1. Key stage 1 National Curriculum Assessments May 2016 Information and guidance for parents on the changes and expectations for 2015/16

2. Curriculum changes In 2014/15 a new national curriculum framework was introduced by the Government for Years 1, 3, 4 and 5. However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year. In 2015/16 children in all years at Key Stage 1 and 2 are expected to now study the new national curriculum. KS1 (Year 2) and KS2 SATs (Year 6) will reflect the new curriculum for the first time this year.

3. Reporting There are no longer national curriculum levels (e.g level 2 or level 3) From 2016, test scores will be ‘scaled scores’. The new curriculum has higher expectations and more rigorous testing. It is hard to compare assessment of the old curriculum with the new curriculum.

4. Scaled scores What is meant by ‘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. The scaled scores will be used to inform teacher assessment.

5. Reporting to parents Scaled score less than 100- working below age expectation. Scaled score of 100- Working at age expectation Scaled score of more than 100- Working at greater depth.

6. The Tests – May 2016 Reading; English grammar, punctuation and spelling (spag); Maths.

7. Reading There are two separate papers: Paper 1 – Contains a selection of texts totalling between 400 and 700 words with questions about the text. Paper 2 – Contains a reading booklet of a selection of passages totalling 800 to 1100 words. Children will write their answers to questions about the passage in a separate booklet.

8. https://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439482/Sam ple_ks1_Englishreading_paper1_promptanswer booket.pdfhttps://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439482/Sam ple_ks1_Englishreading_paper1_promptanswer booket.pdf https://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439489/Sam ple_ks1_Englishreading_paper2_readingbookle t.pdfhttps://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439489/Sam ple_ks1_Englishreading_paper2_readingbookle t.pdf https://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439485/Samp le_ks1_Englishreading_paper2_answerbooklet. pdfhttps://www.gov.uk/government/uploads/syste m/uploads/attachment_data/file/439485/Samp le_ks1_Englishreading_paper2_answerbooklet. pdf

9. Working at age expectation Reading Read accurately most words of two or more syllables. Read most words containing common suffixes. Read most common exception words. In age appropriate books: * Read accurately and fluently without overt sounding and blending (at approx 90 words per minute) * Sound out most unfamiliar words accurately and without undue hesitation. In a familiar book that they can already read accurately and fluently, the pupil can: * Check it makes sense to them. *Answer questions and make some inferences on the basis of what is being said and done.

10. Spelling, Punctuation and Grammar (SPAG) There are 2 separate papers: Spelling (20 marks) Questions (20 marks)

11. Spelling test- 20 questions Sample test 2016 faster sunny face group fingers paints kitten thanked Saturday sweets baking knew model whale world hurried petal rainbow peaceful teddies

12. Working at age expectation Working at the expected level- Writing Most sentences use capital letters and full stops. Some use of ? and ! Using sentences with different forms in their writing (questions, exclamations, commands and statements). Use some expanded noun phrases to describe and specify. Use the present and past tense mostly correctly and consistently. Using co-ordination (or/and/but) and some subordination (when/if/that/because). Spelling many common exception words Spelling some words with contracted forms Adding suffixes to spell some words correctly e.g –ment, -ness, -ful, -less, -ly. Handwriting Use the diagonal and horizontal strokes needed to join letters. Writing capital letters and digits of the correct size. Use spacing between words that reflects the size of the letters.

13. Sample questions

17. Mathematics There are 2 separate papers: Paper 1- arithmetic (25 marks) Questions using all four operations. Paper 2-problem solving, reasoning and mathematical fluency (35 marks)

18. Expected standard – Mathematics Partition 2 digit numbers into 10s and 1s (e.g 23 is 2 tens and 3 ones). Add 2 digit numbers within 100 e.g 35 + 42 Estimate to check their answers and calculations are reasonable (e.g knowing that 48 +35 will be less than 100). Subtract mentally a 2 digit number from another two digit number when there is no re grouping (e.g 74-33). Recognise the inverse relationships between addition and subtraction- use this to check calculations and work out missing number problems (e.g. Δ − 14 = 28). Recall and use x and division facts for 2, 5 and 10 multiplication tables to solve simple problems. Identify 1/3, ¼, ½, 2/4, ¾ Use different coins to make the same amount. Read scales in divisions of ones, twos, fives and tens in a practical situation (e.g temperature on a thermometer or on a measuring jug). Read the time on the clock to the nearest 15 minutes (o clock, half past, quarter past, quarter to) Describe properties of 2D and 3D shapes.

24. How to help your child Support your child and reassure your child that they are nothing for them to worry about. Good attendance at school Support with home learning Talk to your child about what they have been learning at school. Read with your child daily and ask them questions about the text. Bug club Help with learning times tables and division facts. Mathletics Help your child to learn their spellings and go back over spellings that they have found difficult.