1. AN EVENING FOR PARENTS KEY STAGE 2 TESTS
WELCOME
AN EVENING FOR PARENTS
KEY STAGE 2 TESTS
Andy

2. Monday 13th – Thursday 16th May
When are they?
Monday 13th – Thursday 16th May
DATE
Monday 13th May
English Grammar, Punctuation and Spelling
Tuesday 14th May
Reading test
Wednesday 15thMay
Mathematics Paper 1 Arithmetic
Mathematics Paper 2 Reasoning
Thursday 16th May
Mathematics Paper 3 Reasoning
Andy

3. To explain procedures for the test. Show examples from past papers.
Aims of this meeting:
To explain procedures for the test.
Show examples from past papers.
Inform you of what we are doing as a school to prepare.
Make suggestions for what you, as parents, can do to support your child.
Andy

4. Who has to take the tests?
Every Year 6 child, unless they are unable to access the tests.
Andy

5. Sent to secondary schools.
What we have to report:
Test outcomes in Maths, English Grammar, punctuation and spelling– you will be given a scaled score, where 100+ means expected standard has been met.
Teacher assessments in Writing and Science – against national expectations. Sent home in the reports.(No teacher assessments in Reading or Maths this year).
Sent to secondary schools.
Andy

6. We are given the raw scores and the papers are available for the school to view electronically. No papers are returned.
We check the marking and adding up of the scores and the scaled score given to ensure there are no errors.
Andy

7. Cohort results are published.
Are they important?
Cohort results are published.
Opportunity for your child to celebrate their full potential.
They are used by secondary schools to help establish your child’s starting point.
Andy

8. Teacher Assessments:
At the end of Key Stage 2, teachers make assessments against a set of specific criteria.
This year the requirement is that these are made in Writing and Science.
Reading and Maths will be reported as test outcomes only.
This is a change this year.
Andy

9. Working towards the expected standard Working at the expected standard
Writing:
Working towards the expected standard
Working at the expected standard
Working at greater depth
Maths:
Not working at the expected standard
Reading:
Science:
Andy

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
Lucy

11. Working at the expected standard in WRITING
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
Becky

12. [There are no additional statements for spelling or handwriting]
Working at greater depth in WRITING
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]
Becky

13. ------------------------------------------------
Tests:
Reading Paper: 1 hour
English Grammar and Punctuation Paper: 45 minutes.
English Spelling Paper: around 15 minutes
Mathematics Arithmetic Paper 1: 30 minutes
Mathematics Reasoning Paper 2 : 45 minutes
Mathematics Reasoning Paper 3 : 45 minutes
Graham

14. READING PAPER
Out of 50 – score is then standardised.
Graham

15. Lucy

16. Lucy

17. English Grammar, Punctuation and Spelling Paper
Andy
Out of 70 – which includes 20 for the spelling paper.

18. Becky

19. Subordinate
Main
main

20. Disorder knock polishing washable offering vision misplaced distance brilliant thoughtless

21. Grammatical terms/word classes Nouns Verbs Adjectives Conjunctions
Pronouns
Adverbs
Prepositions
Articles
Types of sentences
Statements
Questions
Commands
Multi-clause sentences
Clauses
Phrases
Subordinating conjunctions
Standard English
Tense agreement
Subject–verb agreement
Double negatives
Use of ‘I’ and ‘me’
Formal / informal
Contractions
Vocabulary
Word meaning
Vocabulary in context
Concision and precision in vocabulary
Synonyms
Antonyms
Word groups / families
Prefixes
Suffixes
Singular and plural
Punctuation
Capital letters
Full stops
Question marks
Exclamation marks
Commas in lists
Commas to mark phrases or clauses
Inverted commas
Apostrophes
Brackets
Ellipses
Dashes
Hyphens
Becky

22. MATHS PAPERS Total of 110 marks Arithmetic Paper 1: 40 marks
Reasoning Paper 2: 35 marks
Reasoning Paper 3: 35 marks
Graham

23. Graham

24. Graham

25. Katie
and
1 mark

26. Katie

27. Katie

28. Rules for handling papers:
Checked and locked in cupboard – Mrs Campbell and office staff are the only ones with keys.
All sealed – only to be opened on the day.
Sent off within 24 hours of the children taking them.
May have a monitoring visit.
Management of the week:
All the Year 6 and other classrooms will be used.
Each Year 6 class will sit the tests in their rooms, unless additional access arrangements apply to them (e.g. extra time, or scribe or reader).
Andy

29. No readers are permitted during the Reading Test.
Use of readers
No readers are permitted during the Reading Test.
If a child has a reading age of 9 or below they may be allocated a reader.
Any child may request having a question read to them – not the reading paper
Extra time – we have to apply for it. 25% extra time
Some SEND children will get it automatically.
Those children who have a slow writing speed.
A difference between verbal and non-verbal reasoning – an ability to process.
Andy

30. What are we doing as a school?
Applying for pupils who may need additional time, amanuenses or scribes.
Revision programme
Focused groups
Sitting past papers
Keeping a balanced curriculum
Becky

31. What can you do at home? Offer encouragement. Set mini challenges:· 
Offer encouragement.
Set mini challenges:
Tables at tea time,
Spellings of common words,
When shopping calculate price of goods mentally.
Look through revision guides with your child and complete mini quizzes with them.
 We recommend revision books published by CGP—
Recommended books would be:
* 10 minute tests
*Targeted questions books.
*SATs Busters
Read regularly and ask them questions about the text.
Use revision material online—
Use the tasks set by the school on My Maths
What can you do at home?
Katie

32. What if your child is ill? You make the decision.
Please do not book non-urgent medical or dental appointments during the mornings of the week.
What if your child is ill?
You make the decision.
Some children have come for the tests and then have gone home. Some have sat in an office or other room and then gone home. We can let a child who is unwell take the test up to five days after the test date as long as they have no contact with anyone who has seen the test.
Andy

33. Thank you for coming.
Andy