End of Key Stage 1 End of Key Stage 1 Assessment Information Assessment Information Meeting For Families Meeting For Families

2015- 20162015- 2016

End of Key Stage 1 End of Key Stage 1 Assessment Information Assessment Information Meeting For Families Meeting For Families

2015- 20162015- 2016

Overview

• What are the end of KS1 Assessments?• Teacher assessment/ National expectations • Carrying out the new 2016 Y2 SATs in ‘The All Saints’

Way’• An outline of the tasks and tests in different subjects• Preparations in school• What you can do to help at home • Any questions?

• At All Saints’ we believe every child should be treated as a unique and special individual

• Our aim is for children in Y2 to be;

• Risk takers

• Resilient

• Reflective

• Resourceful

• Demonstrating good relationships

• And above all to be HAPPY and LOVE LEARNING through an

inspiring, creative and challenging curriculum.

Growth Mindset and the 5R’s

KEY CHANGES TO 2016 KEY STAGE

NATIONAL CURRICULUM TESTS

VIDEO•https://www.youtube.com/watch?v=t7dgWlInpok

“ the National Curriculum should focus on fewer things in greater depth; in secure learning which persists, rather than relentless, over-rapid progression…” Tim Oates

• Taken by children in Year Two (when they are 6-7 years old) as part of the National Curriculum assessment programme.

• The emphasis is on teacher judgement NOT just how they do in the test on the day (different to Y6). Children are assessed throughout the year and their end of year scores will reflect your child’s everyday achievements and not just results obtained in a ‘one-off’ test. The tests are used to inform final teacher judgements. All tests are marked internally and moderated internally and externally.

• Children take KS1 assessment papers in two core subjects: English and Maths. These are broken down into 3 separate tests; Reading, Spelling, Punctuation and Grammar as well as Mathematics including Arithmetic. Speaking and Listening, Science and Computing are also formally reported on.

• The Y2 assessments will take place in May, after half term- span approximately three weeks and be completed before the end of the half term (e.g. 5th May to 22nd May).

What are the end of KS1 Assessments and When do

they take place?

What next? Results…• ‘Old’ national curriculum levels (e.g. Level 2 and) have now been abolished, as set out in the government guidelines.• From 2016, test scores will be reported as ‘scaled scores’. It is planned that 100 will always represent the ‘national standard’.

Each pupil’s raw test score will therefore be converted into a score on the scale, either at, above or below 100. The scale will have a lower end point somewhere below 100 and an upper end point above 100. A child who achieves the ‘national standard’ (a score of 100) will be judged to have demonstrated sufficient knowledge in the areas assessed by the tests.

• This means it is very difficult to compare the assessment of a previous year with the current year.• Your child will still be taught with the highest expectations and cover all required elements of the curriculum, similar to

previous years.• The new curriculum is more rigorous and sets high expectations which all schools have had to work hard to meet since the

beginning of last year.• In July 2016 for the first publication of test results, each pupil will receive:o A raw score (number of raw marks awarded).o A scaled score in each tested subject.o Confirmation of whether or not they attained the national standard.

• Each child will have a sensitive and confidential 1- 1 chat with the teacher to share their

successes after each challenge. • Results of teacher assessments will be sent home in July in your child’s end of year school reports. • Results will not be a huge shock- e.g. if your child is not on track for reaching national expectations e.g. working towards

you will be made aware at various meetings (e.g. parents evening) or through letters home (e.g. Booster letters/ packs etc).Alternatively, if your child is predicted to reach above expectations, you will also have been made aware of this, similar to the above.

The All Saints’ Way• Fun• Calm• Comfortable• Built up gradually • Familiar with format – practise makes perfect! • ‘Challenges’ •Reward effort and improvement • As normal to classroom practise as possible• Carried out in class/ small rooms •Party!

LevelsW 1

2c

2b

2a

3c

3b

3a

Working towards the nationally expected level of attainment for a pupil at the end of Year 2.Working in line: The nationally expected level of attainment for a pupil at the end of Year 2.Exceeding: Above the nationally expected level of attainment for a pupil at the end of Year 2.Gifted: Well above nationally expected level of attainment

Although the tests are set externally, they will be marked by teachers within the school. Instead of the old national curriculum levels, children will be given a standardised score. In addition, your child will receive an overall result saying whether they have achieved the required standard in the tests. The Department for Education aims for 85 per cent of children to reach the required standard.

