*

• Expectations are 2+ years

• Children have not yet fully experienced the new curriculum hence there needs to be a focus on the teaching of Mathematics, Science and English to make them ‘ready’ to be assessed

• Interim Statements are the only national assessment documents available to all schools

• Reading, Maths and Science can only be assessed as ‘expected’ or below

• Writing is internally assessed as there is no external assessment/test

• SATs take place in May for reading, SPAG and Maths

*

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

NOTE: No Level 6 papers. More difficult questions within the body of the

above papers. Generally, papers increase in difficulty. Children may not

finish the tests.

• Science testing: sample of children across a range of schools throughout the country

• Science tests will take place in June

• Times-tables test: new to 2016

• Sample of 3000 children from 80 schools

Scaled Scores (SATs)

• How will the children’s attainment be reported?

• Raw score in each individual test will equate to a scaled

score for each individual test

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

point above 100.

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

deemed ‘secondary ready’

• Once established, the scale will not change and will

provide the benchmark for future years

KS2 Interim Frameworks

Teacher Assessment

• “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).

• Interim Statements for Reading

Working at the expected standard (for Teacher Assessment)

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.

Moderation will be across the school, within the cluster and at county level.

In the SAT test a large percentage of questions require the following skills:

• Understanding/defining new words in context

• Inference skills

• Justifying and quoting

READ WIDELY

Growing development of the expected standard in reading

The pupil can:

• read accurately most words of two or more syllables

• read most common exception words.*

In books that are appropriate for the pupil’s developmental stage, and with an age-

appropriate content, the pupil can:

• read words accurately and fluently, without the need for overt sounding and blending.

In a familiar book that they can already read accurately and fluently, the pupil can:

• make some inferences on the basis of what is being said and done.

Early development of the expected standard in reading

The pupil can:

• read accurately words that contain the common graphemes for all 40+ phonemes* by

blending the sounds if necessary

• read many common exception words* (e.g. including the, said, could and some).

In a book closely matched to the GPCs as above, the pupil can:

• read aloud many words quickly and accurately without the need for overt sounding and

blending

• sound out many unfamiliar words accurately.

In discussion with the teacher, the pupil can:

• answer questions and make some inferences on the basis of what is being said and done

in a familiar book that is read to them.

KS2 Writing:

• Early development of the expected standard

• Growing development of the expected standard

• Working towards the expected standard

• Working at the expected standard

• Working at greater depth within the expected standard

Key skills necessary:

• Spelling

• Full range of punctuation

• Joined, legible handwriting

Working towards the expected standard

The pupil can write for a range of purposes and audiences:

• using paragraphs to organise ideas

• describing settings and characters

• using some cohesive devices within and across sentences

and paragraphs

• using different verb forms mostly accurately

• using co-ordinating and subordinating conjunctions

• using capital letters, full stops, question marks,

exclamation marks, commas for lists and apostrophes for

contraction mostly correctly

• spelling most words correctly (years 3 and 4)

• spelling some words correctly (years 5 and 6)

• producing legible joined handwriting.

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.

Working at greater depth within the expected standard

The pupil can write for a range of purposes and audiences:

• managing shifts between levels of formality through selecting vocabulary

precisely and by manipulating grammatical structures

• selecting verb forms for meaning and effect

• using the full range of punctuation taught at key stage 2, including

colons and semi-colons to mark the boundary between independent

clauses, mostly correctly.

• NOTE: this is not ‘exceeding’

Growing development of the expected standard in writing

The pupil can:

• write thematically linked sentences, with meaning, after discussion with the

teacher:

• demarcating most sentences with capital letters and full stops and with some

correct use of question marks and exclamation marks

• segmenting spoken words into phonemes and representing these by graphemes,

spelling many correctly

• spelling many common exception words from the KS1 curriculum

• spelling some words with contracted forms e.g. I’m, don’t.

Early development of the expected standard in writing

The pupil can:

• write sentences, after discussion with the teacher:

• demarcating some sentences with capital letters and full stops correctly

• segmenting spoken words into phonemes and representing these by graphemes,

spelling some correctly

• spelling some common exception words from the KS1 curriculum

• forming lower-case letters of the correct size relative to one another in most of

their writing.

