Teachers - level 6 HELP!!

[KS2L6]

Had a meeting at school this week where I was told that school would like to enter my DD for L6 paper in both Reading and Maths. Great! But on questionning, it appears that only minimal plans are in place to support my DD to study for this.

Unfortunately, due to the nature of our school at present, a huge amount of time both in class and through booster/1 to 1 sessions is being put into those children who need to achieve a level 4 (lots are below at present). Not even sure they are boosting children to L5 level, not to mention L6!

However my DD was assessed using old SATs papers at start of term and scored a convincing L5 on both (she has been assessed as a L5 since Y4). She was the only child that scored a L5 on either subject and not many scored L4.

So my question is - other than nag the school a great deal (which we intend to do) how can we best support our DD to be able to do her best on the L6 papers? Are there any particular materials we can use? When I questionned the school on this they helpfully sent my the L6 2011 exemplar papers but obviously we expect the school to use these to give our DD a mock at some point in the future.

Sats are a waste of time, use your energy else where

Some of my class sat the level 6 maths last year, we didn't do any practice for it, (they only sat the test if they wanted to) and they were generally working at about level 6 in the class so didn't need to. If your daughter is a level 6 she won't need to be supported, if she isn't a level 6 then coaching her will give a false level which won't be matched by the work she does in class. ( One third of my class achieved level 6 on the test but as they weren't all regularily working at that level my teacher assessment of some was a level 5) The test and teacher assessment should be supportive of each other, not contradictory.

yy, SATs were designed to be a diagnostic tool. The fact that so many schools coach children through booster sessions is misleading; they do this so that their results will look better in the league tables.

The fact that so much coaching goes on makes them unfit for purpose IMO, and I tend to agree with coccyx.

I agree with the theory that there is no point in studying for the SATS. However if you are sure that this the path you wish to take, then any local Waterstones or WH Smith should carry books by Letts/Rising Stars which will give you a clear idea of what an L6 is achieving. Look for KS3 workbooks/study guides. Some give you a good breakdown as to what differentiates a L5 to an L6.

Trying to be more helpful here!
A good book to have a look at is the Level up series
www.amazon.co.uk/Level-Up-Maths-Pupil-Levels/dp/0435537326/ref=sr_1_1?s=books&ie=UTF8&qid=1319395850&sr=1-1#_ is the pupil book with explanations and covers levels 5-7
There is also a homework book
www.amazon.co.uk/Level-Up-Maths-Homework-Book/dp/0435537407/ref=sr_1_2?s=books&ie=UTF8&qid=1319395850&sr=1-2

which has less explanation but is MUCH cheaper!

I do agree with your points about SATs not being the be all and end all and that if a child is capable of L6 then they will get it, but that is making the assumption that the whole KS2 curriculum has been covered. In this case, it hasn't! DD has spent last 2 weeks along with rest of class visiting column addition - DD has been able to do this since first taught. On the other hand, there are some more complex geometric ideas which DD has received virtually no teaching on.

The problem at our school is that so much time has been spent trying to reinforce the basics for a large percentage of the class who are struggling, that some things haven't been taught.

For example, DD would have no problem with the algebraic questions in L6 papers, she's already explored this concept for herself. But she would have problems with the 'parallel line rule' in angles and interpretting more complex line graphs as she has never been taught this.

I am asking for some help (through materials) to fill in these gaps, because at the moment I remain unconvinced that our school will do this.

It has recently failed OFSTED and will be turned into an academy over this academic year, if this helps give you the idea!

Mine found the level 6 paper was more a question of applying level 5 principles logically rather than extending the topics covered-and simply using common sense rather than being taught anything extra.
If you look at paper 1
Q1 is carroll diagrams with logic
Q2 is basic co-ordinates
Q3 is logic
Q4 is ratio
Q5 is basic algebra
Q6 is also algebra but also logic
Q7 is correlation, which is simply application of logic!
Q8 is logic with a little geometry

and so on!

I wouldn't worry too much, if she is mathematically inclined she should have little problem!

What exactly would be the benefit to your DD of her sitting a level 6 paper?

Mine just did it for the fun of it!

I just need to make it clear that it isn't me asking for my dd to take L6 - SCHOOL WANT TO ENTER HER.

I know what is in both the exemplar papers and the point is dd has not covered all areas. She gets L5 in papers because she is very bright, not because all the curriculum has been covered. I'm just trying to ensure that she doesn't feel out of her depth sitting a L6 paper. One of my options is to refuse to allow her to be entered, but I'm not sure I can do this? Having looked at the paper, I'm confident that she could answer at least 50% of the paper correctly, even without any further work, therefore could get the L6, but I want to cover the geometry and graph work at the appropriate level (yes, L5 if needs be, as this hasn't been done at school).

