Mathematics papers 1 and 2
Thursday 16th May
Mathematics paper 3

9. Writing No writing test
Hot tasks, writing in Literacy lessons, cross-curricular writing are used by your child’s teacher to make an assessment
Teacher assessment is based on the assessment framework set by the government
Children will be assessed as working towards, working at the expected standard or working at greater depth

10. Working towards the expected standard
The pupil can:
• write for a range of purposes
• use paragraphs to organise ideas
• in narratives, describe settings and characters
• in non-narrative writing, use simple devices to structure the writing and support the reader (e.g. headings, sub-headings, bullet points)
• use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly
• spell correctly most words from the year 3 / year 4 spelling list, and some words from the year 5 / year 6 spelling list
• write legibly.

11. Working at the expected standard
The pupil can:
• write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. the use of the first person in a diary; direct address in instructions and persuasive writing)
• in narratives, describe settings, characters and atmosphere
• integrate dialogue in narratives to convey character and advance the action
• select vocabulary and grammatical structures that reflect what the writing requires, doing this mostly appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility)
• use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) within and across paragraphs
• use verb tenses consistently and correctly throughout their writing
• use the range of punctuation taught at key stage 2 mostly correctly^ (e.g. inverted commas and other punctuation to indicate direct speech)
• spell correctly most words from the year 5 / year 6 spelling list,* and use a dictionary to check the spelling of uncommon or more ambitious vocabulary
• maintain legibility in joined handwriting when writing at speed.

12. Working at greater depth
The pupil can:
• write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation, structure)
• distinguish between the language of speech and writing3 and choose the appropriate register
• exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this
• use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.^
[There are no additional statements for spelling or handwriting]

13. When do we receive the test results?
Tests are marked externally
Results arrive sometime in July
Results are sent out to parents with end of year report in July
Each pupil will receive:
teacher assessment of whether or not they achieved expected standard in Reading, Writing, Maths and Science
a scaled score

15. What do the teachers do to prepare the children?
Mock S.A.T.s give children the experience of the tests
Home Learning to help them revise and prepare themselves
Continuous assessment/mini tests to prepare the children and identify where we can help
Provide readers and scribes for those (eligible) children who find reading and writing difficult

16. READING

17. The Reading Test
Children have 60 minutes to read the texts in the reading booklet and answer the question booklet
No part may be read to pupils, other than general instructions
The reading booklet will include different texts
Out of 50 marks

20. MATHS

21. The Maths Test There are 3 maths papers:
Paper 1 - Arithmetic - 30 mins (40 marks)
Paper 2 - Reasoning - 40 mins (35 marks)
Paper 3 - Reasoning - 40 mins (35 marks)

22. Arithmetic 36 questions Increased challenge
The questions will cover straightforward addition and subtraction and more complex calculations with fractions worth 1 mark each, and long divisions and long multiplications worth 2 marks each

23. Arithmetic
12% of 800 =
53  =
6 × 5 × 4 =
98.4 ÷ 100 =

24. Reasoning Papers Worded problems with increased challenge.
When answering this type of question, the children are encouraged to consider 3 things:
1. What do I want to find out?
2. What do I know/information do I have?
3. How will I find out the answer/what calculation(s) do I need?

25. Michelle has saved £8. 40 in 20p coins
Michelle has saved £8.40 in 20p coins. How many 20p coins does Michelle have?
I need to find out how many 20p coins Michelle has.
I know that she has £8.40 in 20ps.
I need to do £8.40 ÷ 20p.

27. This graph shows the temperature in six cities on one day in January.
Which city was 4 degrees warmer than Kiev?

28. Grammar, Punctuation & Spelling
GPS
Grammar, Punctuation & Spelling

29. Short answer paper Modal verbs Synonyms Antonyms Tenses
Active & Passive voice
Suffixes & Prefixes
Clauses
Apostrophes
Using ():;-?! correctly
Vocabulary in context
Word meaning
Singular and plural
Nouns
Verbs
Adjectives
Conjunctions
Pronouns
Adverbs
Prepositions

30. Short answer paper What is name of the punctuation mark below?
Circle two nouns in this sentence.
Circle the word that means…
Which sentence uses inverted commas correctly?
How could the clarity of the following sentence be improved? Re-write it, making changes to punctuation and wording to make it clearer.

31. Short answer paper
Put a tick to show whether each is a main clause or a subordinate clause.
Draw lines to match each sentence to the correct verb.
Copy the sentence below. Add capital letters where necessary.
The word written below has more than one meaning. Write two sentences to show two different meanings.

32. Circle the most suitable conjunction to complete the sentence below.
Amir went to the doctor _______ he was feeling ill.
however because despite yet
1 mark

33. Circle the words that need a capital letter.
terry and matt were on their way to london. it was a warm and sunny afternoon on june.
1 mark

34. Rewrite the sentence below in the passive voice.
Tommy fixed the broken computer.
___________________________________________________________________________________________________
1 mark

35. Spelling Task Correct homophones prefixes/suffixes -cious or –tious
20 target words
Contextualised sentences
Correct homophones
prefixes/suffixes
-cious or –tious
-ance or –ence
-tial or –cial
hindrance, programme, thorough, vehicle, convenience, neighbour, desperate, accommodate, rhyme, profession, leisure, parliament, yacht, amateur, committee

36. How You Can Help Home Learning
Impact in Learning workshop – Spring Term TBC
Websites – BBC Bitesize, Purple Mash, Abacus Active Learn
Arithmetic questions – practise skills
Revision books – CGP – available through school in the new year