Grammar

• Standard English

Word classes:

• types of noun, & pronoun (personal, possessive,

demonstrative…)

• types of verbs, incl. modals

• types of adverbs

• adjectives

• prepositions

• coordinating and subordinating conjunctions;

• determiners (including articles)

• tenses (including perfect tense, past progressive)

• active, passive & subjunctive voices

• types of clauses, main, subordinate, relative

• types of phrases

• types of sentences: statements, commands,

questions and exclamations

• antonyms and synonyms;

• All punctuation . , ? ! “ ‘ – ( ; : …

• types of apostrophe (incl. contracted form, e.g. I’ve)

Q14: Tick the option that shows how the underlined words are used in the sentence.

My baby brother was born in the hospital where my father works.

as a preposition phrase

as a relative clause

as a main clause

as a noun phrase

Interim Teacher Assessment: Mathematics

Working at the expected standard

• 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).

Growing development of the expected standard in mathematics

• The pupil can count in twos, fives and tens from 0 up to 100, identify a

number in the 2, 5 and 10 times tables, and identify if a number is odd or

even based on the digit in the ones place.

• The pupil can work out calculations involving two 2 digit numbers using an

efficient mental strategy (e.g. using known facts, multiples of ten,

regrouping, rounding etc.).

• The pupil can solve complex missing number problems (e.g. 14 + – 3 = 17;

14 + Δ = 15 + 27).

• The pupil can solve word problems that involve more than one step (e.g.

“which has the most biscuits, 4 packets of biscuits with 5 in each packet or

3 packets of biscuits with 10 in each packet?”).

• The pupil can read scales in divisions of ones, twos, fives and tens in a

practical situation where not all numbers on the scale are given (e.g.

measure using a ruler).

• The pupil can identify simple properties of 2D and 3D shapes (e.g.

triangles, rectangles, squares, circles, cuboids, cubes, pyramids and

spheres).

Early development of the expected standard in mathematics

• The pupil can partition and combine numbers using apparatus if required

(e.g. partition 76 into tens and ones [7 tens and 6 ones]; combine 6 tens and

4 ones [64]).

• The pupil can read and write numbers correctly in numerals up to 100 (e.g.

can write the numbers 14 and 41 correctly) and recall the multiples of 10

below and above any given 2 digit number (e.g. can say that for 67, the

multiples are 60 and 70).

• The pupil can use number bonds and related subtraction facts within 20 (e.g.

18 = 9 + ; 15 = 6 + ).

• The pupil can add and subtract a two-digit number and ones and a two-digit

number and tens where no regrouping is required (e.g. 23 + 5; 46 + 20). They

can demonstrate their method using concrete apparatus or pictorial

representations.

• The pupil can recall doubles and halves to total 20 (e.g. pupil knows that

double 2 is 4, double 5 is 10 and half of 18 is 9) and divide simple shapes into

halves and quarters.

• The pupil can use different coins to make up the same amount (e.g. pupil

uses coins to make 50p in different ways).

• The pupil can recognise and name a selection of 2D and 3D shapes (e.g.

triangles, rectangles, squares, circles, cuboids, cubes, pyramids and

spheres).

• Importance of homework

General Ways to Help Outside of School:

• Telling the time

• Days of Week/Months of Year

• Allow children to calculate shopping prices. Get them to work out the

change. Allow them to complete the transaction. Can be done in

restaurants, leisure activities etc.

• When dividing up food discuss fractions (pizzas, cakes work very well)

• How many…? Can be asked in range of circumstances; focus on +/-; use

objects in the house

• General x tables quick fire

• Number bonds

Changes have been made to the curriculum to include formal methods of

calculation. In the SATs, the grid method and chunking may still be used but

will not receive ‘working out’ marks if the final answer is incorrect.

The tests have increased in difficulty compared to previous years.

