Key Stage 1 SATs
rmation and Guidance on the Changes and Expectations for 201
Key Stage 1 SATs Changes
• In 2014/15 a new national curriculum framework was introduced by the government for Years 1, 3, 4 and 5.
•This year children in all years at Key Stage 1 have studied the new national curriculum brought in in 2014.
• However, Years 2 and 6 (due to statutory testing) continued to study the previous curriculum for one further year.
•End of KS1 (Year 2) assessments will reflect the new curriculum for the first time this year.
• In 2015/16 children in all years at Key Stage 1 and 2 are expected to now study the new national curriculum.
•As a result of this there are ‘interim’ judgements for this year only (which were given out at parents evening).
• KS1 (Year 2) and KS2 SATs (Year 6) will reflect the new curriculum for the first time this year.
•Children are assessed at ‘working towards expected standard’, ‘working at expected standard’ or ‘working at great
depth within the expected standard’.
•The criteria for working towards expected standard must all be met before a child can be assessed at ‘ working at the
expected standard.
•The final assessments level reported are teacher assessments. The SATS papers are only to support teacher’s own
assessments. Therefore, if your child under performs (compared to their usual level of work) in the tests, it does not
mean they will be levelled ’working towards the expected standard’ by that.
Assessment and Reporting
levels
(e.g.
3, 4,to
5)compare
have now
• ‘Old’
As thenational
criteriacurriculum
has changed,
it is
veryLevel
difficult
beenassessment
abolished,of
asaset
out inyear
the with
government
guidelines.
the
previous
the current
year.
• From
2016,
test scores
willrigorous
be reported
‘scaled
scores’.
The new
curriculum
is more
and as
sets
high expectations
which all schools have had to work hard to meet since the
• beginning
This meansof
itlast
is very
difficult to compare the assessment of a
year.
previous year with the current year.
• The test scores will be reported as ‘scaled scores’.
• Your child will still be taught with the highest expectations
andis
cover
all required
elements
of represent
the curriculum,
similar to
• It
planned
that 100 will
always
the ‘national
previous years.
standard’.
curriculum
is score
more rigorous
and sets
expectations
• The
Eachnew
pupil’s
raw test
will therefore
behigh
converted
into a
which
schools
have
had to
hard
meet
since the
score all
on the
scale,
either
at,work
above
or to
below
100.
beginning of last year.
• Scaling is being done in April using a range of schools across
the country. This means we don’t know yet what children’s
scores will actually mean until this is published at the end
of May.
• Marking guidance for KS1 tests will include conversion tables.
Teachers will use these to translate pupil’s raw scores into
The papers
At the end of Year 2, children will take SATS in:
• Reading;
• English grammar, punctuation and spelling;
• Maths.
The tests are due to take place in May but
of each
thereyear.
is no specific set day.
Reading
The Reading Test consists of two separate papers:
•Paper 1 – Contains a selection of texts totalling between 400
and 700 words with questions about the text.
•Paper 2 – Contains a reading booklet of a selection of passages
totalling 800 to 1100 words. Children will write their answers
to questions about the passage in a separate booklet.
•The
cover50%
a range
ofmarks
poetry,
•Eachtexts
paperwill
is worth
of the
andfiction
should and
takenonfiction.
approximately 30 minutes to complete, although the children are
not being assessed at working at speed so will not be strictly
•Questions
are designed to assess the comprehension and
timed.
understanding of a child’s reading.
•The texts will cover a range of poetry, fiction and non•Some
questions are multiple choice or selected response, others
fiction.
require
short
answers
some require
an the
extended
response and
or
•Questions
are and
designed
to assess
comprehension
explanation.
understanding of a child’s reading.
•Some questions are multiple choice or selected response, others
require
Spelling, Punctuation and Gramma
The test consists of two
three
separate
separate
papers:
papers:
• A Spelling
•A
spelling test
test is
is administered
administered containing
containing 20
20 words,
words. lasting
approximately 15 minutes and worth 10 marks.
• A separate test is given on punctuation, vocabulary and
•Agrammar
separate
worth
test20ismarks.
given This
on punctuation,
test requires
vocabulary
short answers
and grammar
to
worth
questions
20 marks
and and
has split
some that
into are
two multiple
sections choice.
lasting
approximately 10 minutes per section. This test requires short
answers to questions and has some that are multiple choice.
•There is also a grammar and punctuation written task, worth 15
marks. Handwriting will be worth 4% of the marks. A prompt and
stimulus for a short piece of writing with a clear text type,
audience and purpose is given to the children. This task will
last approximately 20 minutes.
Sample Questions
Grammar, Punctuation and Vocabulary Paper
Sample Questions
Grammar, Punctuation and Spelling Paper
Mathematics
Children will sit two tests: Paper 1 and Paper 2:
• Paper 1 is for arithmetic, lasting approximately 25 minutes and worth 25 marks. It covers calculation methods for all
• Paper
operations.
