Wellfield Middle SchoolWellfield Middle SchoolKey Stage 2 SATsKey Stage 2 SATs

Wellfield Middle SchoolWellfield Middle SchoolKey Stage 2 SATsKey Stage 2 SATs

20142014

Literacy Consists of two tests including:

Reading Test (1 hour to read and answer) SPAG test: Spelling, Punctuation and Grammar

Test (45 mins for 46 questions)

Writing will be teacher assessed from work done throughout the year

The Reading Test

There are several diff erent answer f ormats.

Short answers

Several line answers

Longer answers

Some responses require them to tick, draw lines or put a ring around the answer.

The aspects of reading to be assessed

• Retrieval• Deduce and infer• Text style and

organisation• Interpreting imagery• Authorial technique• Understanding

language choices

• Time given• 1 hour for reading the

test booklet and answering the questions

KS2

SAT’s Meeting –

English

The

Reading Test –

50 marks

Longer writing task –

28 marks

Shorter writing task –

12 marks

Spelling Test – 7 marks

Handwriting – 3 marks

Total marks

available = 100

SPAG Test This is a new exam that is designed to test the accuracy and understanding of the pupil’s spelling, punctuation and grammar.

sentence grammar (through identification and grammatical accuracy)

punctuation (through identification and grammatical accuracy)

vocabulary (through grammatical accuracy)

(out of 50 marks)

20 spellings. (out of 20 marks)

Last year L4 started at 44 marks, a level 5 at 55 marks

Level 3-5 test1. Circle all the adverbs in the sentence below. Open the drawers carefully and quietly when using

the filing cabinet.

2. Underline the subordinate clause in each sentence below.

Before he could go swimming, Ali packed his towel.

3.Complete the sentence below with a contraction that makes sense.

If you give me the recipe, ____ buy the ingredients on the way home

Level 6 Test1. Insert a comma and a semi-colon in the

sentence below to clarify the meaning of the sentence:

David eats cake whenever he has the chance I prefer apples oranges and bananas.

2. Use a connective or connective phrase to complete the sentence below.

________________________________ Anna was so accomplished a dancer, she lacked confidence in her own ability.

The L3-5 Writing TestsThere are no longer any formal tests in writing. The

writing mark now comes from teacher assessed work throughout the year. This is moderated by external verifiers in June, which means that, for English, we will working past the SATs week in order to give the pupils the best chance at reaching their full potential.

Writing AFsAF1 To write imaginative, interesting and thoughtful

texts;AF2 To produce texts which are appropriate to task,

reader and purpose; AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events; AF4 Construct paragraphs and use cohesion within and between paragraphs; AF5 Vary sentences for clarity, purpose and effect;AF6 Write with technical accuracy of syntax and

punctuation in phrases, clauses and sentences;AF7 Select appropriate and effective vocabulary;AF8 Use correct spelling. 

Writing assessment guidelines: levels 4 and 5 Name:

AF5 – vary sentences for clarity, purpose and effect

AF6 – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events

AF4 – construct paragraphs and use cohesion within and between paragraphs

AF1 – write imaginative, interesting and thoughtful texts

AF2 – produce texts which are appropriate to task, reader and purpose

AF7 – select appropriate and effective vocabulary

AF8 – use correct spelling

Level 5 Across a range of writing

a variety of sentence lengths, structures and subjects provides clarity and emphasis

wider range of connectives used to clarify relationship between ideas, e.g. although, on the other hand, meanwhile

some features of sentence structure used to build up detail or convey shades of meaning, e.g. variation in word order, expansions in verb phrases

Across a range of writing

full range of punctuation used accurately to demarcate sentences, including speech punctuation

syntax and punctuation within the sentence generally accurate including commas to mark clauses, though some errors occur where ambitious structures are attempted

Across a range of writing material is structured

clearly, with sentences organised into appropriate paragraphs

development of material is effectively managed across text, e.g. closings refer back to openings

overall direction of the text supported by clear links between paragraphs

Across a range of writing

paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs

within paragraphs/sections, a range of devices support cohesion, e.g. secure use of pronouns, connectives, references back to text

links between paragraphs/sections generally maintained across whole text

Across a range of writing

relevant ideas and material developed with some imaginative detail

development of ideas and material appropriately shaped for selected form, e.g. nominalisation for succinctness

clear viewpoint established, generally consistent, with some elaboration, e.g. some, uneven, development of individual voice or characterisation in role