Working Towards Expectations OR

Exceeding Expectations? • In the past, additional Level 3 tests were produced for children who demonstrated higher than expected attainment, above Level 2 .

• From this year, there won’t be any separate tests for the most able children.

• Instead, each test will have scope for higher attaining pupils to show their strengths.

• What happens if your child is above the expectation for their age?

• What happens if your child is below the expectation for their age?

• All children have different rates of progress at different times. There maybe ‘leaps’, ‘falls’ and ‘plateaus’ in their development – children are individuals and the ethos in The All Saints’ Way at your school does our upmost to recognise that...

English Reading:

•Assess the comprehension and understanding of a child’s reading.

•Paper 1 consists of a selection of texts totalling 400 to 700 words, with questions interspersed

•Paper 2 comprises a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers in a separate booklet. The Paper 2 requires more in depth responses to demonstrate greater understanding and inference.

•Each paper is worth 50 per cent of the marks, and should take around 30 minutes, but children will not be strictly timed. The texts in the reading papers will cover a range of fiction, non-fiction and poetry, and will get progressively more difficult towards the end of the test requiring an extended response or explanation.

•Rather than selecting children to take the second paper (L3 extension paper previously), it is expected that many children will begin it but teachers can choose when to stop a child if the tasks are deemed not appropriate for a particular child.•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’

English Spelling, Punctuation and Grammar:

• Children will sit three separate papers in Spelling, Punctuation and Grammar:

• Paper 1: a grammar and punctuation written task (a totally new test never tested before at KS1) taking approximately 20 minutes, and worth 15 marks. Handwriting will be worth four per cent of the marks.

• Paper 2: a grammar, punctuation and vocabulary test, in two sections of around 10 minutes each (with a break between, if necessary), worth 20 marks. This will involve a mixture of selecting the right answers e.g. through multiple choice, and writing short answers.

• Paper 3: a 20-word spelling test taking approximately 15 minutes and worth 10 marks.

• Remember…this score is used along with day to day classwork in their English books/ Topic to produce a final accurate level.

Maths Papers

• The Mathematics tests have undergone the biggest change this year.

• The new Key Stage 1 maths test will comprise of two papers:

• Paper 1: arithmetic, worth 25 marks and taking around 15 minutes.

• Paper 2: mathematical fluency, problem-solving and reasoning, worth 35 marks and taking 35 minutes, with a break if necessary. There will be a variety of question types: multiple choice, matching, true/false, constrained (e.g. completing a chart or table; drawing a shape) and less constrained (e.g. where children have to show or explain their method).

• Children will not be able to use any tools such as calculators or number lines.

• Questions gradually increase in difficulty. Not all children will be expected to access some of the more difficult questions later in the paper.

• As with the English, this level is taken alongside day to day class work observed and produced in books to give a final level most fitting for your child’s skills.

http://connect.learningleads.org.uk/course/view.php?id=184

How we will support in school?

• Practise mock tests- so children are familiar with the formats and routines. These will be

sent home so families are aware of strengths and weaknesses in 2016. • Have high expectations of EVERY child.• Teach in differentiated groups teaching every day- Reading x5 groups, writing, Phonics

groups (Friday Y2 Spellings), maths- at their level, yet children will always gain a higher input to hear their next steps in learning.

• Give children time to reflect – ‘Fix it’ – think carefully about improving their learning and taking it to the next level through questioning.

• On going assessment to ensure teacher assessments are secure and accurate (a very experienced Y2 teacher who has been involved in Y2 SATs and moderation for over a decade and a very highly skilled teacher who has worked with L3/4 children). All tests and work are moderated with Y1 and Y3 teachers in school and in the local cluster.

• Challenge after/ before school clubs and booster (optional). • Reading/ Maths mentors/ Phonics/ Mental Maths booster – all giving a little push in the

right direction. • Praise and encouragement- bribes! • Maths Targets- Ice Cream Challenge English Targets- Bug Box!

• Encourage your child positively, without putting too much pressure on him/her- there is nothing for them to worry about. Give your child lots of praise and encouragement – their best is good enough for us!

• Discuss with your child about what they have been learning in school- see weekly Newsletter blog/ half termly Topic Newsletters.

• Read, read, and read at every opportunity and ask children to answer questions finding words/ phrases in books.

• Support writing by getting children to develop vocabulary- keep listening to fabulous books, visit the library for inspiring new texts, CDs in the car etc.