1 is for arithmetic. It covers calculation methods for all 4 operations as well as fractions of ½, ¼, ¾
• Paper
Paper2 covers
2 coversproblem
problemsolving,
solving,reasoning
reasoningandandmathematical
mathematicalfluency.
fluency, lasts for approximately 35 minutes and is
worth 35 marks.
• Pupils will require good calculation skills and questions will be varied including multiple choice, matching, true/false,
• completing
Pupils willastill
chart
require
or table
calculation
or drawing
skills
a shape.
and questions
Some questions
will be varied
will also
including
requiremultiple
childrenchoice,
to show
matching,
or explain
true/false,
their
working
completing
out. a chart or table or drawing a shape. Some questions will also require children to show or explain their
working out.
Sample Questions
Maths Paper 1: Arithmetic
Sample Questions
Maths Paper 2: Geometry, Position and Direction
Maths Paper 2: Money
Sample Questions
Maths Paper 2: Reasoning
How to Help Your Child
First and
foremost,
andchildren
reassureareyour
child
that there
is nothing
to worry
about
thatarethey
should
• Don’t
make
it a big support
event! The
used
to doing
a variety
of tasks
in school
andand
there
times
whenalways
they
need
just try
to, their
‘do itbest.
on their
Praise
own’,andsoencourage!
it is not a significantly different activity.
• Encourage
Ensure yourthem
childtohas
do the
theirbest
bestpossible
as you would
attendance
normally
at school.
want them to do in school.
• IfSupport
you areyour
concerned
child with
about
anyhow
homework
your child
tasks.
might get on in a particular area of the assessments, please speak to the
class teacher.
• Reading, spelling and arithmetic (e.g. times tables) are always good to practise.
• Talk to your child about what they have learnt at school and what book(s) they are reading (the character, the plot,
their opinion).
• Make sure your child has a good sleep and healthy breakfast every morning!
How to Help Your Child with Read
Listening to your child read can take many forms:
•First and foremost, focus developing an enjoyment and love of
reading.
•First
and foremost, focus developing an enjoyment and love of
reading.
•Enjoy stories together – reading stories to your child is equally
as important
•Enjoy
storiesastogether
listening
– reading
to your stories
child read.
to your child is equally
as important as listening to your child read.
•Read a little at a time but often, rather than rarely but for
long periods
•Read
a littleofattime!
a time but often, rather than rarely but for
long periods of time!
•Talk about the story before, during and afterwards – discuss the
plot, about
•Talk
the characters,
the story before,
their feelings
during and
and afterwards
actions, how
– discuss
it makesthe
you feel,
plot,
the characters,
predict whattheir
will feelings
happen and
and
encourage
actions,your
how child
it makes
to
havefeel,
you
theirpredict
own opinions.
what will happen and encourage your child to
have their own opinions.
•Look up definitions of words together – you could use a
dictionary,
•Look
up definitions
the Internet
of words
or antogether
app on a– phone
you could
or tablet.
use a
dictionary, the Internet or an app on a phone or tablet.
•All reading is valuable – it doesn’t have to be just stories.
Reading
•All
reading
can involve
is valuable
anything
– it from
doesn’t
fiction
have and
to be
non-fiction,
just stories.
poetry, can
Reading
newspapers,
involve anything
magazines,
from
football
fiction
programmes,
and non-fiction,
TV guides.
poetry, newspapers, magazines, football programmes, TV guides.
•Visit the local library - it’s free!
How to Help Your Child with Writ
• Practise and learn weekly spelling lists – make it fun!
• Encourage opportunities for writing, such as letters to family
or friends, shopping lists, notes or reminders, stories or
poems.
• Write
Talk about
together
what–you
be are
a good
writing
role so
model
that
for
your
writing.
child sees the
process of oral rehearsal and then writing.
• Encourage use of a dictionary to check spelling.
• Write together – be a good role model for writing.
• Allow your child to use a computer for word processing, which
• Encourage
will allowuse
forof
editing
a dictionary
and correcting
to checkof
spelling.
errors without lots
of crossing out.
• Remember that good readers become good writers! Identify good
• writing
Rememberfeatures
that good
when
readers
reading
become
(e.g.
good
vocabulary,
writers! sentence
Identify good
writing features
structure,
punctuation).
when reading (e.g. vocabulary, sentence
structure, punctuation).
• Show your appreciation: praise and encourage, even for small
successes!
How to Help Your Child with Maths
• Play times tables games.
• Play mental maths games including counting in different amounts, forwards and backwards.
• Encourage opportunities for telling the time.
• Encourage opportunities for counting coins and money e.g. finding amounts or calculating change when shopping.
• Look for numbers on street signs, car registrations and anywhere else.
• Look for examples of 2D and 3D shapes around the home.
• Identify, weigh or measure quantities and amounts in the kitchen or in recipes.
• Play games involving numbers or logic, such as dominoes, card games,
draughts or chess.
Any Questions
There are sample papers for you to
look at.
Please do not take any away with
you!