1. Year 6 SATS parent’s meeting
Monday 20th March 2017

2. Aims:
To explain the structure and standards of the new tests
To explain the implications and strategies to prepare for these tests
To give advice on how you can support your child to prepare for these tests.
*Will not be describing implications for Secondary
School because that is subjective to individual schools

3. Key changes to yr 6 tests/assessments:
No more levels
Introduction of scaled scores out of 100
One set of tests, taken by all pupils (i.e. no more ‘level 6’ tests)
Mental maths replaced by arithmetic test
Interim assessment framework – children will need to meet all criteria – no longer a ‘best fit’.
Same tests as moving towards the idea that the majority of children progress broadly at the same rate.

4. Two key ‘strands’ Teacher Assessment Tests
Teachers will submit a teacher assessment (TA) for each child in each of the following areas:
Reading
Writing
Maths
Science
Reading, Maths and Science have only two categories – working at the expected and pupils not meeting the expected standard.
Writing has four:
Working towards expected standard
Working at the expected standard
Working at greater depth with in the expected standard
An additional category for pupils who do not meet the ‘working towards’ standard.
Reading: reading booklet and associated answer booklet
Grammar, punctuation and spelling (GPS)
Paper 1: Short answer questions
GPS Paper 2: spelling
Mathematics Paper 1: arithmetic
Mathematics Paper 2: Reasoning
Mathematics Paper 3: Reasoning
And a Science sampling test

5. National Curriculum test timetable
Day
Test
Monday 8th May
English Reading
Tuesday 9th May
English grammar, punctuation and spelling test
Paper 1 and 2
Wednesday 10th May
Mathematics: Paper 1 and Paper 2
Thursday 11th May
Mathematics: Paper 3
Spelling first
Maths – can choose the order

6. Reading Greater focus on fictional texts
Greater emphasis on comprehension elements of new curriculum
Reading booklet + separate answer booklet
1 hour, 50 marks
3 texts – mixture of genres (poetry likely)
Texts will appear in increasing levels of difficulty

7. GPS
Greater focus on knowing and applying grammatical terminology with the full range of punctuation tested
Technical terms as set out in the new curriculum are explicitly included in the test
Precise spelling patterns and methodologies (as set out in new curriculum) are the basis of spellings in the test
No contextual items
Paper 1: short answer question, 45 minutes, 50 marks
Paper 2: 20 words to spell, 20 marks, approximately 15 minutes (not strictly timed)

8. Maths
3 papers
Paper 1 : arithmetic, 30 minutes, 36 questions, 40 marks
Paper 2: Reasoning, 40 minutes, 35 marks
Paper 3: reasoning, 40 minutes, 35 marks

9. How will results be reported?
Each pupil registered for the tests will receive(reportable to parents):
A raw score (number of marks awarded)
A scaled score - dependant on the raw score
Confirmation of whether or not they have attained the expected standard

10. Arithmetic – 40 marks
Reasoning paper 2 – 35 marks
Reasoning paper 3 – 35 marks

13. Writing – TA judgements
All writing will be moderated based on interim frameworks
Must have evidence that a pupil can demonstrate consistent attainment of ALL the statements within the standard AND all the statements in any preceding standard(s)
Work from across the year will be considered and from across the curriculum e.g. topic books
Taken into account:
-written, practical and oral classwork
Results of informally administered tests taken in class
homework

14. How we are preparing for tests!

15. Reading
Daily guided reading using key tests and focusing on specific skills such as retrieval (Understand, summarise, retrieve and record information from texts, including non-fiction), interpretation (Deduce, infer or predict information, events or ideas from text, justifying using the text).
Quality texts used as a basis English lessons – Shackleton's Journey, Wolf Brother etc. A focus on reading for writing.
Poetry units every ‘long term’
Opportunities to use reading skills across the curriculum
Target ‘I can’ statements in reading records
Focused 1:1 reading with individuals
Reading comprehension woven into English lessons
Practice papers from term 4 onwards
Encouraging reading quality texts

16. Reading – what can you do to support
Encourage and model regular reading (for enjoyment and for purpose)
Discussing with your child what they are reading
Encourage reading quality/challenging texts as well as those that are simply for enjoyment at home
Asking questions based around the targets in their reading records
Encourage, motivate and praise!

17. GPS
Focused Grammar and punctuation lessons with Miss Monaghan on Fridays
Application of grammar/punctuation learning with Mrs Parnell throughout the week
Each child has writing targets with specific grammar and punctuation reference
Specific success criteria for writing modelled in class (using quality texts as examples of excellence)
Specific spelling weekly focus lessons and subsequent homework tasks to apply (based on national curriculum content)
High expectations for writing through the curriculum (topic books etc)
Afternoon intervention sessions since September
Motivation and praise – World Cup writers, star certificates – sent to Mrs H Smith for effort etc
Revision booklets to be sent home.

18. GPS/writing - what you can do to support
Support children with their spelling application homework by –
Encouraging learning spellings – help them to practice rules
Support planning of ideas for writing (talk for writing – ask them to articulate what they are going to write and in what order)
Ask about vocabulary and punctuation choices
Encourage editing – checking for spelling, grammar, sense
Encourage joined neat handwriting!
See grammar progression chart available on website

19. Maths
Focus on:
Fluency
Reasoning
Problem Solving

20. Fluency
Relentless push on knowing x times and related divisions – hence weekly tests/homework until all learnt – constant reference in class
Fluency timed practice as starters
Focus on the Four pillars of maths –
Place value
Memorised number facts
Images and models
Doubling and halving
Fluency maths sheets during guided work rotation

21. Reasoning Using and getting children to use reasoning statements e.g.
Because
If this is true then…..
I know that the next one is………because…………
When I tried…………I noticed that…………….
The pattern looks like………………
All the numbers begin with……………….
If…………….. then…………….
This won’t work because……………..

22. Problem Solving
Application of skills learnt through unit of work – giving problems a context.
Using ‘problem solving tool box’ as an aid to problem solving
RUCSAC

23. Maths In term four we will also:
Create ‘revision’ plans with the children individually
Send home revision booklets for maths to support learning
Do mock tests, especially timed fluency ones to support the children with speed and conciseness of answers
Motivate, praise, encourage
Afternoon intervention sessions from term four

24. Useful links: Age related expectations for end of Key Stage 2:
Site with links to all the sample papers (for reference as will use in class)
Practice sites such as:
- place value/multiplication and division based games
- problem solving

25. Any questions. Please feel free to contact me. catherinep@wivelsfield
Any questions? Please feel free to contact me!