1. This site uses cookies. By continuing to use this site, you are agreeing to our use of cookies. Learn More.
  2. Hi Guest, welcome to the TES Community!

    Connect with like-minded professionals and have your say on the issues that matter to you.

    Don't forget to look at the how to guide.

    Dismiss Notice

Is there a year 6 SATS support thread?

Discussion in 'Primary' started by NIXIEH, May 3, 2012.

  1. NIXIEH

    NIXIEH New commenter

    First year in year 6 and I am looking for other year 6 teachers to speculate with as nobody else
    I talk to seems to care!
     
  2. NIXIEH

    NIXIEH New commenter

    First year in year 6 and I am looking for other year 6 teachers to speculate with as nobody else
    I talk to seems to care!
     
  3. Having started the year as a y5/6 teacher and upper school leader, i now found myself with year 6 most of the time for the first time. Happy to share and speculate! What a shame noone else much cares...
     
  4. NIXIEH

    NIXIEH New commenter

    Thanks everyone, feels so much better knowing that other people are feeling the same pressure. Gonna concentrate on bits and bobs in maths that the kids have identified but it is the writing that isworrying me the most. Did a narrative piece under test conditions on Fri and when I marked them this weekend they were appalling which did nothing for my stress, however I do like the idea of doing things this week that will boost their confidence. Just got to work on my confidence now [​IMG]
     
  5. Poetry on reading? We've not had one of them since RAIN - joy . . . and spinners before that???
     
  6. Leicester_Vics

    Leicester_Vics New commenter

    This might sound like a silly question and at this point in the year I should probably know this, but I've got the lower attaining children for Lit/maths and I've spent all year getting the basics up to scratch, so we haven't really done much test preparation.
    I'd really appreciate some advice on what little tips I could share with the children this week that might help them pick up one or two extra marks. I haven't taught to the test so far, but am now panicking!
    We've looked at text marking strategies for the reading paper last week to help them look out for key features and I've told them not to spend too long on a question if they get stuck, but what else constitues "answering strategies" that might help them?

    Thanks!

     
  7. jwraft

    jwraft New commenter

    Such as using the available marks to work out what it wants (eg 3 mark questions want 3 points, or 2 points in depth). We've also looked at a list of question words that often come up and what they mean. We did all of this in a couple of weeks and I've found the children scored better since.

    Another tip for your lower attainers is that although you can't read questions out to them, they ARE allowed to read the questions out to you - so if they don't understand the question get them to put their hand up so they can read it aloud to you, I've found this has helped my less able readers score more marks as verbalising the questions has given them a better understanding.

    Good Luck!
     
  8. Leicester_Vics

    Leicester_Vics New commenter

    We've talked about the number of marks, they understand 3 mark questions need more justification with evidence from the text as well as their own opinion.

    Love that second point, I would never have thought about getting them to read the question aloud.
    Thank you for that!
     
  9. In maths there's other insignificant things like get them to look at the numbers/ maths stuff printed on the mental maths sheet as they're waiting for the 'posh lady' to speak. If there's a degree sign think, 'What do I know about angles?' If there's 'mm' think about the relationship to cm etc.

    I'm assuming you've done the good ole test base and discussed about words in bold etc - underline and reread. I'm gonna give my class a quiz of questions and OBVIOUS mistakes this week . . . the ones that the 'test people' think that we're gonna make (e.g.5.6 - 4.79 but don't put a place holder etc).

    For reading do some looking at titles and talking about why things are called that, and some extra comparisons of texts . . . how would reading this non- fiction book about 'Yellow spotted lizards' help your enjoyment of reading 'Holes'? etc. (And defo 3 marks - write 3 different things for your BA children).

    I'm gonna give up on number objectives with my BAs this week - revising (if we're honest short term memory stuff) quads, angles, graphs (10% of marks were graphs and tables last year). GOod luck . . . .and don't lose sleep!


    xxx
     
  10. Leicester_Vics

    Leicester_Vics New commenter

    Thanks Jenni, very useful!
    I don't like the fact that I'm a million times more stressed than they are!
    In maths we spent a week each on the four operations, incorporating practise of calculating, reading and understanding word problems and lots of place value work.
    I'm just stressing as there is so much I haven't covered because of their starting levels. I had lots of level 1 and level 2 children at the start of the year and have had several new starters who have been new to English throughout the year, so it has taken a long time to get them secure on the very basics. Things like ratio and proportion, probability, translation etc I haven't even touched. Argh!
     
