Welcome to the Year 6 Assessment Information Evening Thank you for coming

Introduction  We would like to tell you about:  The new style SATS tests  The new Teacher Assessment arrangements

Why the changes?  New primary National Curriculum introduced in Sept 2013  Phased in for years 3, 4 and 5 last year  Statutory for Year 6 this year  This year’s SATS will be based on it.  Much higher expectations than before, in every yeargroup.  To give you an idea…

A sample of the higher expectations of the new national curriculum Black: the objective in the old curriculum. Green: the corresponding objectives in the new curriculum

A sample of the higher expectations of the new national curriculum Old objective: Use punctuation to clarify meaning in complex sentences. New objectives:  The English glossary is 19 pages long!

Maths curriculum – Year 5

Maths curriculum – Year 6

New style SATS tests - You can see sample SATS papers here: curriculum-assessments-2016-sample-materials#key-stage-2 curriculum-assessments-2016-sample-materials#key-stage-2 - Main changes: - Punctuation & Grammar is harder - No mental maths – an arithmetic paper instead, 40 calculation, fraction and percentage Qs in 30 mins - 2 reasoning papers – applying maths knowledge - Scaled score instead of a level, with 100 being “expected end of year 6 standard”, anything above 100 = exceeds, anything below 100 = not yet meeting end of Y6 standard

New style Teacher Assessment  No levels any more.  Instead, the government have published a set of “expected standards” in reading, writing, maths and science,  Teachers will be asked to assess at the end of the year whether each child meets the expected standard or not in reading, writing, maths and science.

New style Teacher Assessment  In reading, maths and science, they will be assessed as either working at the expected standard or not.  In writing, they will be assessed as:  Working at the expected standard  Working at greater depth within the expected standard  Working towards the expected standard  If they do not meet the statements in “working towards”, they will be assessed as working within the “Pre-Key Stage 2” standards (3 levels within this).

New style Teacher Assessment  Unlike levels, it is not a best fit. To meet the expected standard, we must be confident that children can meet every single statement, accurately and independently :  “To demonstrate that pupils have met a standard within this interim framework, teachers will need to have evidence that a pupil demonstrates attainment of all of the statements within that standard and all the statements in the preceding standard(s)..”

Teacher assessment of maths Place value Calculation - mental Calculation – formal written methods

Teacher assessment of maths Fractions, decimals, percentages Algebra and forumlae Measures and time Finding missing angles

Teacher assessment of reading

Teacher assessment of writing (children can use a dictionary or other written resources to check the spelling of words) (spelling lists have been sent home)

Teacher assessment of writing

 Children are allowed to access resources – independently, not guided  Not every statement needs to be evidenced in every piece of writing – but where they are used, things such as semi-colons, adverbs and passive voice need to be appropriate for the context and audience.

Teacher assessment of writing  The writing process that we go through allows children to:  Engage with the type of writing through reading, speaking and listening, drama,  Learn the skills needed,  Plan their own writing and discuss it,  Draft it – not worrying abut neatest handwriting or accurate spellings at this point,  Edit and improve it by reading it through and independently accessing resources such as dictionaries, success criteria, lists of adverbs and adjectives, lists of adverbial clauses etc, to correct spellings and improve sentences and flow,  “Publish” the edited version – best handwriting and minimal mistakes.

How are we preparing children in school  Staying calm.  Key skills session, every morning – spelling, grammar, reading, arithmetic.  Times table challenges.  Spelling incentives.  Handwriting targets  Sum dog reading club.  Homework – spelling, maths (Sum dog), punctuation and grammar books.  Growth mindset

If you would like to help at home…  Support children in doing their homework  Practise times tables up to 12x12  Sum dog maths  Listen to children read and ask them lots of questions about the author’s use of language  Help them learn and practise their spellings

If you would like to help at home…  Encourage them to do their best in the SATS tests but also reassure them that their result isn’t important to you. The result is just a number. It doesn’t define them. It doesn’t measure: their intelligence; their ability as a learner; the effort they make day to day; the quality of work they produce day to day, their commitment to their friends; their personality, their artistic or sporting talents…  If they show up as learners, do their homework, do their best in the tests… we can’t ask any more of them - we don’t want them worried by pressure.

To sum up  There have been a lot of changes  Expectations are now much higher  These curriculum and assessment changes are a big mountain to climb!  In one year we are attempting to teach children two years’ worth of curriculum.

To sum up  At the end of year 6, children will still be “secondary ready”, as before.  They are being taught as much (if not more) as previous Year 6 children, and will make as much (if not more) progress as previous year 6 children.  They will leave our school better prepared for secondary education, thanks to the new curriculum – but they will be assessed differently, thanks to the new assessment framework.

Thank you  Thank you for your time  Are there any questions?