Welcome to Year 6 S.A.T.s
Information for Parents
When are the SATs?
Monday 11th May 2015 English Reading test
(Level 6 reading test)
Tuesday 12th May 2015 English SPAG test
(Level 6 SPAG test)
Wednesday 13th May 2015 Mental maths
and Paper 1
Thursday 14th May 2015 Maths Paper 2
(Level 6 both maths tests)
Level 6
• We will use the mock SATs to decide whether
your child should be entered for the level 6
test.
• Please note that if the child doesn’t get level
5a in their maths SAT, they won’t be eligible to
achieve level 6.(Even if they get enough points
to deserve one!)
Where and How?
• Most pupils will take the test in either the gym
or their classroom.
• Some students will be in small nurture groups
if their teacher feels they need this support.
Equipment
•
•
•
•
•
Please try to ensure your child has:
A pen that works!
A pencil which has been sharpened
An eraser
A ruler.
How can we prepare at home?
• Use the revision booklets and websites suggested
tonight.
• Small bursts of revision are better than
‘cramming’ the night before.
• Encourage your child and be positive about what
they do know.
• Have early nights.
• Limit screen time especially before school.
• Eat a nutritious breakfast.
• If possible, walk to school.
How can we revise?
Choose the style that suits you best.
Try:
1.Websites which quiz you throughout or at the
end.
2.Read and make notes.
3.Ask someone to test you.
4. Set up a revision timetable.
Do a bit every night.
On Test days
• Arrive at school on time.
• All tests will be done in the morning.
• Bring the right equipment – pen, pencil, ruler
and rubber.
• Bring a snack for after the test.
• Have a positive attitude! You know it, so prove
it!
What to do if your child is unwell.
• If your child is ill on the day of the SATs test,
you should be aware that they can’t take it
another day.
• Encourage them to come to school and take
the test. They can go home straight after the
test.
• If they are ill during the Mock week, they can
take the test on their return.
Holidays
• Please avoid taking school holidays during
SATs week. They will not be able to take the
test on their return. Any holiday booked
during SATs week is unauthorised.
End of Key Stage Two English
Assessments
Monday 11th May
Reading paper
Children will have a total of one hour to read the texts and complete
the questions at their own pace.
The booklet will contain three or four texts not linked in themes. The
least demanding text will come first with the following texts increasing
in level of difficulty.
• Approximately 35 to 40 questions (totalling 50 marks).
• shorter, closed response items (such as multiple choice and
matching questions)
• shorter, open response items
• longer, open response items that require children to explain and
comment on the texts in order to demonstrate a full understanding.
• Questions are worth 1, 2 or 3 marks.
The Reading Test
Tuesday 12th May
S.P.A.G – split in to two papers
Spelling
Punctuation
And
Grammar
Paper one
• short-answer questions, consists of between 40
and 50 questions assessing grammar, punctuation
and vocabulary.
• Each question is worth one or two marks with a
total for the paper of 50 marks.
• selected response items (such as multiple choice
questions) or
• short, open response items, in which children
may have to write a word, a few words or a
sentence.
The Punctuation and Grammar Test
Paper Two
20 sentences, which are read aloud by a
member of staff.
Each sentence has a word missing which the
child must complete.
The task is worth a total of 20 marks.
The
Spelling
Test
How to Help
• Reading: ask opinions about the characters in the
text. Ask why your child thinks these things.
Discuss why certain words may have been used.
For example: bursting out of the box rather than
moving out of the box.
• SPAG: Use the SATs buster homework booklets to
revise terms. See next slide. When reading their Star
book, ask your child if they can pick out examples
of the word classes from a passage or explain the
use of punctuation.
Revision books you child is using:
These books are for you child to write in and
can be kept after SATs.
This is a ‘loan’ book to be returned after SATs.
We ask pupils NOT to write in here.
Maths Assessments
Paper A
Paper B
Mental Maths
th
13
Wednesday
Mental maths
Paper 1
May 2014
Thursday 14th May 2014
Paper 2
Paper 1 & 2 - The written papers.
45 minutes each.
Start at level 3 and increase in
skill and difficulty to level 5.
No calculators to be used at all.
Match each clock to the correct time.
One has been done for you.
12
1:45
9
3
6
12
half past ten
9
3
6
12
ten to seven
9
3
6
12
9:10
9
3
6
Circle the number nearest to 1000
1060
1049
1100
960
899
Write in the missing digits to make this correct.
4
×
2
Tick two cards that give a total of 5
1 14
1 12
1 34
1
34
3
44
32
1
6
0
5
2
A shop sells batteries in packs of four and packs of two.
4 batteries
£ 1.48
2 batteries
85p
Simon and Nick want two batteries each.
They buy a pack of four and share the cost equally.
How much does each pay?
John says,
‘Every multiple of 5 ends in 5’
Is he correct?
Circle Yes or No.
Yes / No
Explain how you know.
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Tom does a survey of children's favourite breakfast cereals.
These are the results for Class 6
Class 6
10
8
Number 6
of children
4
2
0
Choc Honey Corn Golden
Grain Bites Flakes Corn
How many more children in Class 6 prefer Choc Grain than Golden Corn?
On the grid, draw the reflection of the shape in the mirror line.
You may use a mirror and tracing paper.
mirror line
Mental Maths
This test is given by a recording on CD.
Once it has started it is not allowed to be stopped.
The voice gives all the instructions as well as reading the questions.
There are 20 questions, in 3 sections.
The first 5 questions have only a 5 second interval; the next set of 10
questions have a 10 second interval and the final set of 5 questions have a
15 second interval.
The questions in each set start at level 3 and go up to level 5.
Quick calculation skills, requiring secure number facts and a range of mental
calculation methods are needed as there is no time do anything more than
jot a few things down.
What is school doing?
•Teaching the curriculum to give your child the relevant skills and
knowledge.
•Setting homework that reinforces their learning but also
prepares them for the test.
•Setting revision homework at February half term and the Easter
holidays, intended to promote maths skills.
•Providing small group teaching, either in class or additional
sessions for those who are not yet a secure level 4.
What can I do?
•Encourage your child to do their homework and the extra
revision.
•Encourage your child to work out what they have to do for
themselves. They need to be able to interpret the question.
•Encourage them to check what they have read and to make
sure what they have done, answers the question.
•Practise number facts and other life skills such as time,
weights and measures.
•Ensure that your child has the basic equipment: pencil (plus
one spare) and pen. Ideally a ruler too. We will supply the
rest.
Science
• No national assessment this year.
• However, teachers must submit a level for
science for every child in year 6.
End of Year 6 Level
• All pupils at The de Montfort School will sit two
tests in the Summer term.
• These are past SATS papers, and will be
completed on a computer using a testing web site
called Alfie.
• They will be given a level at the end of the year
based on their mark on these papers, plus topic
tests and their classwork.
Check your child’s progress using Alfie:
my.alfiecloud.com
Achieving a high level in Science –
what the school will do.
• Revision guides issued next half term.
• Some topics from first school will be revisited.
• Science homework will still be set on a regular
basis – usually once per week.
• All children should have a science workbook to
use for homework. If not, ask the teacher!
Achieving a high level in Science
• Selecting the right equipment for different tasks.
• Making measurements (e.g. lengths, weighing
ingredients, temperature).
• Making predictions (“what do you think will happen
if…?”).
• Fair testing (only change one thing).
• Reliable results (do three tests and work out the
average).
• Conclusions with ‘er’ words (“the faster the car, the
shorter the journey time”).
• Using scientific vocabulary.
Questions.
• Do you have any questions that are suitable
for all?
• Do you have any questions you would like to
ask any of us individually?