KS1 SAT’s Parent Meeting who should not take the tests Pupils should not take the tests if: •...
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KS1 SAT’s Parent Meeting Mrs Head, Mrs Irvine, Miss Scholey Jan 2019
Transcript of KS1 SAT’s Parent Meeting who should not take the tests Pupils should not take the tests if: •...
KS1 SAT’s Parent Meeting
Mrs Head, Mrs Irvine, Miss ScholeyJan 2019
Overview of the meeting
• Curriculum with higher expectations• Changes to the assessment process • How the result are reported to parents• Changes to the tests• How you can help your child
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Presentation Notes
Today we will be sharing some information about the new curriculum and higher expectations The new SAT’s and how we as schools are expected to assess How the result are reported to parents How you can help your child
What are KS1 SATs?
• SATs are a series of assessments in maths and English, carried out in two stages during your child’s primary education.
• Key Stage 1 SATs (special quizzes) consist of formal assessments in maths and reading that take around 3 hours in total to complete, plus informal assessments in science that take place throughout the year.
• SATs are just one aspect of the KS1 assessment process. Your child's teacher will be taking all their work in Years 1 and 2 into consideration in order to build a full, accurate picture of how well your child is doing. The full, teacher-assessment report about your child's progress in maths, English reading, English writing and science should be sent to you by the end of the summer term.
Presenter
Presentation Notes
The expectations for the NC has risen and what children were often taught in for example Year 2 is now expected in Year 1. Each year group has a new curriculum to teach and follows the mastery approach to deepen a child's understanding of concepts.
Pupils who should not take the tests
Pupils should not take the tests if:• they have not completed the relevant KS1 programme of study• they are working below the overall standard of the KS1 tests
(and are considered to be unable to answer the easiest questions)
• they are working at the standard of the KS1 tests but are unable to participate, even when using suitable access arrangements
• If a head teacher decides a pupil should not take one or more of the tests, they must report this decision to the parents.
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CH Pupils should not take the tests if any of the following apply: • they have not completed the relevant KS1 programme of study • they are working below the overall standard of the KS1 tests (and are considered to be unable to answer the easiest questions) • they are working at the standard of the KS1 tests but are unable to participate, even when using suitable access arrangements The pre-key stage standards33 should be used to provide a statutory assessment outcome for pupils engaged in subject-specific study and who are working below the standard of the KS1 national curriculum assessments. Section 9 includes further guidance about TA at the end of KS1. If a headteacher decides a pupil should not take one or more of the tests, they must report this decision to the parents. See section 11.2 for information about reporting to parents for pupils who have not participated in the tests. Decisions on participation in the tests Headteachers make the final decision about whether it is appropriate for a pupil to take the tests. In instances where a headteacher has cause to consider whether a pupil should participate in the tests they should: • discuss the pupil’s circumstances and needs with their parents and teachers • consult, if appropriate, with their Special Educational Needs coordinator (SENCO), educational psychologists, medical officers or other specialist staff to consider access arrangements that might be appropriate to enable pupils to demonstrate their full abilities
How the results are reported to parents
Pre-key stage standards used for those working below the standard. • Standard 4 • Standard 3 • Standard 2 • Standard 1 If anyone is working below the pre-key stage standards, their statutory outcome should be reported using P scales 1 to 4.
Presenter
Presentation Notes
Pupils who should not take the tests The pre-key stage standards33 should be used to provide a statutory assessment outcome for pupils engaged in subject-specific study and who are working below the standard of the KS1 national curriculum assessments. Section 9 includes further guidance about TA at the end of KS1. If a headteacher decides a pupil should not take one or more of the tests, they must report this decision to the parents. See section 11.2 for information about reporting to parents for pupils who have not participated in the tests. Look at pre kS in a bit
How the results are reported to parents
Teacher assessments are reported to parents.Test outcomes are used to support in the overall teacher assessment judgements
and form part of the evidence.
Teacher assessment will report whether a child is:• Working towards the expected standard• Working at the expected standard• Working at greater depth within the standard
for Reading, Writing and Maths
Teacher assessment will report whether a child is:
• Working at the expected standard Or NOT for Science
Presenter
Presentation Notes
So how will children be assessed after September 2015? From Summer 2016, there will be more challenging SATs tests to reflect the new curriculum at the end of the Key Stages. The tests will now be marked with a score on a standardised scale. A score of 100 is the expected outcome at the end of Year 2, however, the actual standardised score will be set once sample schools have reported test results from April 2016. The school will then reflect if your child is Working towards the national standard or not for Reading, maths and science and working at, Working at greater depth within the national standard or working below the national standard Share how results are to be reported
What tests will my child sit?
