1. St Peter’s Catholic Primary Y6 Assessment Meeting for Parents Monday 8 th February 2016

2. PURPOSE To explain how National Curriculum Key Stage 2 Assessment arrangements operate To explain how National Curriculum Key Stage 2 Assessment arrangements operate To clarify the testing arrangements for 2016 To clarify the testing arrangements for 2016 To explore the differences between Teacher Assessments and Tests To explore the differences between Teacher Assessments and Tests To provide information about key dates To provide information about key dates

3. What is my child going to experience? What is my child going to experience? What do the tests show us? What do the tests show us? What does the school do to prepare the children? What does the school do to prepare the children? What can we do as parents? What can we do as parents?

4. WHAT IS MY CHILD GOING TO EXPERIENCE? Teacher Assessment Full TA of work Full TA of work Assessed over the whole year Assessed over the whole year Wide range of experiences, purposes, expectations Wide range of experiences, purposes, expectations

5. St Peter’s DateTests Monday 9th May English reading test 60 Minutes Tuesday 10 th May English grammar, punctuation and spelling test 45 Minutes English grammar, punctuation and spelling test Approx 15 minutes Wednesday 11th May 11th MayMathematics Paper 1- Arithmetic 30 Minutes Mathematics Paper 2 – Reasoning 40 Minutes Thursday 12th May Mathematics Paper 3-Reasoning 40 minutes

6. What are the children assessed on? Maths-1 arithmetic and 2 reasoning papers (No Calculator) Maths-1 arithmetic and 2 reasoning papers (No Calculator) English- grammar, punctuation and spelling test English- grammar, punctuation and spelling test Reading Comprehension-3 to 4 texts Reading Comprehension-3 to 4 texts -The texts are not linked -The texts are not linked -Texts are progressively more difficult -Texts are progressively more difficult No writing test No writing test

7. What do the tests show us? TEACHER ASSESSMENT Teacher Assessment of ARE (Age Related Expectations) come from the work your child does over a long period of time. That is the work you see in school Teacher Assessment of ARE (Age Related Expectations) come from the work your child does over a long period of time. That is the work you see in school The results come from assessments of all parts of each subject The results come from assessments of all parts of each subject Teacher Assessment results come from a great range of activities that your child does Teacher Assessment results come from a great range of activities that your child does Teachers look carefully all the time at the work children are doing in the classroom. This kind of assessment helps them to make sure that your child is doing the right kind of work and working at the right level Teachers look carefully all the time at the work children are doing in the classroom. This kind of assessment helps them to make sure that your child is doing the right kind of work and working at the right level It happens all the time TESTS Tests are a “snapshot” of how your child is doing. They tell us how he/she did on a particular day Tests are a “snapshot” of how your child is doing. They tell us how he/she did on a particular day The test results come from short tests which sample parts of a subject The test results come from short tests which sample parts of a subject Each test result comes from one activity or, in some cases, a small number of activities Each test result comes from one activity or, in some cases, a small number of activities National tests check your child’s progress and contribute to national statistics. They are part of the whole picture that is built up of your child. Children take them at particular times during their school career. (twice in primary school) National tests check your child’s progress and contribute to national statistics. They are part of the whole picture that is built up of your child. Children take them at particular times during their school career. (twice in primary school)

8. HOW TO INTERPRET THE RESULTS The National Curriculum standards have been designed so that pupils will achieve the Age Related Expectations for their year group The National Curriculum standards have been designed so that pupils will achieve the Age Related Expectations for their year group Watch DFE clip Watch DFE clip

9. How we use the results Analysis of Results (Gender / Subject / Aspect) Analysis of Results (Gender / Subject / Aspect) Specific Analysis of questions answered well / less well Specific Analysis of questions answered well / less well Information fed back to staff / governors Information fed back to staff / governors Information gained used to further focus planning Information gained used to further focus planning High school use them to set the children alongside their own tests High school use them to set the children alongside their own tests

10. Preparation What are we at St Peter’s doing to prepare your children? What are we at St Peter’s doing to prepare your children?

