Welcome!
The purpose of this presentation is to
inform you of the English SATs that
your child will be doing in the
Summer Term 2016.
12th November 2015
What are SATs?
This is an acronym for Standard
Attainment Tests.
These are compulsory for our
children at Nutfield Church Primary
School.
The week beginning 9th May 2016,
children at the end of Key Stage Two
will sit English and Maths SATs
papers.
SATs have been overhauled in Key Stage 2
to reflect the changes to the National
Curriculum, which was introduced from
September 2014.
There will be more challenging SATs tests
to reflect the new curriculum at the end
of Key Stage Two.
Children will also be matched against ‘performance
descriptors’ (what pupils are expected to know and
be able to do at the time of testing) and assessed to
see if they have achieved the expected standard.
This is an on-going process.
Testing is to be more prescriptive.
The Key Stage 2 National Curriculum tests
are designed to create a snapshot of a
pupils’ attainment at the end of the key
stage. It is important that we remember
this!
At Nutfield Church Primary, we aim to give our
children a broad and balanced education and we
place emphasis on deeper thinking. We will
prepare our children not only for their SATs
tests but also for everyday life.
At the end of Year 6, children will take English
SATs in:
 English grammar, punctuation and spelling
(often referred to as EGPS) This test was
introduced in May 2013 as part of the Key Stage 2
SATs programme for Year 6 pupils, replacing the
previous English writing test.
 Reading
What will the Key Stage 2 Reading test
comprise of?
This test retains a similar structure to the old
reading test.
The reading test will be a single one hour paper
(including reading time) with questions based on a
selection of texts of 1500-2300 words. The texts
will increase in complexity.
There will be a reading booklet and a separate
answer booklet.
This year there will be a greater focus on fictional
texts.
There will be a variety of question types in
the reading test:
 Multiple choice- ‘Where would you be most likely to
see this text?’ Tick one of the options below.
 Ranking/ordering- ‘Number the events below to show
in which order they happened in the story’.
 Matching- ‘Match the text to the purpose’.
 Labelling- ‘Label the text to show the title’
 Find and copy- ‘Find and copy one word that
suggests…..’
 Short response- ‘What does the bear eat?’
 Open-ended response- ‘Look at the sentence that
begins Once upon a time. How does the writer
increase the tension throughout this paragraph?
Explain fully, referring to the text in your answer.’
The table below provides an indication of the importance
of each element within the reading test.
Subject area
Give/explain the meaning of words in context
Percentage of
overall mark
10-20%
Retrieve and record information/identify key details
16-50%
Summarise ideas from more than one paragraph
2-12%
Explain and justify inferences with evidence from the
text
Predict what might happen
16-50%
Identify/explain how information/narrative
contributes to meaning as a whole
Up to 6%
Identify/explain how meaning is enhanced through
choice of words and phrases
Up to 6%
Make comparisons within the text
Up to 6%
Up to 6%
What will the Key Stage 2 English Grammar,
Spelling and Punctuation test comprise of?
(EGPS)
Children taking Key Stage 2 SATs will have two separate
papers.
The design of this test remains unchanged.
(For those of you familiar with the old National Curriculum levels your
child will require a minimum of level 4b to pass).
Paper 1: A grammar and punctuation written task,
lasting 45 minutes.
Children will be provided with a prompt and
stimulus for a short piece of writing.
This test equates to approximately 71% of the overall
mark.
Paper 2: Aural spelling test of 20 words, lasting
around 15 minutes.
Your child will be asked to complete sentences with
missing words. The words will be read aloud. The
word is read aloud first, then it is read within the
context of the sentence and then it is read a third
time. Your child has to write the word in the
appropriate gap.
This test equates to approximately 29% of the overall
mark.
The English grammar, punctuation and
vocabulary test will include two sub-types
of questions:
 Multiple choice
 Short answers-
Answers will require either a word, a few words or
a sentence.
Example of a question‘The sentence below has an apostrophe missing.
Explain why it needs an apostrophe.’
