SATs: Statutory Assessment Tests

Information EveningWednesday 21st

November 2018

Statutory Assessments – known as SATs

SATs are used to assess the attainment of pupils against the programmes of study of the National Curriculum at the end of Key Stage 2 and are used by secondary schools to predict future attainment.

• We are often asked if the SATs are important – and just like any test in life, they are. • We want our children to try their very best, and by us all valuing the SATs, we can help

them feel prepared, resilient and confident.

So what are they for?

SATs are taken to provide information about your child's progress and attainment, in comparison to children of the same age, on a national basis.

The results are used in a number of ways: they are used to verify that schools are teaching their pupils the key skills in core subjects, thereby ensuring that every child is given the tools they need to be successful throughout their education. More importantly for you and your child, they are used by your child’s new secondary school to provide a baseline from which they are able to compare your child’s attainment with the attainment of all others. Their future attainment is also certainly predicted (GCSEs and even A Levels).

By the end of Year 6, our ultimate goal is to ensure that our children are secondary-ready. We all want our children’s transition to secondary school to be successful – we all want our children to be academically prepared for their secondary schools. It is therefore important that children attain at the expected standard, or for some (such as those gaining a grammar school place) a ‘high score’.

Year 6 SATs: dates for your diary…

Monday 13 May 2019

English grammar, punctuation and spelling test:• Paper 1, short answer questions• Paper 2, spelling

The key stage 2 English grammar, punctuation and spelling test materials comprise: • Paper 1: questions (50 marks) [45 minutes]• Paper 2: spelling (20 marks) [not explicitly timed]

Tuesday 14 May 2019

English reading test:• reading booklet and associated

answer booklet.

The key stage 2 English reading test comprises: • a reading booklet containing three texts which increase in demand throughout the booklet • a reading answer booklet containing questions totalling 50 marks. [1 hour]

Wednesday 15 May 2019

Mathematics:Paper 1 arithmetic testPaper 2 reasoning

The key stage 2 mathematics test materials comprise: • Paper 1: arithmetic (40 marks) • Paper 2: reasoning (35 marks) • Paper 3: reasoning (35 marks)Thursday

16 May 2019

Mathematics Paper 3 reasoning

Key stage 2 tests - overviewEach pupil registered for the tests will receive:

• a raw score (number of raw marks awarded)• a scaled score between 80 and 120• confirmation of whether or not they attained the national standard

Scaled scores are used all over the world. They help test results to be reported consistently from one year to the next. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment.

A scaled core of 100 will always represent the ‘national standard,’ whilst a scaled score of 110 represents a ‘high score.’

Year 7 teachers will be able to view their incoming pupils’ scaled scores so that they can prepare for their new intake. GCSE results are predicted based on scaled scores.

Content domain coverage for the English SPAG Paper 1:

The key stage 2 English grammar, punctuation and spelling test materials comprise: • Paper 1: questions (50 marks) • Paper 2: spelling (20 marks)

LAST YEAR:

EXPECTED STANDARD - 38 marks (a scaled score of 100).

HIGH SCORE - 56 marks (a scaled score of 110).

Content domain coverage for

the English SPAG Paper 2:

How to support your child with Spelling, Punctuation and Grammar:

• Help your child learn any spelling patterns sent home.

• When reading to and/or with your child, discuss the use of inverted commas to mark speech, the use of parenthesis (brackets, dashes or commas) to add additional information, the use of capital letters etc.

• SPAG is taught at school everyday. To support at home, there is a wealth of revision guides that could help your child become more familiar and fluent with the terms they will come across.

• We would advise being wary of definitions found on the internet to avoid American definitions, which are often not the same as UK definitions – see attached ‘(Brief) Glossary of Terms’

• Work with your child on any mock assessments sent home.

Content domain coverage for the English reading test:

You may have seen these

before…

LAST YEAR:

EXPECTED STANDARD - 28 marks (a scaled score of 100).

HIGH SCORE - 40 marks (a scaled score of 110).

Supporting your child’s reading:

• One of the biggest impacts – reading, reading and more reading!

• Use the Reading poster – ask your child to visualise/drawpictures; ask your child to summarise in no more than 10 words; ask your child to retrieve facts or use a highlighter to show them in the text; ask your child to predict…

• 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.

• Practise written comprehension questions – this is a skill in itself!

Content domain coverage for Mathematics:

The key stage 2 mathematics test materials comprise: • Paper 1: arithmetic (40 marks) • Paper 2: reasoning (35 marks) • Paper 3: reasoning (35 marks)

Please refer to your hand-out for all the objectives in Mathematics.

LAST YEAR:

EXPECTED STANDARD - 61 marks (a scaled score of 100).

HIGH SCORE - 96 marks (a scaled score of 110).

