2. Assessment for Learning Day to day assessment. Where are the children in their learning? Where do they need to go next? How do they get there? Teachers and learners are involved in this process.

3. Success Criteria Clear learning intention for every lesson. What am I learning? Steps to success. How do I get there? Challenge. Where can I go next?

4. Success Criteria

5. Self-Assessment Understand learning intentions and success criteria. Judge what they have learnt. Identify what they still need to learn.

6. Self Assessment

7. Peer Feedback Offering advice that relates to the success criteria. What has been done well? What still needs to be done? What steps do I take to achieve this?

8. Strategic Questioning Deliberate. Often planned for. Identify gaps in knowledge and misunderstandings. Identifies where challenge is needed. Informs future planning, or even immediate changes.

9. Marking and Feedback At Loose Primary School We mark work consistently and appropriately, across the school in all subjects. We give regular verbal feedback and praise We provide written feedback where appropriate. We encourage children to self and peer evaluate.

10. Pens for Marking Loose Primary School Marking Policy Pink and Green Highlighters Teachers mark in red Children mark in green Children respond in purple

11. Written Feedback Loose Primary School Marking Policy Marking comments linked to the success criteria. EBI comments shared regularly.

12. Clear and precise learning intentions following an agreed school format Progressive steps to success document the learning journey and lesson expectations. Challenges offer children the opportunity to deepen their learning and think independently.

13. Highlighters are used to identify where children have been successful in their steps to achieving the learning intention. Green highlighters are also used in the main body of work to identify where work demonstrates evidence of the learning intention. Pink highlighters draw children's attention to specifics in their work that require attention.

14. Children use their green pens to mark their own or their peers work. Children's marking concentrates on the same format of EBI that the class teacher uses. Children and teachers have an open, honest and mutually respected dialogue in their books.

15. Teachers have on going dialogue throughout lessons both verbal and written. Children have the opportunity to immediately respond, correct and improve their recorded work. Teachers will regularly provide children with focused marking comments which enable them to move their learning on.

16. Children can use their purple polishing pens to correct the main body of work, either when indicated by the teacher or identified by themselves through checking and correcting Purple pens also allow children a dialogue with their teachers marking comments, giving them the opportunity for improvement and comment.

18. KS2 SATs Week Beginning 9 th May 2016 The new and important bits…

19. Externally tested: English: Reading/comprehension English: SPAG (Spelling, Punctuation and Grammar) Mathematics: Arithmetic (replacing mental maths) Mathematics: Reasoning (2 papers) Year 6 first year to take new SATs paper in English and Maths, which will reflect the new National Curriculum * Test are intended to be more rigorous *Completely new mark scheme to replace the previous National Curriculum levels * Writing assessed through teacher assessment

20. What’s new in READING… * 1 hour, including reading time, to read 3 different text types and answer questions * Greater focus on inference based questions, rather than ‘find and retrieve’

25. What’s new in WRITING… *Expectation of the children in writing has raised significantly *Big emphasis on ‘consistent’ and ‘regular use of’ a variety of aspects of writing *Sentence structure and composition of each piece of writing is very important (complex/compound sentences, variety of sentence structures through each piece of writing, using their knowledge of SPAG in their writing) *Clear, joined and neatly presented handwriting *Consistently accurate spelling

26. What’s new in SPAG… 2 parts : Grammar and Punctuation paper lasting 45 minutes Aural spelling test of 20 words, lasting around 15 minutes Grammar and Punctuation test involves 2 sub-types of question: *Selected response (eg, ‘identify the adjectives in the sentence below’) *Constructed response (eg, ‘correct/complete/rewrite the sentence below’ or ‘the sentence below has an apostrophe missing. Explain why is needs an apostrophe’) Includes lots of aspects of grammar that were previously not learned about until Year 7/8, eg, active/passive voice, modal verbs, the subjunctive etc

34. What’s new in MATHS… Consists of 3 papers: *Paper 1 – Arithmetic – 30 minutes, 36 questions *Papers 2/3 – Reasoning – 40 minutes per paper Paper 1 *Fixed response questions *Children have to give correct answer to calculations *Long multiplication/division, fractions (+ - x ÷), using decimals confidently Papers 2/3 *Variety of question types – Multiple choice, true/false Constrained questions (giving answers to calculations/drawing a shape/completing a table) Less constrained questions where children have to explain their approach to solving a problem (mastery curriculum) Things that were in the Year 7/8 curriculum have now moved to the Year 6 curriculum

43. Our TOP TIPS… 1.Remember your child’s education is a partnership – home and school learning support are both important 2.Support your child with homework tasks and daily reading 3.Encourage your child to work accurately but with speed ‘What is 10% of 150?’ ‘What word in the text means dangerous ?’ ‘Tell me the 6 times table’ 4.Make sure your child is aware that getting stuck is not a problem! Move on and come back to a question at the end, if time 5. Encourage your child to believe in themselves 6.Approach a subject from all angles – software, games, activities, books, flash cards, practical application. Make revision time at home as fun as possible!

45. KS1 SAT S 2016 Aims: To introduce the KS1 assessment arrangements for 2016 To discuss examples of questions To explain how we administer the tests to young children

46. At the end of each Key Stage 1 the children are formally assessed in Maths, Reading and Spelling, Punctuation and Grammar. This is the first year assessing against the new framework. Writing is teacher assessed. At Key Stage 1 the assessments are in the form of written tests.