At the end of Year 2, children will sit tests in: • Reading (2 x papers) • Maths (2 x papers – arithmetic and
reasoning)• Optional Grammar, Punctuation & Spelling • Writing: Teacher assessment only
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No test for GPS for 2017
Access Arrangements
• Extra time • Scribe • Reader• Prompter • Room locations
Important Dates
Week beginning 6th May 2019• Reading paper 1 • Reading paper 2
Week beginning 20th May 2019• Maths paper 1 – Arithmetic • Maths paper 2 – Reasoning
(Dates subject to change)
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It is vital that your child attends school over the next few months leading up to and including May!!!
Sample Reading paper 1
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Presentation Notes
Reading test: Paper 1 This test consists of a combined reading prompt and answer booklet. It is expected that the test will take approximately 30 minutes to complete (not strictly timed). It is at the class teacher’s discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early. The paper includes a list of useful words and some practice questions to use to introduce the contexts and question types to pupils. Pupils may use highlighter pens if this is normal classroom practice. 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’
Sample Reading paper 1
Sample Reading paper 2
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Reading test: Paper 2 This test consists of a reading answer booklet and a separate reading booklet. It is expected that the test will take approximately 40 minutes to complete (not strictly timed). It is at the class teacher’s discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early. There are no practice questions on this paper. Consists of fiction and non- fiction text. 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’
Sample Reading paper 2
How to support your child with Reading
• Read with your child: get your child to read aloud to you, and then ask them questions that involve your child locating the answer within the text and ask questions that involve the child using inference
• Discuss the meaning of unfamiliar vocabulary, discuss characters’ feeling, events, predict the ending.
• Read aloud to your child whilst your child follows the text: listening is an important part of reading; it will help your child learn the importance of punctuation and reading with expression
• For more information on how to help your child at home (parent tab) and useful websites – visit https://www.redwellprimary.org.uk/
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Fred fingers RWI sessions. Discuss using words as clus to inference e.g. Which word shows how the character is feeling - grinned
Sample GPS paper 1 Spelling test (Optional)
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Grammar, punctuation and spelling test: Paper 1: Spelling. This component consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. Pupils will have approximately 15 minutes to complete the test (not strictly timed), writing the 20 missing words in the answer booklet.
Sample GPS paper 2 Grammar & Punctuation test (Optional)
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Paper 2: a grammar, punctuation and vocabulary test. Pupils will have approximately 20 minutes to complete the questions in the test paper (not strictly timed).
How to support your child with Grammar, spelling and punctuation
• Help your child learn the spellings that are sent home for homework
• When reading to and/or with your child discuss the use of punctuation (full stops, capital letters, commas, apostrophes) and discuss grammar within a sentence (noun, verb, adverb, adjective, past, present, future tense)
• For more information on how to help your child at home and useful websites – visit https://www.redwellprimary.org.uk/
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Even though there will be no test it is vital we are still prepared with GPS
Sample Maths paper 1 - Arithmetic
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Maths test: Paper 1: arithmetic. It is expected that the test will take approximately 20 minutes to complete (not strictly timed). It is at class teacher’s discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early.
Sample Maths paper 2 - Reasoning
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Maths test: Paper 2: mathematical fluency, problem-solving and reasoning. This test consists of a single test paper. It is expected that the reasoning paper will take approximately 35 minutes to complete (not strictly timed). It is at the class teacher’s discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early. • The paper includes a practice question and 5 aural questions. • After the aural questions, the time for the remainder of the paper should be approximately 30 minutes. Children will not be able to use any tools such as calculators or number lines in either test. A ruler may be used in paper 2.
Sample Maths paper 2 - Reasoning
Sample Maths paper 2 - Reasoning
Sample Maths paper 2 - Reasoning
How to support your child with Maths
• Continue to support homework – mental Maths
• Redwell Primary School mental Maths programme, calculation policy, more information on how to help your child at home and useful websites – visit www.redwellschools.co.uk
Our Top Tips Our tips aim to give all-important perspective and help maintain a sense of business as usual at home.• ‘Play down’ the tests – to help to minimise pressure • Maintain routine at bedtime (early bedtimes!)• Maintain other routines (after-school clubs, play dates with friends,
visit to Grandma / Grandad) will all help to keep your child relaxed• Good healthy breakfast to boost metabolism and brain function• Talk to your child’s class teacher if your child feels anxious during
the SAT period• Plan a celebration (picnic, trip to their favourite park or a family
outing) that isn’t result dependent. It’s an important early life lesson for our children to understand that getting through a slightly more challenging or strange-feeling period is a success in itself.
Useful Websites
• General • https://www.oxfordowl.co.uk/for-home/advice-for-
parents/fun-ideas-learning-at-home/fun-ideas-ages-6-7/• https://www.bbc.com/bitesize/levels/z3g4d2p• Maths • https://www.topmarks.co.uk/maths-games/5-7-
years/counting• http://www.ictgames.com/literacy.html• English • http://www.primaryhomeworkhelp.co.uk/literacy/
Any Questions
?
Presenter
Presentation Notes
Notes from this meeting available to take home. Sample papers available to browse through.
