KS1 SATs this week...

[WhattodoSue]

In our school at least. I'm curious to know if my DD notices, or comments on anything different to normal happening. There has been no explicit build up to them really. Just normal school work (although I did get the comment that English was boring because it is just grammar - although that was probably before SPaG was cancelled).

I must confess, I'm also curious to know what teachers think of them level wise. And I can't quite get my head round how the formal administration could work if they are much to hard for some children. Do those children get to do something else when they have had enough? I cannot imagine how the whole thing could work.

We used that it's great!

Just had a look at the Gaz Needle sheets- they look great. Thanks for the tip!

I wouldn't feel comfortable with a child of 6/7 being obsessed with benchmarking himself

Glad to help, MrsKCastle

Thanks so much for directing me to the Gaz Needle sheets, I wondered if you could confirm whether the SATS score overrides the TA or not?
My head seems to think this is the case which is why she encouraged me not to gather evidence.
I do afl but I have no written recored of it, Im so worried, my mum's battling cancer, I'm up all night throwing up as 9 weeks pregnant and I could really do without this straw about to break this camel's back!

Also do the Gaz Needles sheets count for a lot in terms of evidence?

TIA

Your moderator will want to see a list of scores from the tests and your books. You need to be able to show evidence for the interim framework statements in the books. The tests are only one piece of evidence - if a child did badly in the tests but you have evidence that their work meets all the expected requirements, then they are at expected. Similarly, if a child did quite well in the tests, but their books don't show evidence of all the required statements, they're not at expected. I think Gaz Needle created those sheets as specific pieces of evidence for the interim framework statements - I would use them for bits I felt needed beefing up, evidence-wise.

Here's the document you need:

www.gov.uk/government/publications/teacher-assessment-moderation-requirements-for-key-stage-1

Plus the clarification document:

www.gov.uk/government/publications/clarification-key-stage-1-and-2-teacher-assessment-and-moderation-guidance

Deep breaths. You can do this! And in a few weeks it'll all be over anyway.

I've a feeling the answer to that is that it may depend on your moderation team. In theory it shouldn't, but I can see a situation where moderators might not allow the expected standard to be given if it wasn't reached in the test.

What do you have in books? I would start there, then you will have a clearer idea of where your gaps are.

Sorry to hear about your mum

I'm sorry too - sounds like a lot to.deal with.

Gaz Needle also does some weekly checks that may help.

friendlyneighbourhoodteacher.wordpress.com/2016/03/30/ks1-maths-moderation/

If you are on TES, the White Rose KS1 problems might help you.
t.co/t0JCnij9hm

There's also the NCTEM materials for year 2.
www.ncetm.org.uk/public/files/23305578/Mastery_Assessment_Y2_High_Res.pdf

Possibly whiteboards can be photocopied and annotated for evidence e.g. methods/resources used. So you might be able to start a few lessons with a problem solving activity from areas of the curriculum you don't think you have enough evidence for.

Thanks all.
I give them rising stars mental maths tests every week then anything they got wrong I've got evidence of further practice.
They've taken riding stars end of term tests each term again I've addressed gaps in their knowledge through QLA and subsequent planning.
I do photocopy white boards and get them to work independently into their books.
I just haven't used that list of bullet point to gather evidence from.
I have given them the sample papers at three points through the year and that proves their understanding has progressed.
I've also given maths homework so maybe I'll be able to cobble something together.
It's just hard not to turn a molehill into a mountain when your personal life is all over the place.

We found out today we are being moderated

We did the arithmetic paper today and in the instructions it said the children were allowed a ruler. They only need a ruler for the reasoning paper so I'm assuming this was a mistake.

I think that was the final twist of ruler-gate. Suspect after all the conflicting information they just picked a final answer and went with it.

Originally there were several conflicting pieces of information about whether one was aloud.

allowed

Can't even blame autuocorrect for that one.

It just meant the more canny children used it to help them with fractions!

Hmm, not only is DS not traumatised by SATs, he says "puzzle books" as they call them are the most fun thing he's done in school this year.

Not sure if that says more about his teacher or about him :(

Some of mine used the rulers as number lines and no I hadn't taught them how! Had respect for one of mine who turned it over to where mms were and used it to add 2 2 digit numbers!

I did wonder when they made the change whether people would teach children to use them as number lines.

That's brilliant jennie. Sadly I don't think you're going to be able to use that as evidence for reasoning about number or addition.

The ruler was for the methods in the arithmetic. I taught mine to do both addition and subtraction on number lines and my whole class of year twos got above 90% (proud teacher)

We also found out today that we are being moderated.

Thank goodness they decided they could have one in the end, bumbleclat - at least twice they'd said that there was to be no.ruler!

Commiserations, hulababy

Still waiting to find out if we are being moderated. We should have found out this afternoon.