By the way, I'm not criticising the school from outside, I've been a very active governor for the last six years and have been co-opted to the Interim Executive Board that has been set up since Special Measures. Hence I know the issues.

Please, could someone give me some ideas of material I can explore. I am genuinely NOT a 'pushy mum'. I'd have moved dd years ago if I was (not sure where to though!).

BTW Thanks to those who've already helped!!

Ok, well

1. look at the APP grids for level 6 maths, that will give you some idea of the areas she will need to have covered, there are no "new" areas, just extensions of the level 5 ones.
2. the Level Up books will show you the differences between level 5 and level 6 questions on the same topics
3. look at the level 5-7 papers on emaths for more examples ( because the level 6 paper from last year was the first one for KS2 in some considerable time we are having to use the KS3 papers to give us an idea of the type and wording of questions we MIGHT expect to see. )
4. look at some of the areas you say she hasn't covered, the line graphs for example are just logic-if the line equation is x=4 then everywhere on the line must be on the 4 line! The scatter graphs are similar. Don't overthink the maths involved, just be logical! Quite honestly, last year decent level 5 children achieved level 6 on the test ( one of mine achieved a level 6A!) so getting a level 6 isn't that difficult. But to be a true level 6 she needs to be working at this level in lessons during the year. SO if she isn't being regularly assessed as working at level 6 then a score on a SATs paper won't make her into one. if the school wants her to be a true level 6 they will have to provide the work during the year to show that this is the level she isconsistently working at, which they are clearly failing to do. All the testing in the world won't permit them to assess her as a level 6 if they aren't providing her with the opportunities to show she is. It is this you need to raise with the school, not the content of the tests themselves.

Thanks, snowball, that's really interesting and helpful.

Very concerned about teacher assessment backing test level. DD has been TA'd at L5A for most of last year. They don't appear to be doing any work that could conceivably be assessed at L6 (not sure they're doing any at L5, tbh). Looks like I need to go back and be demanding in my govenor/IEB role as to what they're doing re teacher assessment in maths and reading. I hate doing this, as I have a whole battle between my role as a parent and my role as a governor!

Curriculum objectives for level 6
 use systematic trial and improvement methods and ICT tools to find approximate solutions to equations such as x3 + x = 20  construct and solve linear equations with integer coefficients, using an appropriate method  generate terms of a sequence using term-to-term and position-to-term definitions of the sequence, on paper and using ICT; write an expression to describe the nth term of an arithmetic sequence.  plot the graphs of linear functions, where y is given explicitly in terms of x; recognise that equations of the form y = mx + c correspond to straight-line graphs  construct functions arising from real-life problems and plot their corresponding graphs; interpret graphs arising from real situations
use the equivalence of fractions, decimals and percentages to compare proportions
calculate percentages and find the outcome of a given percentage increase or decrease  divide a quantity into two or more parts in a given ratio and solve problems involving ratio and direct proportion  use proportional reasoning to solve a problem, choosing the correct numbers to take as 100%, or as a whole  add and subtract fractions by writing them with a common denominator, calculate fractions of quantities (fraction answers), multiply and divide an integer by a fraction
solve problems and carry through substantial tasks by breaking them into smaller, more manageable tasks, using a range of efficient techniques, methods and resources, including ICT; give solutions to an appropriate degree of accuracy  interpret, discuss and synthesise information presented in a variety of mathematical forms  present a concise, reasoned argument, using symbols, diagrams, graphs and related explanatory texts  use logical argument to establish the truth of a statement
classify quadrilaterals by their geometric properties  solve geometrical problems using properties of angles, of parallel and intersecting lines, and of triangles and other polygons  identify alternate and corresponding angles: understand a proof that the sum of the angles of a triangle is 180° and of a quadrilateral is 360°  devise instructions for a computer to generate and transform shapes and paths  visualise and use 2-D representations of 3-D objects  enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor
 design a survey or experiment to capture the necessary data from one or more sources; design, trial and, if necessary, refine data collection sheets; construct tables for large discrete and continuous sets of raw data, choosing suitable class intervals; design and use two-way tables  select, construct and modify, on paper and using ICT:  pie charts for categorical data  bar charts and frequency diagrams for discrete and continuous data  simple time graphs for time series  scatter graphs and identify which are most useful in the context of the problem  find and record all possible mutually exclusive outcomes for single events and two successive events in a systematic way  know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems  communicate interpretations and results of a statistical survey using selected tables, graphs and diagrams in support
 know that translations, rotations and reflections preserve length and angle and map objects onto congruent images  use straight edge and compasses to do standard constructions  deduce and use formulae for the area of a triangle and parallelogram, and the volume of a cuboid; calculate volumes and surface areas of cuboids  know and use the formulae for the circumference and area of a circle

Heavens Knows how the formatting will come out there!