Across a range of writing

main purpose of writing is clear and consistently maintained

features of selected form clearly established with some adaptation to purpose

appropriate style clearly established to maintain reader’s interest throughout

Across a range of writing

vocabulary chosen for effect

reasonably wide vocabulary used, though not always appropriately

Across a range of writing

correct spelling of - grammatical function words - almost all inflected words - most derivational suffixes and prefixes - most content/lexical words likely errors - occasional phonetically plausible spelling of unstressed syllables in content words - double consonants in prefixes

Level 4 Across a range of writing

some variety in length, structure or subject of sentences

use of some subordinating connectives, e.g. if, when, because throughout the text

some variation, generally accurate, in tense and verb forms

Across a range of writing

sentences demarcated accurately throughout the text, including question marks

speech marks to denote speech generally accurate, with some other speech punctuation

commas used in lists and occasionally to mark clauses, although not always accurately

Across a range of writing ideas organised by

clustering related points or by time sequence

ideas are organised simply with a fitting opening and closing, sometimes linked

ideas or material generally in logical sequence but overall direction of writing not always clearly signalled

Across a range of writing

paragraphs/sections help to organise content, e.g. main idea usually supported or elaborated by following sentences

within paragraphs/sections, limited range of connections between sentences, e.g. overuse of ‘also’ or pronouns

some attempts to establish simple links between paragraphs/sections not always maintained, e.g. firstly, next

Across a range of writing

relevant ideas and content chosen

some ideas and material developed in detail, e.g. descriptions elaborated by adverbial and expanded noun phrases

straightforward viewpoint generally established and maintained, e.g. writing in role or maintaining a consistent stance

Across a range of writing

main purpose of writing is clear but not always consistently maintained

main features of selected form are clear and appropriate to purpose

style generally appropriate to task, though awareness of reader not always sustained

Across a range of writing

some evidence of deliberate vocabulary choices

some expansion of general vocabulary to match topic

Across a range of writing

correct spelling of – most common grammatical function words, including adverbs with –ly formation – regularly formed content/lexical words, including those with multiple morphemes – most past and present tense inflections, plurals likely errors – homophones of some common grammatical function words – occasional phonetically plausible spelling in content/lexical words

BL

IE

Key: BL-Below Level IE-Insufficient Evidence

Overall assessment (tick one box only) High 5

Secure 5

Low 5

High 4

Secure 4

Low 4

The Level 6 Literacy test

• The Level 6 SPAG test• A short writing task to assess writing

skills at level 6• A level 6 Reading test focusing on

higher order answers.

Access Arrangements Provision will be made to enable all children to achieve as highly as possible.

- Readers- Extra time- Prompt- Amanuensis (scribe)- ‘Brain breaks’

Applications for these will be made very soon and are based on the children’s prior attainment, needs and current provision.

You will receive at end of Year 6...• Teacher assessment (for E, M)• SAT level (for E, M only)• Information showing last years national

averages• Information about achievement in this school

...As well as the normal end of year report.

The Results

Why are SATs so important?

Like any other formal examination process.

Give you information about where your child is (academically). National test.

Gives you a comparison to see how much they have progressed throughout their time at Wellfield First and Middle School.

Informs high schools of academic ability/settings.

How Can You Help? Praise and encourage your child, leading up to and

during SATs week and when the results come out

Your child will need to be in school for each test

Early nights. Your child should go to bed early prior to SATs – including Friday and Saturday. Research has shown that sleep can make a difference of 4 years in mental age

Make sure they have a good breakfast and a snack for break time may also help. Water during the test also helps.

Quiet place for children to study

What can you do to prepare your child?

Revision – help your child to revise & practise skills. Daily reading and discussion about the books.Ask what they have been studying. Explaining what they have learnt reinforces their understanding and helps to embed their learning Learn & practise spellings. Learn & practise times tables (forwards and backwards). Discuss with your child's teachers - areas to work on at home/specific activities/concerns. Ensure your child completes their homework.

How to revise

• Routines.• Concentrate on areas of weakness, not

what they can do easily.• Little and Often: Short bursts (20

minutes).• Revision guides• Internet sites

Internet Sites• http://www.bbc.co.uk/bitesize/• http://resources.woodlands-

junior.kent.sch.uk/• http://www.coolmath-games.com/• http://www.counton.org/• http://www.satsguide.co.uk/index.htm • http://online-maths-tutor.com/

practicepapers.html• http://www.topmarks.co.uk/• http://www.crickweb.co.uk/

ks2literacy.html

And finally...

Any questions?

Thank you for your time this evening