2. Week beginning Monday 9 May 2016

3. Timetable for the Tests Approx. times Monday 9 th May Tuesday 10 th May Wednesday 11 th May Thursday 12 th May 9.30 - 10.30 English Reading Test English Grammar & Punctuation Mathematics Test Paper 1 (Arithmetic) Mathematics Paper 3 (Reasoning) 11.00 -11.30Spelling Test Mathematics Test Paper 2 (Reasoning)

5. Pupils will have a total of 1 hour to read the 3 texts in the reading booklet and complete the questions at their own pace. There will be a mixture of genres of text. The least-demanding text will come first, with the following texts increasing in level of difficulty. Pupils can approach the test as they choose: e.g. working through one text and answering the questions before moving on to the next. The questions are worth a total of 50 marks.

7. Short answers: Some questions are followed by a short line or box. This shows that you need only write a word or phrase in your answer. Several line answers: Some questions are followed by a few lines. This gives you space to write more words or a sentence or two. Longer answers: Some questions are followed by a large box. This shows that a longer, more detailed answer is needed to explain your opinion.You can write in full sentences if you want to. Other answers: For some questions you do not need to write anything at all and you should tick, draw lines to, or put a ring around your answer. Read the instructions carefully so that you know how to answer the question.

8. Marks The number under each box at the side of the page tells you the maximum number of marks for each question. You should work through the booklet until you are asked to stop, referring to your reading booklet when you need to. When a question includes a page reference, you should refer to the text on that page to help you with your answer.

10. Questions which require the children to understand the vocabulary used in the text.

12. Children working at the expected standard in reading at the end of KS2 should be able to: The pupil can: read age-appropriate books with confidence and fluency (including whole novels) read aloud with intonation that shows understanding work out the meaning of words from the context explain and discuss their understanding of what they have read, drawing inferences and justifying these with evidence predict what might happen from details stated and implied retrieve information from non-fiction summarise main ideas, identifying key details and using quotations for illustration evaluate how authors use language, including figurative language, considering the impact on the reader make comparisons within and across books.

13. Writing Assessment Writing will be a teacher assessment judgement of the children's work across Year 6. Assessment for writing will be based on all aspects of writing; narrative and non narrative writing. At the end of Year 6, children are expected to write using the correct organisational and language features of different text types - discussion, persuasion, report, explanation and other forms of formal and informal writing.

14. The teachers assessment will be: working towards the expected standard working at the expected standard working at greater depth within the expected standard

15. Children working at the expected standard in writing at the end of KS2 should be able to: creating atmosphere, and 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 verbs mostly appropriately using a wide range of clause structures, sometimes varying their position within the sentence using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision using inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, and making some correct use of semi-colons, dashes, colons and hyphens spelling most words correctly* (years 5 and 6) maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.

16. English Grammar, Punctuation and Spelling test (SPAG Test) grammar, punctuation, vocabulary and spelling.

17. The grammar, punctuation and spelling test has a greater focus on knowing and applying grammatical terminology with the full range of punctuation tested. The new national curriculum sets out clearly which technical terms in grammar are to be learnt by pupils and these are included in the test. It also defines precise spelling patterns and methodologies to be taught, and these are the basis of spellings in the test.

18. As in previous years, there are two papers, Paper 1: questions and Paper 2: spelling. Paper 1: questions consists of a single test paper. Pupils will have 45 minutes to complete the test, answering the questions in the test paper. The questions are worth 50 marks in total. Paper 2: Spelling consists of an answer booklet for pupils to complete and a test transcript to be read by the teacher. The children write the 20 missing words in the answer booklet. The test is not timed. The questions are worth 20 marks.

22. Words are taken from the Y5 and Y6 spelling lists Here the word is discover

23. The KS2 Mathematics Tests There are 3 papers: Paper 1- arithmetic Paper 2- reasoning Paper 3- reasoning

24. Paper 1 : Arithmetic This replaces the mental mathematics test. The arithmetic test assesses basic mathematical calculations. The test consists of a single test paper. Pupils will have 30 minutes to complete the test, answering the questions in the test paper. The paper consists of 36 questions, which are worth a total of 40 marks. The questions will cover addition and subtraction and more complex calculations with fractions worth 1 mark each, and long divisions and long multiplications worth 2 marks each.

25. e.g. of a question

26. Papers 2 and 3 Children will have 40 minutes to complete each test, answering the questions in the test paper. Each paper will have questions worth a total of 35 marks.

29. Children working at the expected standard in maths at the end of KS2 should be able to: The pupil can demonstrate an understanding of place value, including large numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the difference between the largest and smallest whole numbers that can be made from using three digits; 8.09 = 8 + 9?; 28.13 = 28 + + 0.03). The pupil can calculate mentally, using efficient strategies such as manipulating expressions using commutative and distributive properties to simplify the calculation (e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8). The pupil can use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut from the roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?). The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 15 or 0.2 or 20% of the whole cake). The pupil can calculate using fractions, decimals or percentages (e.g. knowing that 7 divided by 21 is the same as 7 21 and that this is equal to 13; 15% of 60; 112 + 34; 79 of 108; 0.8 x 70). The pupil can substitute values into a simple formula to solve problems (e.g. perimeter of a rectangle or area of a triangle). The pupil can calculate with measures (e.g. calculate length of a bus journey given start and end times; convert 0.05km into m and then into cm). The pupil can use mathematical reasoning to find missing angles (e.g. the missing angle in an isosceles triangle when one of the angles is given; the missing angle in a more complex diagram using knowledge about angles at a point and vertically opposite angles).

30. Results Scaled scores help test results to be reported consistently from one year to the next. National curriculum tests are designed to be as similar as possible year on year, but slight differences in difficulty will occur between years. Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score in different years will have demonstrated the same attainment.

31. For the KS2 tests a scaled score of 100 will always represent the ‘expected standard’. A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test. The pupil’s raw score will be translated into a scaled score using a conversion table. Results will be published on the 5 July 2016 Each pupil will receive: a raw score (the number of raw marks awarded) a scaled score and confirmation of whether or not they attained the expected standard Conversion tables for the 2016 tests will also be published on GOV.UK on 5 July so schools can understand how pupils’ scaled scores are derived from their raw scores.