11. ENGLISH Reading Roundabout Reading Roundabout Guided Reading Guided Reading Within class / set lessons – children covering all aspects of the English curriculum Within class / set lessons – children covering all aspects of the English curriculum Set lessons – particularly focus on grammar and writing Set lessons – particularly focus on grammar and writing Plenty of opportunities for timed writing and reading tasks Plenty of opportunities for timed writing and reading tasks Spelling Sessions Spelling Sessions

12. Questions we ask  What makes you think that?  What do you think?  What words give you that impression?  How do you feel about?  Can you explain why?  Do you agree with………’s opinion?  Do you like the bit where?  I wonder if?  Is there anything that puzzles you?

13. Questions we ask –I’m not sure what you think about..... I wonder what the writer intended? –This bit reminds me of…… –I would hate to have that happen to me-would you? –Are there any patterns you notice? (Familiar story structure, images) –I like the way the writer has…….. –I wonder why the writer has decided to …….

14. Writing 3 Key Areas of Writing – When the children are writing they need to think about: 3 Key Areas of Writing – When the children are writing they need to think about: –Sentence structure and punctuation –Text structure and organisation –Composition and effect Writing Targets Writing Targets

15. Writing Check Lists There are common key features in all different genres of writing There are common key features in all different genres of writing –Overall text structure –Connectives –Imagination / Creativity –Varied sentences –Handwriting –Varied punctuation –Interesting vocabulary –Sense –Tense –Description Self and Peer Assessment Self and Peer Assessment

16. MATHEMATICS Weekly Maths homework Weekly Maths homework Maths Passport Maths Passport Daily mental mathematics activities Daily mental mathematics activities Focus on arithmetic and calculations Focus on arithmetic and calculations Test question practice Test question practice Opportunities for children to explain the methods / strategies they use Opportunities for children to explain the methods / strategies they use Speed tests Speed tests Mental Maths Challenges Mental Maths Challenges

17. Learning Clubs and Intervention Your child might be attending a learning club/intervention session(in school time) to boost confidence and reinforce specific areas where we have identified gaps Your child might be attending a learning club/intervention session(in school time) to boost confidence and reinforce specific areas where we have identified gaps

18. SUMMARY We are aware that amongst parents there will be a range of views regarding the assessment process We are aware that amongst parents there will be a range of views regarding the assessment process This is the first step in their education where assessment really counts This is the first step in their education where assessment really counts

19. WHAT CAN YOU DO? Attendance tonight. Attendance tonight. Be aware that true potential is achieved when school, parents and child are equally focussed. Be aware that true potential is achieved when school, parents and child are equally focussed. Your child must play his / her part. Your child must play his / her part. Support your child with homework and Support your child with homework and -does your child struggle with reading- LISTEN TO THEM READ DAILY -does your child struggle to understand the text-DISCUSS WHAT THEY ARE READING AND WHAT IS HAPPENING IN THE WORLD AROUND THEM -does your child know their tables-PRACTICE THEM DAILY CGP is available to buy CGP is available to buy Other Commercial material is available – You know your child Other Commercial material is available – You know your child

20. St Peter’s Final Reminder Although tests are important, they are certainly not all that goes on in school Although tests are important, they are certainly not all that goes on in school

21. London 2016

22. Itinerary Meet at school 7.30am Tuesday 8 th March Meet at school 7.30am Tuesday 8 th March Depart 8.00 am Depart 8.00 am Arrive London Eye 12.00 for 12.30 Flight Arrive London Eye 12.00 for 12.30 Flight Opportunity to visit souvenir shop Opportunity to visit souvenir shop Sightseeing along the Southbank Sightseeing along the Southbank 3.00pm arrive at Meininger Hotel 3.00pm arrive at Meininger Hotel Tea at Planet Hollywood at 5.30 Tea at Planet Hollywood at 5.30 18.45 walk to Theatre for Lion King 18.45 walk to Theatre for Lion King 10.00pm board coach to return to hotel 10.00pm board coach to return to hotel

23. l 8.30 am Continental Breakfast 8.30 am Continental Breakfast 10.00 depart for Tower of London 10.00 depart for Tower of London 12.00 Lunch provided by hotel 12.00 Lunch provided by hotel 1pm depart for home taking in views of London 1pm depart for home taking in views of London Stop for Tea at Keele Services (paid for by school) Stop for Tea at Keele Services (paid for by school) Estimated arrival at school 6pm Estimated arrival at school 6pm

31. Home safe and sound….