Parents Meeting – SATS St James Primary Wednesday 2nd March

Reading SAT (2016) Greater focus on fictional texts with greater emphasis on the comprehension element of the new curriculum. One paper: - a reading booklet and a separate answer booklet. -one hour to read three texts and complete questions. -mixture of genres within the paper -least demanding text first, followed by texts with increasing difficulty. -questions worth a total of 50 marks. Accuracy was a real strength in 2015 – TA should be consistently but interpretation of standards may well be an issue – see next slide

Context domains and marks. National Curriculum Reference Number of marks % of total marks 2a give/explain the meaning of words in context. 5-10 10-20% 2b retrieve and record information/identify key details from fiction and non-fiction. 8-25 16-50% 2c Summarise main ideas from more than one paragraph. 1-6 2-12% 2dMake inferences from the text/explain and justify inferences with evidence from the text. 8-25% 2e predict what might happen from details stated and implied. 0-3 0-6% 2f identify/explain how information/narrative content is related and contributes to meaning as a whole. 2g identify/explain how meaning is enhanced through choice of words and phrases 2h make comparisons within the text.

Practical Activities to help Read and Recall Read a small amount of text and then hide it. Tell your partner: An interesting fact. Something you have learned. Something important. Key word from the text. Reading logbook As you read, note down any key points, and reference with page numbers. Notes may include drawings/charts/tables. Show/compre your logbook with your partners. What is the same/different?

KS2 English, grammar, punctuation and spelling test Greater focus on knowing and applying grammatical terminology with the full range of punctuation tested. National Curriculum technical grammatical terminology explicitly included in the test. National Curriculum spelling patterns and methodologies are the basis of spellings in the test. No contextualised questions. Two papers: Paper 1: questions. Single test paper of 45 minutes. 50 marks in total. -Paper 2: spelling. Answer book for pupils/test transcript to be read by the test administrator. Approx.15 minutes with 20 marks in total. All writing to be assessed through teacher assessment.

Profile of marks by content area. Paper Content Domain Marks % of total marks Paper 1: questions Grammar 25-35 36-50% Punctuation 10-20 14-29% Vocabulary 3-7 4-10% Paper 2: spelling Spelling 20 29%

Content for KS2 Conjunctions Adverbials Determiners Subject and object Relative clauses Noun phrases Modal verbs Present and past progressive tenses Subjunctive verb forms Passive and active forms Semi-colons Hyphens to avoid ambiguity Possessive and relative pronouns Present and past perfect form.

Mathematics at Key stage 2 One set of tests for each subject, including a small number of questions designed to assess the most able pupils. Tests – Paper 1: Arithmetic(30 minutes, 36 questions, 40 marks). (11th May) Paper 2: Reasoning (40 minutes, 35 marks)(11th May) Paper 3: Reasoning (40 minutes, 35 marks)(12th May)

Key changes.. No mental maths papers. NO calculator papers. Reported as a scaled score, rather than a level.

What will be reported? Tests To parents General report including Scaled scores will be used to report NC test outcomes - to help test results be reported consistently - to maintain meaning over time - national standard will be 100 - “raw score” that equates to 100 may be different each year Raw scores translated to scaled scores using a conversion table General report including achievements general progress including reaching expectations and attendance. Results of NC tests: scaled score and statement whether pupil has met the standard

Levels  Scaled scores JR 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. For example, on our scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year. We need to wait until pupils have taken the tests and the tests have been marked before we can set the national standard and the rest of the scale. We do know the scale will have a lower end point below 100 and an upper end point above 100. Once we have set the national standard we will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. We will publish this after the first tests have been administered. Interpreting scaled scores The pupil’s raw score will be translated into a scaled score using a conversion table. A pupil who achieves the national standard will have demonstrated sufficient knowledge in the areas assessed by the tests. This will mean that they are well placed to succeed in the next phase of their education. The typical characteristics of pupils at the national standard are illustrated by the test performance descriptors. These are included in the 2016 KS1 and KS2 test frameworks. However, if a pupil achieves the national standard this doesn’t imply that the pupil has mastered all of the knowledge and skills indicated in the test performance descriptor. Headteachers will need to report the pupil’s scaled score and whether or not they met the national standard in reports to parents. Key stage 1 tests For 2016 KS1 tests, conversion tables will be published on GOV.UK by the end of May 2016. In future years the marking guidance for the KS1 tests will include conversion tables. You should use the scaled scores to inform your teacher assessment judgements. Key stage 2 tests We will publish KS2 test results on the NCA tools website in July 2016. Each pupil registered for the tests will receive: a raw score (number of raw marks awarded) a scaled score confirmation of whether or not they attained the national standard We will also publish conversion tables on GOV.UK at the same time. https://www.gov.uk/guidance/scaled-scores#scaled-scores Conversion chart due beginning June 2016

Writing is based on Teacher Assessment

Writing Standards at KS2 Working at greater depth at the expected standard Working at the expected standard Working towards the expected standard Growing development of the expected standard Early development of the expected standard Foundations for the expected standard Rochford Review: December 2015 https://www.gov.uk/government/groups/the-rochford-review P scales align with old curriculum but schools advised to use these for 2016 pending outcomes of review of P scales use Review is looking at whether P scales remain fit for purpose in light of new national curriculum Recognising that P scales are not necessarily appropriate for all working below the standard of the test and that this group encompasses quite a range of competency, an additional pre key stage standard has ben introduced, which contains a number of “pupil can” statements, in line with other interim standards Foundations for the expected standards covers the attainment of those pupils who have not yet completed the relevant programme of study but have reached the chronological age that requires a statutory assessment to be recorded

The pupil can write for a range of purposes and audiences (including writing a short story): Creating atmosphere, integrating dialogue to convey character and advance the action. Selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly. Using a range of cohesive devices, including adverbials, within and across sentences and paragraphs. Using passive and modal verb forms mostly appropriately Using a wide range of clause structures, sometimes varying their position within the sentence. Using adverbs, prepositional phrases and expanded noun phrases effectively to add detail, qualification and precision. Using inverted commas, commas for clarity and punctuation for parenthesis mostly correctly, making some correct use of semi-colons, dashes, colons and hyphens. Spelling most words correctly (year 5 and 6 list and all lists previous) Maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters. Expected Standard

Key Messages To meet the standard, a child needs to show evidence that this standard is met across a range of text types. Exemplification materials show examples of what would be required. Within the VAT, we currently moderate every 6 weeks across the other schools.