If they have interim assessments ( we "test" in November, Feb and June) the least they should be doing is using the KS3 level 5-7 papers so she can achieve a level higher than the level 5 she will get on a year 6 paper. Bowman maths investigations has some multilevel assessments ( so children can do the same investigation but the level they are assessed at depends on their understanding and interpretation) which cover levels 4-6 and wider. The nrich site has investigative work for year 7 which will be useful and the homework she should be getting should be extending her work in class ( by a considerable measure by the sound of it!)

If the school think she is capable of achieving level 6, then they should be teaching her at a level 6 in the classroom. I can't understand why they are not saying they will do this - your dd is entitled to be taught at her level.

Presumably their teacher assessment has her at a top level 5 - they should be equipping her with the skills needed to progress her to a level 6 both in the classroom and in the test.

I would be rather concerned that there is no one else in the school anywhere near level 5 let alone 6!

Agree with others . What is the point of teaching her for SATs (will she need them for a selective secondary?). Something like the 11+ I would agree with making sure she knows the things to be covered as she will benefit (grammar schhool if she wants it). SATs are for schools. If she enjoys maths encourage it by puzzles etc.

Could you have a look at the booklets in WHSmiths? They cover work from the Early Years right up to A level standard, so you should be able to find something suitable. You could then go through the different areas together and work out where she needs extra help. And I don't think you should be made to feel guilty for supporting your child either! Good luck!

Did I miss something? I can't see anywhere that the OP is being made to feel guilty.

Thanks all for listening to me!

Yes, it is very concerning that school are not teaching dd at her level or above. The belief (wrongly) has always been that she is achieving top level 5 already, until this year that's all she can be tested to, so why bother going beyond. Yes, I know they should have been teaching beyond and using TA, but one of the reasons the school is deemed to be failing is due to standards of teaching, particularly in maths, being very poor. These issues are rapidly being addressed but it's not going to make much difference to my dd! The school has also been identified as not meeting the needs of more able children as it has for too long been focussed purely on its relatively high levels of SEN.

Fortunately, she should be going to an excellent local comprehensive that has very high standards (one of the best in the country) and I know that they are much better on teacher assessment etc. However, she will be joining children from much better performing schools so I'm keen to ensure that she has covered the whole KS2 curriculum at an appropriate level. The level 6 paper issue has just helped to identify the massive short comings in the education my dd has received.

If she has been on level 5 since year 4, I think you should be asking what they have been putting in place already to ensure she receives appropriate teaching at level 6. If they have been teaching appropriately (or suddenly decide they can do x and y to teach appropriately and actually put this into practice for a convincing length of time) then you agree to her being tested at Level 6!!

Maths is dead easy, hundreds of books in WH Smiths or amazon or wherever cover it.

Reading I think is harder. Make sure she reads a wide variety of things (newspapers, fiction, non fiction, different genres...) and talk to her about what she's read. Why did the author write it like that......

She has to be able to understand what she's read at a very sophisticated level, which is quite hard for most 11 year olds... (Think about a classic like Animal Farm, at how many levels you could read and understand the text.....)

Think I'm getting somewhere with maths - the Level Up books look helpful, and the KS3 SATs papers may help us to identify gaps.

Reading I'm less concerned about. DD has been a prolific reader since the word go. In Reception I had to speak to the school as the books DD was bringing home had subject content that was too mature for her age, so they agreed for me to provide materials (Roald Dahl, Usborne Readers etc). In Y1, DD was assessed and called a 'free reader' (ORT 14 if relevant). School then started Every Child a Reader and DD was reassessed in Y3 as beyond level 30. She has continued to read anything and everything, thankfully, and so has developed a good literary understanding. However any help on materials to check comprehension would be helpful. We always chat about the books/magazines she is reading, but structured questions would help. Again DD scored 5A on recent assessment (old SATs paper).

She has also been assessed a level 5A on writing, but I know they've already tightened up their TA in this area, as no-one seems too sure what will happen with the writing SAT this year? Also, her reading has helped her to develop a wide vocabulary, grammar and sense of genre.

E maths has some KS3 comprehension papers too-but I would ignore the Shakespeare!