47. KS1 tests are a statutory requirement. The results are used to inform our teacher assessment. Our teacher assessment is based on the children’s progress and attainment in class throughout the year.

48. TIMINGS The tests are administered throughout May. The tests are carried out in our classrooms. They are timetabled into our normal weekly planning. We keep to normal classroom practice. We do not say the ‘S’ (‘SATs’) word!!!

49. T HE R EADING T ESTS There are two reading papers that can be based on fiction, non-fiction or poetry texts: Paper 1 – Reading prompt and answer booklet. - 20 marks in 30 minutes. Paper 2 – Separate reading and answer booklet. - 20 marks in 40 minutes.

51. “What do you want?” said the king. “I want my wife.” “Well, you shan’t have her!” “Then,” said the blackbird, “you and I are at war.” He began to beat his drum: rat-tat-tat. The king laughed to his servants. “Take this cheeky bird to the hen-house and throw him in. The chickens will have pecked him to pieces by morning.” So the blackbird was locked inside the hen-house. Straightaway he called the fox, who came and snarled and snapped at the chickens who were terrified. All night they huddled in the corner, quivering and quaking. The next morning, there was the blackbird, marching backwards and forwards, beating his drum: rat-tat-tat. When the king heard that the blackbird was still alive, he was angry. “Tonight,” he shouted, “throw him in with the elephants – they’ll have trampled him to a pulp by morning!” So on the second night he was locked in the elephant compound. Straightaway he called the ants. Soon they were crawling up the elephants’ trunks and into their ears, tickling and stinging until the elephants lay on the ground, quivering and quaking and begging to be left alone! The next morning, there was the blackbird, beating his little drum: rat- tat-tat.

52. T HE S PELLING, P UNCTUATION AND G RAMMAR (SPAG) T ESTS There are two SPaG papers: Paper 1 – Spelling - 20 spellings worth 20 marks Paper 2 – Punctuation and Grammar - 20 marks in 20 minutes

55. T HE M ATHS PAPERS There are two Maths papers: Paper 1 – Arithmetic - 25 questions in 20 minutes Paper 2 – Reasoning - 35 marks in 35 minutes

57. H OW DO WE PREPARE THE CHILDREN ? Our daily and weekly planning is tailored to suit our children so that they are challenged and make good progress. Home learning consolidates key areas. Booster groups target particular areas. Practice tests and assessments take place from the second term in Year 2.

58. H OW DO WE PREPARE THE CHILDREN FOR MATHS? Daily maths lessons which are based upon the prior learning of the children. We have a arithmetic challenges in the morning and focus on learning 2, 5 and 10 times tables as well as counting. Many of our tasks are based on a ‘reasoning’ style of questioning. Completion of sample Maths test papers from Term 3.

59. H OW DO WE PREPARE THE CHILDREN FOR R EADING ? Guided reading sessions where discussion of the text is the focus. Reading focus tasks in literacy lessons including comprehension tasks. Completion of sample reading test papers. A focus on reading through library time, Bug Club, home reading, book corner discussions and whole class storytelling.

60. H OW DO WE PREPARE THE CHILDREN FOR SP A G? Daily ‘starters’ to literacy lessons. Home learning tasks. Morning challenge activities. Phonics and spelling lessons / booster groups. Weekly spelling tests. Completion of sample test papers each term from Year One.

61. H OW ARE THE TESTS MARKED ? Marking is completed by your child’s class teacher. Marking criteria is provided. Teachers from schools across Kent meet to moderate judgements.

62. T HE NEW ‘ EXPECTED STANDARDS ’ This year the Government has published a new set of national ‘expected standards’ for the end of KS1. Many of the standards from Year 3 are now ‘expected’ at Year 2. We are working hard to ensure that we deliver an exciting and engaging child-friendly curriculum whilst meeting the demands of the expected standards.

63. R EPORTING THE RESULTS The information provided by the tests and our teacher assessment is used to provide the Year 3 teaching staff with a good base upon which to build their learning. This year a test score will be in the form of a ‘scaled score’ with 100 representing a national expected score. Children will therefore achieve expected, above expected or below the expected level depending on how close their score is to 100.

64. H OW CAN YOU HELP AT HOME? Everything that you are already doing! Daily reading and spelling. Supporting children to complete their home learning. Keep our secret! We will not communicate anything to the children about ‘tests’. It will feel like a normal month in school. Plenty of rest and sleep during the SATs weeks.

65. U SEFUL MATERIALS AND LINKS https://www.bing.com/videos/search?q=michael+tidds+ks1+as sessment+video+youtube&view=detail&mid=D57D393F006 BAC385AADD57D393F006BAC385AAD&FORM=VIRE https://www.bing.com/videos/search?q=michael+tidds+ks1+as sessment+video+youtube&view=detail&mid=D57D393F006 BAC385AADD57D393F006BAC385AAD&FORM=VIRE A useful video outlining the procedures this year.

66. A very big thank you for your constant help and support with reading, home learning, spelling and with all the exciting things that are bought in to show us! Happy, confident, rested children will cope with the assessments with ease.