August 2014

Thanks to Ruth Duckworth  for the following article.

One of the areas that has been identified as a weakness for Year 6 pupils taking end of Key Stage 2 reading tests relates to content domain 2a: ‘give or explain the meaning of words in context’.  This is an ongoing concern for teachers, as 20% of the questions on the 2017 reading SATs paper focused on this domain.

Further reaching than Year 6, teachers from Year 2 and across Key Stage 2 know that the increased pitch of vocabulary in both English reading and grammar, punctuation and spelling test papers is a challenge for many pupils - especially when undertaking more formal SATs type format tests (whether half-termly or at the end of each term).  It is therefore imperative to read widely with all children, plan English lessons around high quality texts, and also explicitly teach new vocabulary in context across wider curriculum subjects.

On 14th February 2018, the DfE announced that a small number of schools will be selected to trial the multiplication tables check next month.

The multiplication check follows the introduction of the phonics screening check in 2012, and is designed to ensure children in primary schools know their times tables up to 12 off by heart.

Key information about the multiplication checks:

• The on screen checks will be sat by 8 and 9 year olds in Year 4 and will last no longer than 5 minutes
• This year's trial comes ahead of the mandatory checks in June 2020

On 14th February 2018, the DfE updated the KS1 and KS2 teacher assessment frameworks for 2017/2018.

Changes to KS1 for 2017-2018

• Revised teacher assessment frameworks in English writing, which include:
  • A more flexible approach - teachers can now use their discretion to ensure that a particular weakness does not prevent an accurate judgement of a pupil's attainment overall being made.
  • Revised 'pupil can' statements -  a greater emphasis on composition, whilst statements relating to the more 'technical' aspects of English writing are less prescriptive.
• 'Pupil can' statements for English reading, maths and science are unchanged.
  

Thanks to John Dabell for the following article.

Is it better to ‘predict and prevent’ or ‘fix and find’ or do we do both?

There are thousands of studies available that make claims about impact but how can teachers separate the wheat from the chaff and know what really works and what to avoid.

We know that the effects of high quality teaching are especially significant for pupils from disadvantaged backgrounds. If only we had some discerning and pragmatic guidance to point us in the right direction based on secure and reliable evidence.

On 29th January 2018, the DfE released updated information for local authorities (LAs) about the process and training for moderators of KS1 and KS2 English writing in 2017/2018.

The standardisation process

The standardisation process is designed to assure schools that LA moderation teams have the required knowledge to moderate KS1 and KS2 English writing assessments, ensuring consistency and accuracy across England.  LAs are required to moderate a least 25% of maintained schools and 25% of academies.

Dates for Key Stage 1 and Key Stage 2 administration

January 2018

• 29th Jan - 'Access arrangements' on NCA tools opens

February 2018

• 19th Feb - KS2 'Pupil registration' on NCA tool opens
• 26th Feb - Deadline for schools to submit applications for KS2 early opening and compensatory marks