 Explanation
Grammatical terms/word classes
Nouns-
naming word for a person/people, places, objects
nouns can be singular or plural (e.g. cat/cats)
nouns can be common (e.g. dog, cat)
nouns can be proper (e.g. the name of a particular person, place or
thing, and always starts with a capital letter)
- nouns can be collective (e.g. team)
- nouns can be abstract (e.g. those that you cannot see/touch and can be
emotions)
Pronouns- stand in for a noun (e.g. I, you, he, she, we, they, my, your, his, her, our,
their)
Possessive pronouns-used to refer to a specific person/people or
thing/things (e.g. my, mine, our, ours, its, his, her, hers,
their, theirs, your and yours)
Relative pronouns-introduces an adjective clause (e.g. that, which, who, whom,
whose)
Determiners- ‘home’ you in on the noun (e.g. this child, that child, all children,
every child, some children, no child, each child, his child, my child)
Noun phrases- a group of words that describes the noun
Verbs- a ‘doing’ or ‘being’ word. It tells us what is happening in the sentence.
(e.g. jump, run)
Modal verbs- used to express such ideas as possibility, willingness,
speculation, deduction and necessity (e.g. can/could,
will/would, shall/should, may/might, must/ought)
Adverb- the use of ‘ly’ in Standard English to turn adjectives
into adverbs (e.g. quickly, slowly, carefully)
- tells us how, when, or where (e.g. happily, last, then, next, soon, therefore)
- indicating degrees of possibility using adverbs (e.g. perhaps, surely)
Adverbials-a word or phrase which adds detail/provides further information to
a verb. They are used to explain how, where or when something
happened (e.g. I energetically thanked Miss Woods, there was a special
Collective Worship in the hall)
Fronted adverbials- words or phrases at the beginning of a sentence, used to
describe the action that follows (e.g. Before the sun came up,
he ate his breakfast. All night long, she danced. As fast as he
could, the rabbit hopped)
Prepositions- expressing time, place and cause using prepositions (e.g. before,
after, during, in, because of)
Adjectives- describes the noun (e.g. terrible, incredible, beautiful)
Conjuctions- joins two sentences or clauses (e.g. when, before, after, while, so,
because)
Relative clauses- these are clauses that start with the relative pronoun who,
that, which, whose, where, when. They are most often used
to define or identify the noun that precedes them
Inverted commas- speech marks indicating direct speech
Apostrophes- mark possession (e.g. Miss Wood’s coat, the teachers’ coats)
- mark contracted forms (e.g. we have = we’ve)
Contractions- a shortened form of a word or group of words, with the letters
usually marked by an apostophe (e.g. she’d, you’ve, I’d, doesn’t, it’s,
where’d, might’ve, that’ll, wouldn’t)
Prefix- a word or letter/letters placed at the beginning of another word to
change its meaning (e.g. disagree, unexpected, reconnect, illogic)
Suffix- a word or letter/letters placed at the end of another word to change
its meaning (e.g. prediction, properly, reasonable)
Homophones- words that sound alike, but have different meanings and
spellings (e.g red/read, write/right, see/sea)
Synonyms- words that have the same or nearly the same meaning (e.g.
sleepy/drowsy/listless/sluggish, intelligent/clever/knowledgeable)
Antonyms- are two words that have the opposite meaning (e.g. cautious/careless,
complex/simple, brave/cowardly)
Homonyms- are words that are pronounced the same, but have different
meanings (e.g. accessory/accessary, altar/alter)
Profile of marks by content area for the
English grammar and punctuation and
vocabulary test:
Content
Percentage of marks
grammar
punctuation
vocabulary
36-50%
14-29%
4-10%
How will the tests be marked?
All tests will be both set and marked externally.
Your child’s marks will be used in conjunction with
teacher assessment to give a broader picture of
their attainment.
A pupil’s scaled score will be based on their raw
score. The raw score is the total number of marks a
pupil receives in a test, based on the number of
questions they answered correctly. The pupil’s raw
score will be translated into a scaled score using a
conversion table. A pupil who achieves the national
standard will have demonstrated sufficient
knowledge in the areas assessed by the tests. This
will mean that they are well placed to succeed in
the next phase of their education.
Teacher assessments will also be used to
build up a picture of your child’s learning
and achievements.
This draws together everything that we, as
teachers, know about your child, including
observations, marked work and school
assessments.
What can you do to help your child?
Supporting your child will ensure that they
are prepared for this testing.
 Help your child with their homework.
Your child is given spellings and reading homework on a
weekly basis.
 You could buy a CGP study book.
You will be
asked if you would like to purchase this book. This will be
invaluable when supporting your child’s learning at home.
Any questions?
Should you have any questions regarding this
information then please do not hesitate to
ask. No question is ever too small!