1. Assessment in Key Stage One

2. What we will look at: SATs Phonics Screening Test
What you can do to help

3. Year 1 Phonics Screening

4. What is Phonics?
Children are taught to read by breaking down words into separate sounds or phonemes.
They are then taught to blend these sounds together.

5. Children have a 20 minute phonics lesson each day.
What is Phonics?
Children have a 20 minute phonics lesson each day.
They are encouraged to use their phonic knowledge for reading and writing in other lessons.

6. Why are the children being screened?
Every Year 1 child in the country will be taking the phonics screening check in the same week in June.
The aim of the check is to ensure that all children are able to read by the end of year two.

7. What will the children be expected to do?
The check is very similar to tasks the children already complete during phonics lessons.
Children will be asked to ‘sound out’ a word and blend the sounds together.eg d-o-g - dog
The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.
THIS IS NOT A READING TEST

8. Examples of words

9. When will the test take place?
The screening will take place throughout the week beginning 13th June 2016
It is very important your child is in school during this week as children cannot retake the test at any other time.
The check has been designed so that children of all abilities will be able to take part.

10. Who will complete the check?
The children will complete the check one at a time in a quiet area of the school.
I will conduct all of the screening checks with the children.
The screening will only take 5-10mins with each child.
If your child does not meet the required expectations they will be re-assessed in Year 2.

11. How can you help? Digraph- 2 letters making one sound cow
Encourage your child to ‘sound out’ when reading or writing. Focusing particularly on spotting more unusual sound patterns. Eg
Digraph- 2 letters making one sound
cow
Trigraphs- 3 letters making one sound
night
Split digraphs- 2 vowels with a consonant inbetween. Use to be known as the magic e!
spine - i_e

12. Year 2

13. Building a Picture
Assessing the SATS is part of building a picture of your child’s attainment over the year
Tests and teacher assessment measure progress in different ways:
Tests measure what they can do when set the same questions
Teacher assessment measures performance over whole year
It is not only the tests and tasks that are used to assess performance. It will also be children’s work, my planning and observations over the year. The tests and tasks will be carried out and then from this I will take into consideration the child’s progress throughout the whole year. Therefore the final level that your child receives will not be just their test result but how I feel they are doing over the whole year from many different examples of work.

14. Assessment and reporting
‘Old’ national curriculum levels (e.g. Level 3, 4, 5) have now been abolished, as set out in the government guidelines.
From 2016, test scores will be reported as ‘scaled scores’.
The new curriculum is more rigorous and sets high expectations which all schools have had to work hard to meet since the beginning of last year.

15. 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.

16. Scaled Score Examples On publication of the test results in July 2016:
A child awarded a scaled score of 100 is judged to have met the ‘national standard’ in the area judged by the test.
A child awarded a scaled score of more than 100 is judged to have exceeded the national standard and demonstrated a higher than expected knowledge of the curriculum for their age.
A child awarded a scaled score of less than 100 is judged to have not yet met the national standard and performed below expectation for their age.

17. Reading The Reading Test consists of 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.
Each paper is worth 50% of the marks and should take approximately 30 minutes to complete, although the children are not being assessed at working at speed so will not be strictly timed.
The texts will cover a range of poetry, fiction and non-fiction.
Questions are designed to assess the comprehension and understanding of a child’s reading.
Some questions are multiple choice or selected response, others require short answers and some require an extended response or explanation.
Speaking and listening we do throughout from show and tell, to science and RE so on going assessment. Reading will be a task or tests where they have to read a booklet and answer questions and writing could be writing a report or a story for example and then a spelling and dictation test which they are used to doing weekly.

18. Maths Children will sit two tests: Paper 1 and Paper 2:
Paper 1 is for arithmetic, lasting approximately 25 minutes and worth 25 marks. It covers calculation methods for all operations.
Paper 2 covers problem solving, reasoning and mathematical fluency, lasts for approximately 35 minutes and is worth 35 marks.
Pupils will still require calculation skills and questions will be varied including multiple choice, matching, true/false, completing a chart or table or drawing a shape. Some questions will also require children to show or explain their working out.
Maths is fairly straight forward. Assessed on all areas with a focus in number (counting, addition, place value etc). I am able to read the questions to children if they need and they can use equipment so they can have a number line or hundred square to assist them.

19. Sample questions
Maths Paper 1: Arithmetic

20. Sample questions
Maths Paper 2: Reasoning

21. Spelling, Punctuation and Grammar
The test consists of three separate papers:
A spelling test is administered containing 20 words, lasting approximately 15 minutes and worth 10 marks.
A separate test is given on punctuation, vocabulary and grammar worth 20 marks and split into two sections lasting approximately 10 minutes per section. This test requires short answers to questions and has some that are multiple choice.
There is also a grammar and punctuation written task, worth 15 marks. Handwriting will be worth 4% of the marks. A prompt and stimulus for a short piece of writing with a clear text type, audience and purpose is given to the children. This task will last approximately 20 minutes.
With science their final level will n=be based on my assessment of them throughout the year in their skills accorss science.

22. Sample questions
Grammar, Punctuation and Vocabulary Paper

23. Sample questions
Grammar, Punctuation and Spelling Paper

24. Tests Done by the teacher and TA In small groups, away from others
Informal
All children do the same tests, unless it is felt, that for a specific reason, a child is unable to do a certain test.
Children actually believe it or not quite enjoy doing the tests and tasks. particularly this class love challenges and they enjoy the ‘grown up’ activities that they have to do. They like having the focused time with the teacher. Its not like a formal test in the hall sat at separate tables but almost like a group activity session usually done in the library.

25. How you can help your child during the SATs
Please make sure:
They attend regularly (no holidays!)
They sleep well
Bring water to school
Are relaxed
Because your child’s assessment is based upon their performance over the whole of the year it is really important that your child tries to attend school regularly. This means particularly during terms 4 and 5 to not be on any holidays. As usual making sure hey have a good m=night’s sleep, have water with them and are relaxed which is what I’m going to talk about next:

26. SPAG: Use chances to write in everyday contexts: lists, letters, cards
Reading: Listen to your child read regularly, read to your child, talk about the book you are reading
SPAG: Use chances to write in everyday contexts: lists, letters, cards
Maths: Provide opportunities to use maths to work problems out in head such as counting change, pocket/birthday money, scores in games etc.
Children learn how to read from others reading to them. When reading a story together children will learn expression from the way they are read to. Talk about the book ask questions such as: What do you think will happen next? Can you tell me something about this character? What o you think they will do? Why do you like or dislike this book?.
Writing: Encourage your child to write in everyday contexts: helping to write a shopping list, cards, notes, keeping a diary, writing thank letters. Encourage children to read back what they have written and edit.
Maths: Again in everyday contexts this could be helping to pay and counting change in the shops, counting their pocket money (you probably don’t need to encourage this!), counting their toys and scores in computer games. Encourage them to work it out in their heads.

27. Should I talk to my child about SATs?
Please do not refer to them as tests!
We will call them ‘tasks’ or ‘quizzes’
No need to talk to them about SATs unless they initiate it
Try not to talk about the SATs as tests. This may worry children especially if they have seen older siblings going through exams and tests before. If they do start talking to you about them than try to refer to them as quizzes and reassure them that they are just to do their best and that all children do them in school at different times.

28. When will they start?
We will start talking about the quizzes in term 4 and continue assessment through term 5
We will start talking about the quizzes in term 4. As the process of testing is so involved as it is done n small groups it will be ongoing over term 5.

29. Any questions?