Websites: www.bbc.co.uk/schools/ks2bitesize/maths/

: supports with topics through quizzes, activities and information. Suitable for revision for SAT

topics

http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml

: general range of mathematic programmes

http://www.primarygames.co.uk/

: interactive games that are used in school. The site does charge to go beyond the initial

evaluation pages but games can still be played at this stage.

http://www.teachingtables.co.uk/

http://www.teachingtime.co.uk/

: same company as above so there is a charge to access this site fully. Home user download costs

£10. However, a resource to support the teaching of the x tables, time

http://www.ictgames.com/

: interactive games aimed more at the lower level

http://www.woodlands-junior.kent.sch.uk/interactive/index.htm?&MMN_position=136:136

: range of interactive games

www.mymaths.co.uk

: login – sevenoaksps please ask your child’s teacher for the password if they are unsure.

25

**Assessment consists of 3 papers:

1. Arithmetic (30 mins) 40 marks

2. Reasoning (40 mins) 35 marks

3. Reasoning (40 mins) 35 marks

*Questions increase in difficulty

26

27

28

SCIENCE Working at the expected standard

All statements need to be evidenced; all statements need to be met to be

‘expected’. Please send in any science work from previous years to provide

supporting evidence. For a variety of reasons, not all non-Year 6 units have been

taught prior to Year 6.

• describe and evaluate their own and other people’s scientific ideas related to

topics in the national curriculum (including ideas that have changed over

time), using evidence from a range of sources.

• ask their own questions about the scientific phenomena they are studying,

and select and plan the most appropriate ways to answer these questions, or

those of others, recognising and controlling variables where necessary -

including observing changes over different periods of time, noticing patterns,

grouping and classifying things, carrying out comparative and fair tests, and

finding things out using a wide range of secondary sources of information.

• use a range of scientific equipment to take accurate and precise

measurements or readings, with repeat readings where appropriate.

• can record data and results using scientific diagrams and labels, classification

keys, tables, scatter graphs, bar and line graphs.

• can present findings and draw conclusions in different forms, and raise

further questions that could be investigated, based on their data and

observations.

• name, locate and describe the functions of the main parts of the digestive,

musculoskeletal, and circulatory systems, and can describe and compare

different reproductive processes and life cycles, in animals.

• describe the effects of diet, exercise, drugs and lifestyle on how their

bodies function.

• name, locate and describe the functions of the main parts of plants,

including those involved in reproduction and transporting water and nutrients.

• use the observable features of plants, animals and micro-organisms to group,

classify and identify them into broad groups, using keys or in other ways.

• construct and interpret food chains.

• explain how environmental changes may have an impact on living things.

• use the basic ideas of inheritance, variation and adaptation to describe how

living things have changed over time and evolved; and describe how fossils are

formed and provide evidence for evolution.

• group and identify materials, including rocks, in different ways according to

their properties, based on first-hand observation; and justify the use of

different everyday materials for different uses, based on their properties.

• describe the characteristics of different states of matter and group materials

on this basis; and can describe how materials change state at different

temperatures, using this to explain everyday phenomena, including the water

cycle.

• describe what happens when dissolving occurs in everyday situations; and

describe how to separate mixtures and solutions into their components.

• The pupil can identify, with reasons, whether changes in materials are

reversible or not.

• use the idea that light from light sources, or reflected light, travels in straight

lines and enters our eyes to explain how we see objects, and the formation,

shape and size of shadows.

• use the idea that sounds are associated with vibrations, and that they require

a medium to travel through, to explain how sounds are made and heard.

• describe the relationship between the pitch of a sound and the features of its

source; and between the volume of a sound, the strength of the vibrations and

the distance from its source.

• describe the effects of simple forces that involve contact (air and water

resistance, friction), and others that act at a distance (magnetic forces,

including those between like and unlike magnetic poles; and gravity).

• The pupil can identify simple mechanisms, including levers, gears and pulleys

that increase the effect of a force.

• The pupil can use simple apparatus to construct and control a series circuit,

and describe how the circuit may be affected when changes are made to it;

and use recognised symbols to represent simple series circuit diagrams.

• The pupil can describe the shapes and relative movements of the sun, moon,

earth and other planets in the solar system; and explain the apparent

movement of the sun across the sky in terms of the earth’s rotation and that

this results in day and night.