2016 Test Timetable
Monday
9 May
Tuesday
10 May
Wednesday
11 May
Thursday
12 May
Reading test
60 minutes
English grammar,
punctuation and test
Paper 1
45 minutes
Maths
Paper 1
Arithmetic
30 minutes
Maths
Paper 3
Reasoning
40 minutes
50 marks
40 marks
35 marks
Spelling test
Paper 2
about 15 minutes
Maths
Paper 2
Reasoning
40 minutes
50 marks
20 marks
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.
6
KS2 Interim Frameworks
• 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 Judgements
Now “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 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.
Pre-KS2 Teacher Assessment Judgements
For children who are above P scales but not at “Working
towards”
Must be based on the standards from the “Pre-KS2:
Pupils working below the test standard”
KS2 reading, writing and mathematics:
reading
• Foundations for the expected standard
• Early development of the expected standard
• Growing development of the expected standard.
Mathematics 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.
11
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.
Arithmetic Paper
13
Arithmetic Paper
14
Reasoning 1 Paper?
15
• Reasoning 1 Paper
16
Reasoning 2 Paper
17
Reasoning 2 Paper
18
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
50
60 mins
(including
reading
time)
50
60
reading
1
booklet and
separate
answer
booklet
(a selection
of texts,
1800–2300
words)
TOTAL:
1
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 both
things
• 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
SPAG Test Format
Component Description
Number of Number of
papers
marks
1
50
Timing of
component
45 minutes
Paper 1
Questions
Grammar,
punctuation,
vocabulary
Paper 2
Spelling
Spelling (20
words)
1
20
15 minutes
(not strictly
timed)
TOTAL
2
70
60 minutes
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.
Example questions
6. Circle one verb in each underlined pair to
complete the sentences using Standard English.
• We was / were planning to hold a cake sale at
school.
• I was / were chosen to design the posters.
7. Write the contracted form of the underlined
words in the box.
That decision does not seem fair.
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
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.
Teacher judgements: what to use
Judgements must be based on:
• The standards from the Interim Frameworks
• Teachers’ knowledge of a child’s work to judge which
description is closest to the child’s performance
• 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.
32
Teacher Assessment Judgements
Now “secure fit” rather than “best fit” (as previously.)
Must be based on the standards from the Interim Frameworks:
KS1 reading, writing and mathematics:
• 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.”
KS1 science:
• Working at the expected standard
• Additional category for those not “Working at.”
Key Stage 1 tests: English
Description
Test
Number of marks
Approximate timing
of paper
Spelling (20 words)
20
15 minutes
Grammar, punctuation and
vocabulary
20
20 minutes
40 marks
35 minutes (rec.)
20
30 minutes
20
40 minutes
40 marks
70 minutes (rec.)
Component
Paper 1: spelling
Spelling,
Paper 2: questions
punctuation
and grammar
TOTAL
Paper 1:
Reading test
Reading booklet with
reading questions and
answer space combined
(a selection of texts, 400–
700 words)
Reading
Paper 2:
Reading test
Reading booklet and
separate answer booklet
(a selection of texts, 800–
1100 words)
TOTAL
Raw score converted to scaled score using conversion tables on www.GOV.UK
34
Key Stage 1 tests: mathematics
Test
Component
Paper 1:
Arithmetic
Mathematics
Paper 2:
Mathematical
reasoning
Description
Assesses pupil’s
confidence and
mathematical fluency
with whole numbers,
place value and
counting.
Mathematical fluency,
solving mathematical
problems and
mathematical
reasoning
Number of marks
Approximate timing
of paper
25
20 minutes
35
35 minutes
TOTAL 60 marks
55 minutes (rec.)
Raw score converted to scaled score using conversion tables on www.GOV.UK
35
Scaled scores
• Will have lower end point below 100 and upper end point
above 100.
• 100 = working at the expected standard.
• Will be based on raw score from each test.
• End of May 2016 – KS1 conversion tables on
www.GOV.UK
• This is to ensure consistency in reporting year on year.
• Confirmation of scales will be given following the
completion of the tests in May 2016
• Once established the scale will not change.
Guidance
• If the Teacher Assessment and test results differ, the
Teacher Assessment judgements should be reported,
provided that they are based on an appropriate range of
evidence from work undertaken in class.
• Schools are not obliged to report test results; however,
parents must be allowed access to their child’s results on
request.
37
Working scientifically In Y1 and Y2
•
•
•
•
•
•
Children should be taught to use these practical scientific
methods, processes and skills through teaching the
programme of study content:
asking simple questions and recognising that they can
be answered in different ways
observing closely, using simple equipment
performing simple tests
identifying and classifying
using their observations and ideas to suggest answers
to questions
gathering and recording data to help in answering
questions.
Arithmetic paper
39
Arithmetic Paper
40
Reasoning Paper
41
Reasoning Paper
42
Reading Test 2016
• 2 papers – each out of 20 marks
• Pupils should do both parts, unless teacher judges
this to be inappropriate
• Paper 1: reading booklet with reading questions
and answer space combined (30 mins approx)
• A selection of texts, 400-700 words
• Paper 2: reading booklet and separate answer
booklet (40 mins approx)
• A selection of texts, 800-1100 words
43
“I’ve never been in a boat,” said Monster.
The two friends climbed in and Frog pulled
hard on the oars.
Why was Monster worried?
44
Paper 2
oil
coal
gas
Plastics are now made from oil, coal and natural
gas. We are using these things so fast that the
Earth’s supplies may run out. Scientists are
investigating new ideas for making plastics from
plants such as sweet potato, bamboo and flax.
sweet
potato
bamboo
flax
45
Paper 1: Spelling
• Can mix upper and lower case letters
• BUT days and months must be written like this:
Sunday Thursday
January April
July
• If an apostrophe or hyphen has been used
incorrectly, the mark is not awarded e.g. wo’nt
• If the pupil answers with the correct sequence of
letters but these have been separated into clearly
divided components, with or without a dash, the
mark is not awarded.
46
Sentence Types
Growing Beans
Place some damp cotton wool in a jar.
Push a bean seed down against the side
of the jar.
Wait for the bean seed to sprout.
Tick the word that best describes these sentences.
statements
questions
commands
exclamations
KS1 question
• Look at where the arrow is pointing.
The children went home Josh had enjoyed his
party.
Which punctuation mark is missing?
comma
question mark
apostrophe
full stop
Contractions
• KS1 practice paper
I will
it’s
you have
I’ll
it is
did not
didn’t
you’ve
Resources
Key Stage 2
• Interim Frameworks for Teacher Assessment at the end of Key Stage 2
• 2016 teacher assessment exemplification: KS2 mathematics
• 2016 teacher assessment exemplification: KS2 English writing
• Pre-key stage 2: pupils working below the test standard
Key Stage 1
• Interim frameworks for teacher assessment at the end of key stage 1
• 2016 teacher assessment exemplification: KS1 mathematics
• 2016 teacher assessment exemplification: KS1 English writing
• Pre-key stage 1: pupils working below the test standard
• National curriculum assessments: 2016 sample materials (KS1 and KS2)
50