Thanks to Michael Tidd for this article.
There’s something of a murmuring among Year 6 teachers that when it comes to SATs, if things go well then the credit is shared across the school, but when things go wrong, it’s the Year 6 team who get the blame. Of course, those who work in other year groups would probably just as soon argue that it’s the reverse that’s true.
The truth is, of course, that Year 6 results are inevitably a representation of the work done by all of the teachers who come into contact with children during their time with us. That’s never been truer than today, as we emerge from analysing the results of the first of the new style tests.
For the past couple of years we have been working blind, only able to draw on our own experience of the curriculum to estimate what might crop up and how best we can prepare our pupils. Now we’ve seen the tests and frameworks for real, we can start to make some more informed changes to how we work – and not only in Year 6.
Naturally thoughts will go first to identifying the gaps that need filling for current Year 6 cohorts. Good assessment in school, linked to our knowledge of the tests can help here. Continue reading →