• Ask your child to help you with spellings (even if you know how to spell the words), challenge them to beat your score in a patterns game- speed sounds chart. Spellodrome

• Spend time helping your child to practise their Mental Maths challenge each week – just 5 minutes each day makes an enormous difference- keep developing rapid recall of number bond facts and times tables- x2, x5 x10

• Encourage your child to go on Mathletics when they have some spare time. • Continue to work on targets discussed at parents evening.• Keep up to date with homework- reading, spelling and your new homework grid. • Ensure best attendance possible• Make sure your child eats well – you can still send additional fruit to school • Send in a water bottle • Early nights and plenty of sleep!

How you can support at home?

• Listening to your child read can take many forms.

• First and foremost, focus developing an enjoyment and love of reading.

• Enjoy stories together – reading stories to your child at KS1 and KS2 is equally as important as listening to your child read.

• Read a little at a time but often, rather than rarely but for long periods of time!

• Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.

• Look up definitions of words together – you could use a dictionary, the internet or an app on a phone or tablet.

• All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.

• Visit the local library - it’s free!

How to Help Your Child with Reading• Listening to your child read can take many forms.

• First and foremost, focus developing an enjoyment and love of reading.

• Enjoy stories together – reading stories to your child at KS1 and KS2 is equally as important as listening to your child read.

• Read a little at a time but often, rather than rarely but for long periods of time!

• Talk about the story before, during and afterwards – discuss the plot, the characters, their feelings and actions, how it makes you feel, predict what will happen and encourage your child to have their own opinions.

• Look up definitions of words together – you could use a dictionary, the internet or an app on a phone or tablet.

• All reading is valuable – it doesn’t have to be just stories. Reading can involve anything from fiction and non-fiction, poetry, newspapers, magazines, football programmes, TV guides.

• Visit the local library - it’s free!

• Practise and learn weekly spelling lists – make it fun!

• Encourage opportunities for writing such as letters to family or friends, shopping lists, notes or reminders, stories or poems.

• Write together – be a good role model for writing.

• Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabulary

• Allow your child to use a computer for word processing, which will allow for editing and correcting of errors without lots of crossing out.

• Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).

• Show your appreciation: praise and encourage, even for small successes!

How to Help Your Child with Writing

• Practise and learn weekly spelling lists – make it fun!

• Encourage opportunities for writing such as letters to family or friends, shopping lists, notes or reminders, stories or poems.

• Write together – be a good role model for writing.

• Encourage use of a dictionary to check spelling and a thesaurus to find synonyms and expand vocabulary

• Allow your child to use a computer for word processing, which will allow for editing and correcting of errors without lots of crossing out.

• Remember that good readers become good writers! Identify good writing features when reading (e.g. vocabulary, sentence structure, punctuation).

• Show your appreciation: praise and encourage, even for small successes!

• Play times tables games

• Play mental maths games including counting in different amounts, forwards and backwards

• Encourage opportunities for telling the time

• Encourage opportunities for counting coins and money; finding amounts or calculating change when shopping

• Look for numbers on street signs, car registrations and anywhere else!

• Look for examples of 2D and 3D shapes around the home

• Identify, weigh or measure quantities and amounts in the kitchen or in recipes

• Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess

How to Help Your Child with Maths

• Play times tables games

• Play mental maths games including counting in different amounts, forwards and backwards

• Encourage opportunities for telling the time

• Encourage opportunities for counting coins and money; finding amounts or calculating change when shopping

• Look for numbers on street signs, car registrations and anywhere else!

• Look for examples of 2D and 3D shapes around the home

• Identify, weigh or measure quantities and amounts in the kitchen or in recipes

• Play games involving numbers or logic, such as dominoes, card games, darts, draughts or chess

Revision Books

• KS1 Assessments are an important milestone in school life.

• KS1 Assessments give useful information to your child’s teachers now and in the future and to the Government.

• KS1 Assessments are just one of the ways the school works out how well your child is doing.

• KS1 Assessments should be viewed as exciting ‘challenges’.

• KS1 Assessments are often greatly enjoyed by many children!

• Emphasis and praise is based upon effort NOT attainment!

• Keep assessments in proportion.. Your child is only 6 or 7 (whilst still being aware how challenging they are to

achieve – without a partnership between home and

school they can be extremely challenging to achieve!)

• Good luck one and all!

In Conclusion…

Any Questions?

Thank you for your Thank you for your timetime

Thank you for your Thank you for your timetime