On 6th June 2017 the Department for Education have publicly released the test materials from this year’s Key Stage 1 national tests. These include test papers and mark schemes for Maths, English reading and English grammar, spelling and punctuation sat by KS1 pupils in May 2017.
On 2nd June the DfE published the 2017 performance attainment targets (P scales) and performance descriptors for pupils aged 5-16 with special educational needs (SEN).
What can we learn from the 2017 KS2 reading and grammar test?
Thanks for Shareen Mayers for the following article.
After the challenging reading paper in 2016, many teachers were pleasantly surprised by the 2017 reading paper. The questions seemed to be a little more accessible and the texts appeared to be more relevant to year 6 pupils, especially the English Channel text. Shareen Mayers shares some of her key top tips for teachers and schools!
You can view the 2017 test papers here.
1. Explicitly teach new vocabulary
Once again, the KS2 reading paper had a huge percentage of questions focussed on understanding vocabulary in context (20%). This was the same percentage as last year but some of the words were more familiar. Interestingly, the vocabulary used are all linked to the KS1 and KS2 spelling rules. For example, -ed words, -al words, -ous words and -ing words. Therefore, the spelling rules can also be used to support the pitch of vocabulary that teachers need to expose pupils to in every year group. Please see my blog on vocabulary in the KS2 reading paper. Continue reading →
On 22nd May 2017 the Department for Education have publicly released the test materials from this year’s Key Stage 2 national tests. These include test papers and mark schemes for Maths, English reading and English grammar, spelling and punctuation sat by KS2 pupils in May 2017. Continue reading →
Thanks to Camilla Erskine for this article.
What are the benefits of regularly checking children’s attainment?
The main purpose of checking attainment is to see how children are doing in relation to what has been taught and using the information from that process to inform teaching. Assessment plays a key role in monitoring attainment in this way and this article illustrates its use for both summative and formative purposes.
Teachers will have a good sense of how each child is performing from their day-to-day teaching, but summative assessment can provide independent evidence of attainment to school leaders, parents and the children themselves. The information from such assessment can also challenge assumptions and preconceptions and offer more nuanced information about how a child is doing, potentially highlighting ‘blind spots’ or gaps in knowledge.
How can attainment be checked?
Regular attainment checks throughout the year, for example at the end of a unit of work or on a half-termly basis, can be carried out using a range of assessment resources. These can include tests and tasks created within the school or published materials. The main advantage of using assessments developed by teachers is that they are written specifically to reflect what has been taught over the period for which attainment is being monitored. This approach, however, is time consuming and is not something that everyone feels confident in doing, or has the experience to do effectively. Continue reading →
We understand that consistent writing moderation is a challenge. That’s why we’ve worked with Shareen Mayers – primary teacher, English Consultant and certified KS2 Writing Moderator – to create this FREE Guide to KS2 Writing Moderation to support schools through every step of the process.
The guide includes support with:
- best practice for writing moderation
- preparing for a moderation visit
- spelling and word lists
- making judgements about children’s writing.
It also includes practical top tips and key information about writing moderation.
Achievements of pupils in state-funded primary schools in England have now been published.
Just 5 per cent of primary schools have been announced as being below the floor standard. Schools are considered under-performing if fewer than 65 per cent of pupils fail to reach the expected standard in reading, writing and maths, or if they fail to make sufficient progress in these three key areas.
Thanks to Shareen Mayers for this article on vocabulary in the KS2 reading test.
Since the release of the 2016 KS2 reading test, I have been thinking about the vocabulary element in great depth. I have read endlessly about encouraging pupils to read for pleasure, shared reading, skimming and scanning and engendering a love of books, and I whole-heartedly agree with this but something told me to look deeper at the actual words that pupils were expected to know and understand. Indeed, they all seemed a little closer to home than I expected!
To my surprise, most of the words tested were a part of the national curriculum spelling appendix for KS1 and KS2. Words like ‘dangerous,’ ‘curious’ and ‘unique’ are even listed as non-statutory words within the national curriculum and the spelling rules/areas shown in the table below are all in the national curriculum. Of course, we cannot predict the vocabulary but this was interesting to note.
When teaching spellings, it is also important that pupils understand their meaning in different contexts as well as being able to spell them and use some/most of them in their writing.
This year’s key stage 2 results paint a national picture of schools struggling to deal with the demands of a tough new curriculum. Just 53 per cent of 11-year-olds reached the expected standard in reading, writing and maths in 2016, a drop from 80 per cent in 2015.
But the performance tables reveal that some primaries are coping with the challenge better than others.
At Tennyson Road Primary, in Luton – an authority where results overall were below the national average – 100 per cent of children reached the expected level across the board.
And pupils didn’t just scrape it – average scaled scores (where 100 represents the expected standard) were 109, 110 and 111. To set the achievement in context, the school has a high proportion of pupils with English as an additional language, high mobility and high deprivation. Children start reception with below national average development.
Tennyson Road is an “outstanding” school and used to performing well. However, two years ago, when the results in Year 5 assessments were below what was expected, Head teacher Hilary Power knew the school had to raise its game.
We recently shared the key takeaways from the November 2016 Standards and Testing Agency webinars on primary assessment. The STA have now released videos of these webinars, along with other informative videos on themes such as ‘Understanding Scaled Scores’. You can watch these in their media and training area here.