Paper 1: arithmetic

Reasoning Papers:

How to support your child with Mathematics:

• Knowing times tables: being fast and fluent! To help your child learn their timetables (up to x12), we recommend frequent use of TT Rockstars but regular practice on the way to school (for example) is also powerful.

• Formal methods for the four operations: column addition, column subtraction, short multiplication, long multiplication, short division, long division including expressing remainders as fractions, decimals and as remainder form.

• Arithmetic accuracy: multiplying and dividing in different ways.

• Work with your child on any mock assessments sent home.

• Look at some past practice papers with your child. Practice papers are still a fantastic way for you to gain an idea of

how your child is likely to be tested.

• Look at your child’s home learning and discuss the learning with your child. Develop your child’s mathematical

fluency in key areas e.g. times tables and mental addition/subtraction

• Stay positive. Mistakes are proof our children are trying and we learn from mistakes! Pupils must have a ‘can-do’

attitude!

• Whilst the SATs are important, particularly for your child’s transition to secondary school, they are not future

defining. Encourage your child to try their absolute best and that their best is always good enough.

• Breakfast and a good night’s sleep!

• Ensure your child arrives to school on time on testing days.

Top Tips

Ma6/2.1 Number & Place Value

• Ma6/2.1a read, write, order and compare numbers up to 10 000 000 and determine the value of each digit

• Ma6/2.1b round any whole number to a required degree of accuracy

• Ma6/2.1c use negative numbers in context, and calculate intervals across 0

• Ma6/2.1d solve number and practical problems that involve all of the above.

Ma6/2.2 Addition, Subtraction, Multiplication & Division

• Ma6/2.2a multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication

• Ma6/2.2b divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context

• Ma6/2.2c divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context

• Ma6/2.2d perform mental calculations, including with mixed operations and large numbers.

• Ma6/2.2e identify common factors, common multiples and prime numbers

• Ma6/2.2f use their knowledge of the order of operations to carry out calculations involving the 4 operations

• Ma6/2.2g solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why

• Ma6/2.2h solve problems involving addition, subtraction, multiplication and division

• Ma6/2.2i use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree ofaccuracy.

The National Curriculum for Mathematics in Y6

Ma6/2.3 Fractions (decimals & percentages)

• Ma6/2.3a use common factors to simplify fractions; use common multiples to express fractions in the same denomination

• Ma6/2.3b compare and order fractions, including fractions >1

• Ma6/2.3c add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

• Ma6/2.3d multiply simple pairs of proper fractions, writing the answer in its simplest form

• Ma6/2.3e divide proper fractions by whole numbers

• Ma6/2.3f associate a fraction with division and calculate decimal fraction equivalents for a simple fraction.

• Ma6/2.3g identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers are up to three decimal places

• Ma6/2.3h multiply one-digit numbers with up to 2 decimal places by whole numbers

• Ma6/2.3i use written division methods in cases where the answer has up to 2 decimal places

• Ma6/2.3j solve problems which require answers to be rounded to specified degrees of accuracy

• Ma6/2.3k recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Ma6/2.4 Ratio & Proportion

• Ma6/2.4a solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

• Ma6/2.4b solve problems involving the calculation of percentages and the use of percentages for comparison

• Ma6/2.4c solve problems involving similar shapes where the scale factor is known or can be found

• Ma6/2.4d solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Ma6/2.5 Algebra

• Ma6/2.5a use simple formulae

• Ma6/2.5b generate and describe linear number sequences

• Ma6/2.5c express missing number problems algebraically

• Ma6/2.5d find pairs of numbers that satisfy an equation with two unknowns

• Ma6/2.5e enumerate possibilities of combinations of 2 variables.

Ma6/3.1 Measurement

• Ma6/3.1a solve problems involving the calculation and conversion of units of measure, using decimal notation up to 2 decimal places where appropriate

• Ma6/3.1b use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to 3 decimal places

• Ma6/3.1c convert between miles and kilometres

• Ma6/3.1d recognise that shapes with the same areas can have different perimeters and vice versa

• Ma6/3.1e recognise when it is possible to use formulae for area and volume of shapes

• Ma6/3.1f calculate the area of parallelograms and triangles

• Ma6/3.1g calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units

Ma6/3.2 Properties of Shape

• Ma6/3.2a draw 2-D shapes using given dimensions and angles

• Ma6/3.2b recognise, describe and build simple 3-D shapes, including making nets

• Ma6/3.2c compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

• Ma6/3.2d illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

• Ma6/3.2e recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

Ma6/3.3 Position & Direction

• Ma6/3.3a describe positions on the full coordinate grid (all 4 quadrants)•

Ma6/3.3b draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

Ma6/4.1 Statistics

Ma6/4.1a interpret and construct pie charts and line graphs and use these to solve problems

Ma6/4.1b calculate and interpret the mean as an average.