1. KS1 Assessment Life without levels

2. What are the tests for? Tests are set to assess the children in education from early years until the end of key stage 1. These tests are used to examine the knowledge and skills that the children have learned throughout their time in ks1. Children will take another set of these tests at the end of key stage 2 (year 6)

3. Teacher judgements: what to use 3 Judgements must be based on: The standards from the Interim Frameworks Teachers’ knowledge of a child’s work to judge which description is closest to the child’s performance Written, practical and oral classwork Classroom work. The aim is to make a rounded judgement that: Is based on knowledge of a child’s performance over time and across a variety of contexts Takes into account strengths and weaknesses of the child’s performance.

4. Now “secure fit” rather than “best fit” (as previously.) Must be based on the standards from the Interim Frameworks: KS1 reading, writing and mathematics: Working towards the expected standard Working at the expected standard Working at greater depth within the expected standard Additional category for those not “Working towards.” KS1 science: Working at the expected standard Additional category for those not “Working at.”

5. What are the interim frameworks? Following the removal of teacher assessment levels, these interim frameworks are to support teachers in making robust and accurate judgements for pupils at the end of key stage 1 in 2016. The interim frameworks set out the standard(s) in which a child will be assessed against at the end of the key stage for reading, writing, mathematics and science. To show that pupils have met the standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard.

6. Key Stage 1 tests: English 6 TestComponent Description Number of marks Approximate timing of paper Spelling, punctuation and grammar Paper 1: spellingSpelling (20 words) 2015 minutes Paper 2: questions Grammar, punctuation and vocabulary 2020 minutes TOTAL40 marks35 minutes (rec.) Reading Paper 1: Reading test Reading booklet with reading questions and answer space combined (a selection of texts, 400–700 words) 2030 minutes Paper 2: Reading test Reading booklet and separate answer booklet (a selection of texts, 800–1100 words) 2040 minutes TOTAL40 marks70 minutes (rec.) Raw score converted to scaled score using conversion tables on www.GOV.UK

7. Key Stage 1 tests: mathematics 7 TestComponent Description Number of marks Approximate timing of paper Mathematic s Paper 1: Arithmetic Assesses pupil’s confidence and mathematical fluency with whole numbers, place value and counting. 25 20 minutes Paper 2: Mathematical reasoning Mathematical fluency, solving mathematical problems and mathematical reasoning 35 35 minutes TOTAL 60 marks 55 minutes (rec.) Raw score converted to scaled score using conversion tables on www.GOV.UK

8. Guidance If the teacher assessment and test results differ, the teacher assessment judgements should be reported, provided that they are based on an appropriate range of evidence from work undertaken in class.

9. What are the skills that are underlying this question from the arithmetic paper? 9

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11. Reading Test 2016 2 papers – each out of 20 marks Pupils should do both parts, unless teacher judges this to be inappropriate Paper 1: reading booklet with reading questions and answer space combined (30 mins approx) A selection of texts, 400-700 words Paper 2: reading booklet and separate answer booklet (40 mins approx) A selection of texts, 800-1100 words 11

12. “I’ve never been in a boat,” said Monster. The two friends climbed in and Frog pulled hard on the oars. 12 Why was Monster worried?

13. Paper 2 13 Plastics are now made from oil, coal and natural gas. We are using these things so fast that the Earth’s supplies may run out. Scientists are investigating new ideas for making plastics from plants such as sweet potato, bamboo and flax. oilcoa l gas sweet potato bamboo flax

14. Paper 1: Spelling Can mix upper and lower case letters BUT days and months must be written like this: Sunday Thursday January April July If an apostrophe or hyphen has been incorrectly, the mark is not awarded e.g. wo’nt If the pupil answers with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded. 14

15. Working at the expected standard The pupil can write a narrative about their own and others’ experiences (real and fictional), after discussion with the teacher: demarcating most sentences with capital letters and full stops and with some use of question marks and exclamation marks using sentences with different forms in their writing: statements, questions, exclamations and commands using some expanded noun phrases to describe and specify using present and past tense mostly correctly and consistently 15

16. In-year tracking Different schools have different tracking systems Kent’s Tracking Statements for reading and writing are there to support this process SIMS 6 steps used by many Kent schools Target Tracker – used by 28% of our schools Other systems chosen by some – or not yet known Whatever you use, you will need some kind of system for tracking pupil progress. 16

17. Kent Tracking Statements for Writing 17

18. Finally don’t worry! We will be fine