  11. Well the probability of ratio popping up is less than likely, and by the sounds of things you've been doing lots of translation with your EAL kiddos this year! Stress not! Eat chocolate! xx
     
  12. NIXIEH

    NIXIEH New commenter

    I hate poetry and we haven't really done any this year as it never comes up in the writing paper, any suggestions on what I can say/do with them to prepare for possible poetry questions. We were picked to have our writing paper externally marked this year so I am trying to anticipate possibilities for that too.
     
  13. jnet51

    jnet51 New commenter

    What worries me, is what is going on in the kids' minds - I have 1 Y6 child who loves reading, but hates writing. He has worked so hard to move his writing from L3 - L4 - but last week, in his independent writing task he wrote about a scenario where he turned into a giant hamster, was unable to hold a pencil during the test, therefore was unable to achieve L4. This resulted in him being "kept back" for years until eventually someone who he called an "Engdangered Species Specialist" came and rescued himfrom his misery!!! Bless him
     
  14. What are we doing to these children? Maybe bring him a tiny keyboard just in case that does happen!
     
  15. Hope you don' t mind me butting in on your thread. I am a retired head teacher turned researcher and publisher. My focus in on boosting Key Stage 2 English results. My name is Eddie Carron and if you Google this name you will find a number of references to my work. I am in process of organising a literacy skills boosting project for the 2012/13 academic year and am looking for Year 6 teachers who would be willing to participate. I believe that where ritual teaching has failed to raise a child's literacy skills to Level 4, they can be raised to this level by a perceptual learnng strategy.
    Participants would be expected to idenfity children likely to fail to achieve Level 4 English and to arrange for these children to complete a daily exercise lasting about 10 minutes. There are no costs whatseoever to participating schools and the likelihood is that every child predicted to achieve Level 3 and about half of those predicted to achieve Level 2 will infact achieve Level 4 or higher.
    If this is something that might interest you. please email me at eddiecarron at btconnect.com for further information. Please do not hesitate to ask any questions relating to either the project itself or my personal bona fides,




     
  16. smallschool

    smallschool New commenter

    We have been looking at poetry this week, just reminding them about personification, alliteration, similes etc- just recapping the vocab and identifying it in a poem, as it always comes up in the reading paper. Also practising mental maths questions from past papers and the talking through the process of working it out.
     
  17. SparkyTeaching

    SparkyTeaching New commenter

    Hi there. We've put together a Twitter account for the imaginary 'Ministry of Maths' (https://twitter.com/#!/Ministry_Maths) who are the devious individuals who write the questions for SATs tests. They tweet dodgy SATs Tips (#SATsTip) and make unhelpful videos (http://www.youtube.com/watch?v=ppQVcfx5R5c).
    There's also some free dodgy posters here: http://www.sparkyteaching.com/resources/ministryofmaths/
    It's from a larger resource and is a bit leftfield, but if you like creative ideas you're welcome to just use the tips on Twitter as reverse psychology to inspire your class to read the questions more carefully!
    Here are some of the cunning things they've been saying lately:
    We always write + or - questions horizontally. Pupils don't think of working it out vertically next to it. Poor lambs. #SATsTip
    Our questions feature strange words... Vertices are angles/corners.
    Confuse your class by yelling "Go sit in the reading vertex!" #SATsTip
    Pupils don't want to mess up our crisp, neat maths tests. Don't tell them they can write/cross out/work out wherever. #SATsTip
    If you like this sort of thing, we'd always welcome any suggestions of your own! And, you never know, it may help your pupils pick up extra marks here and there if they're on high alert for some of the Ministry's tricks.
    Cheers,
    Sparky Teaching
    www.sparkyteaching.com
    @SparkyTeaching



     
  18. I've just had a look at the ministry of maths video. I'd definitely recommend it and I like the idea of getting the kids to come up with similar rules.
     
  19. We can't get youtube at our school. :-(
     
  20. Another tip for the maths paper is to tell the children that if they can't do a question, leave it and come back to it at the end as the papers no longer get progressively harder.
    Remind them that their marks are based on 1 day (per paper) but you know them and what they are capable of so your teacher assessment is fundamentally more accurate although government would have the public believe otherwise.
    Good luck to all you Y6 teachers. I'll stick to my class of Y2, 3 and 4!
     

Share This Page