End of Key Stage 2 Statutory Assessment

Arrangements in the new National Curriculum

2016

2016 Test Timetable

Monday

9 May

Tuesday

10 May

Wednesday

11 May

Thursday

12 May

Reading test

60 minutes

50 marks

English grammar, punctuation and test

Paper 1

45 minutes

50 marks

Spelling test

Paper 2

about 15 minutes

20 marks

Maths

Paper 1

Arithmetic

30 minutes

40 marks

Maths

Paper 2

Reasoning

40 minutes

35 marks

Maths

Paper 3

Reasoning

40 minutes

35 marks

Scaled scores

• Gives a clearer view of differentiation in performance.

• Will have lower end point below 100 and upper end point

above 100.

• 100 = threshold/met the standard of the test.

• Will be based on raw score from each test.

• 5th July 2016 – KS2 conversion tables on www.GOV.UK

• This is to ensure consistency in reporting year on year.

• Once established the scale will not change.

End of KS2 assessment

• Schools will receive for each child:

• Scanned test papers (will include raw

scores)

• Confirmation of attainment of the national

standard*

• A scaled score (will be categorised) *

* Reported to parents

Teacher judgements: what to use

Judgements must be based on:

• The standards from the Interim Frameworks• Consistent evidence

• 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.

5

KS2 Interim Frameworks• To be used for end of KS reporting and not for tracking

progress.

• Set out the standards for assessment in each subject

• “Pupil can” statements:

• Some = skill/knowledge is starting to be acquired and

is demonstrated on occasion

• Most = statement generally met with only occasional

errors

• Standard met = teachers will need to have evidence that

a pupil demonstrates consistent attainment of all the

statements within that standard and all the statements in the preceding standard(s).

Teacher Assessment JudgementsNow “secure fit” rather than “best fit” (as previously.)

Must be based on the standards from the Interim Frameworks:

KS2 writing:

• 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.” *

KS2 reading, mathematics and science:

• Working at the expected standard

• Additional category for those not “Working at.” *

* See next slide.

KS2 English writing

• Teachers should refer to the NC programmes of study

for items marked with an * in the Frameworks to

exemplify the words that children should be able to spell.

• Children with a physical disability preventing them from

being able to write, can be excluded from the statements

relating to handwriting.

• Children who meet all the statements, with the exception

of being able to write legibily, can be awarded either

“working towards” or “at the expected standard” but not

“in greater depth.”

• All children must meet the “pupil can” statements related

to spelling in any particular standard.

Test Materials

• Assessment consists of 3 papers:

1. Arithmetic (30 mins) 40 marks

2. Reasoning (40 mins) 35 marks

3. Reasoning (40 mins) 35 marks

• Papers must be administered in order ie:

arithmetic and then reasoning 1 and 2.

• Questions increase in difficulty.

• Pupils may have a break between the papers.

• Packs must not be opened until pupils are in the

room ready to complete the test.

9

Apparatus

• No manipulatives

• No calculators

• No tracing paper.

• Reasoning papers allowed to use some equipment

such as mirrors, protractors and rulers. Refer to

instructions for a definite list.

Preparation is key

Ensure:

• Secure methods with addition, subtraction, multiplication and division. Put in context. Build confidence with their method. Revisit frequently.

• Use number line with time and possibly money

• Know fractions as - numbers between whole numbers, describing a proportion, linking to division, finding fraction of a quantity.

• Can read scales – different intervals and numbering

• Confident with multi-step problems - especially multiplication and division

• Can interpret data - graphs, tables charts

• Transforming shapes

English Tests 2016

•English reading

•English grammar, punctuation

and spelling

Reading Test Format

Component Description Number of

papers

Number of

marks

Timing of

paper

Paper 1:

English

Reading

Test

reading

booklet and

separate

answer

booklet

(a selection

of texts,

1800–2300

words)

1 50 60 mins

(including

reading

time)

TOTAL: 1 50 60

Reading Test 2016

• Texts in the reading booklet will not be linked by

a theme.

• The booklet will contain three or four texts e.g.

• Space Tourism (information and log) / Giants

(poem) / The Lost World (narrative extract)

• The least demanding text will come first.

• The subsequent texts will increase in difficulty.

• One hour to read the texts and complete the

questions at their own pace.

Which skills can we teach?

• Locate precise information in text; scan and skim

• Find evidence in the text to explain your view

• Discuss meaning of words and phrases within their context; vocabulary extension activities

• Show pupils how to compare, by mentioning boththings

• Helping pupils find inference, empathising, looking for hidden meanings

• Facilitate improvements in reading stamina; plan sufficient time for regular reading practice; home links; use of library; reading targets and book clubs

Writing 2016

• Writing will be assessed through Teacher Assessment in 2016

• Alongside this, the spelling, punctuation and grammar test will form a statutory part of the writing assessment;

• The SPaG test will be scanned and marked onscreen – use black pen or 2B pencil;

Interim Teacher Assessment 2016

Working at the expected standard

The pupil can write for a range of purposes and

audiences (including writing a short story):

• 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.

SPAG Test Format

Component Description Number of

papers

Number of

marks

Timing of

component

Paper 1

Questions

Grammar,

punctuation,

vocabulary

1 50 45 minutes

Paper 2

Spelling

Spelling (20

words)

1 20 15 minutes

(not strictly

timed)

TOTAL 2 70 60 minutes

Question Types

• Mainly multiple-choice or short answers

• Selected response = 66-84%

• Constructed response = 16-34%

Identify: e.g. tick one word … / circle all the …

Match: e.g. draw lines to match each sentence to its type

Complete / correct / rewrite: e.g. change this sentence to the past

tense

Write: e.g. write a statement to answer the question below

Explain: e.g. explain why this sentence needs an apostrophe

Grammar

Pupils working at the expected standard are able to:

• demonstrate familiarity with a range of word classes,

their terminology and their use: nouns, verbs, adjectives, conjunctions, pronouns, adverbs, prepositions and determiners

• recognise and write different types of sentences:

statements, questions, commands, exclamations

• demonstrate familiarity with terms relating to a

sentence, including subject and object

• distinguish between co-ordinating and subordinating conjunctions and use them to link clauses

appropriately

Grammar continued…• identify and use main and subordinate clauses

(including relative clauses)

• identify and use expanded noun phrases for

description and concision

• identify and use fronted adverbial phrases to

denote time and place (e.g. Later that day, I met

Tina.)

• select pronouns appropriately for clarity and

cohesion

• distinguish between formal and informal language and standard and non-standard forms

of English

Punctuation: pupils working at the expected standard are able to…

• demarcate sentences accurately using CL FS ? and !

• use commas to mark clauses or phrases, including

fronted adverbials, usually consistently

• use inverted commas to denote speech and place

these correctly in relation to internal punctuation

• use apostrophes correctly for omission and

singular possession, and mostly accurately for

plural possession

• identify and use punctuation to indicate parenthesis

• identify and use, with some consistency, colons, semi-colons, single dashes and hyphens.

How will we prepare for the spelling test?Spelling –

• rigorous teaching of all relevant learning objectives

• some discrete teaching, but often applied

• regular routine, practice and overlearning

• teach through morphology: (i.e. adding prefixes and suffixes)

• observe etymology: the history of words

• make use of visual images of words around the environment, including common exception words

• introduce engaging games and activities

• build knowledge of common spelling patterns

• knowledge of irregular words

• test pupils against the programme of study.

Access arrangements

• Additional Time

• Early Opening

• Timetable variation

• Scribe

• Transcript

• Electronic aid

• Readers

• Rest breaks

• Translator

• Prompter