The tests and LevelsIn the summer term 2014, the children in

Year 6 will sit a series of SATs tests in the following subjects:

•English

•Maths

The children will get a level for reading, writing, and Maths.

The National requirement is that children make 2-3 whole levels progress from their KS1 baseline.

2 levels is average and 3 levels is above average progress.

Some children have been working towards achieving Level 6 in both Numeracy and/or Reading comprehension work and/or Grammar.

We have applied for those children to sit separate Level 6 tests in order to progress their abilities and challenge them even further. These tests will be held in the SATs week in May.

The Maths test consists of three parts.

•Maths A – non-calculator

•Maths B – non-calculator

•Mental maths

Each test requires the children to demonstrate a range of skills in the following areas:

•Number

•Shape, space and measures

•Data handling

•Using and applying – There is now a much greater emphasis on this area

Tests A and B last 45 minutes each.

The tests consist of 1 or 2 mark questions. When a box is given, the children are required to show their working out. They can often get 1 mark for showing appropriate working out, even if their final answer is wrong.

The mental maths test consists of 20 questions. The questions are played on a CD. Each question will be said twice, then the children have 5, 10 or 15 seconds to answer.

Level 3

Level 4

Level 5

Helping your childObviously there will be a wide range of questions. Covering many areas of maths. The best way you can help is to:

• Encourage your child to read and interpret the questions independently. If they need help with homework, ask them to explain the task to you rather than you telling them what to do.

• Encourage them to show their working out and explain what they did and why.

•Give them lots of practise with everyday skills like telling the time, handling money etc.

•Keep practising their times tables and number bonds.

•Find opportunities to read scales – weighing scales, dial on a cooker, clocks, thermometers etc. Use them as number lines to find differences, count on/back etc.

Finally, encourage them to have the confidence to ‘give it a go’. Many children leave out questions because they are afraid to get it wrong. If one strategy doesn’t work they can always try another one!

• Reading comprehension– 1 hour for reading and answering the

comprehension questions

• SPAG test – Spelling, Punctuation and Grammar (no level will be provided for this test)– 46 grammar and punctuation questions in 45

min– 20 spellings read within 20 separate sentences

• Writing task (to be sat in late May/early June)– Children are provided with a writing task– 10 min planning– 45 min writing

• Multiple choice

• Short answers – often direct retrieval of information

• Several line answers / longer answers

• Requires inference from the text or use of understanding

What is the English grammar, punctuation and spelling test?

The English grammar, punctuation and spelling test assesses children’s English skills in four key areas:

• spelling• punctuation• grammar• vocabulary

Why do our children have to take this test?

The Department for Education is introduced the test last year because they want to make sure that when children leave primary school they are confident in grammar, punctuation and spelling. The test will ensure that primary schools place a stronger focus on the teaching of these skills than in previous years.The test results will provide teachers with useful information about their children’s progress in each of the key areas.

Most children will move to a secondary school the following term, and their new English teachers can use this information to focus their lessons on areas of need.

1. Read the sentence below and circle the preposition.

Brian showed me his new scooter at the park.

2. Look at the table below. Put a tick in each row to show whether each apostrophe is used for omission or possession.

Sentence Omission Possession

The teacher’s glasses are missing.

It’s no problem if you want to stay.

There aren’t any sandwiches left.

3. Read the sentences below and circle the article in each one.

I have an apple in my pocket.The time is half past five.We have a lunch break after maths.

4. Read the sentence below and circle the connective.

While I went to the dentist, Vlad went to the shops.

5. Read the sentences below.Find one word that can complete both sentences.Write the word in the box.I like to have _________________________ on my toast.We were stuck in a traffic ________________________.

• Sentence structure & punctuation– Vary sentences for clarity, purpose & effect– Technical accuracy & punctuation

• Text structure & organisation– Effective sequencing and structuring of

information, ideas & events– Use of paragraphs and cohesion between them

• Composition and Effect– Imaginative– Text appropriate to task, reader & purpose

• Judged as part of the longer writing task.

• Needs to be joined up, legible, clear and consistent.

• Follows on from the SPAG test

• Read by the teacher– Children given 20 sentences with words missing– Teacher reads each sentence and pauses at the

words needing to be spelled

• 20 words– taken at random from the current curriculum

(including common spelling patterns and tricky words).

• Regular practise is the key!

English SATS – Help at Home

• Read a range of genres• Discuss the text & ask questions

– How do you think XXX was feeling?– What clues in the text tell you this?

• Time them on their homework• Share their writing with them

– Discuss punctuation– Discuss the effect and variety of their

sentences– Help them practise their spellings