Level six SATS
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Re: Level six SATS
The important question to ask yourself is "In what way will this advantage my child?"
In our case, my ds failed his 11+, so the fact that he is being considered for the optional level 6 paper will be another useful factor to add to our appeal. I am therefore, entirely cynically, pleased!
To be honest, I can't actually think of any other circumstances where taking this paper would benefit the child even slightly. And if it adds to their stress, or their parent's stress, I think it could be detrimental.
In our case, my ds failed his 11+, so the fact that he is being considered for the optional level 6 paper will be another useful factor to add to our appeal. I am therefore, entirely cynically, pleased!
To be honest, I can't actually think of any other circumstances where taking this paper would benefit the child even slightly. And if it adds to their stress, or their parent's stress, I think it could be detrimental.
Re: Level six SATS
It is in addition. About 2 weeks later, as I understand it.Maria001 wrote:I have also had a letter suggesting that dd is entered for Optional level 6 maths in year 6. Is anyone certain if this would be instead of level 3-5 or in addition to? I have read all the threads and it is being suggested that it is -in addition to- but, I would just like clarification.
P.S. please don't berate me for considering it
Re: Level six SATS
It can also be taken as an indicator of ability, whatever the relevance of the level 6 it still shows that the primary school considered your child to be more able. Not all secondary schools instantly recognise a bright child. If your child is going to enjoy the challenge you can ignore the attached politics and just go with it!
My assumption is also that a parent using this forum will be aware of the difference in levels between primary and secondary school. This works across all key stages. A year 1 child is sometimes capable of writing at level 3, but that level won't be given. A year 6 child may be writing at level 6 or 7 and again that level won't be awarded.
Levels are arbitrary and IMHO irrelevant to the child's development.
My assumption is also that a parent using this forum will be aware of the difference in levels between primary and secondary school. This works across all key stages. A year 1 child is sometimes capable of writing at level 3, but that level won't be given. A year 6 child may be writing at level 6 or 7 and again that level won't be awarded.
Levels are arbitrary and IMHO irrelevant to the child's development.
Re: Level six SATS
My DS is thrilled to be taking the Level 6 SATs in both English and Maths. I am a teacher at his Primary School too and although the school will use the results for their own benefit it is also a boost for the the pupils to know that their school think that they are capable of achieving a higher level. They will sit the standard SATs during the week of the 14th May and then the following week they will sit the Level 6 papers.
My school have criticised the style of the higher papers as instead of challenging the high achievers, the Maths particularly, is a dumbed down version of the Year 9 SATs papers which can mean a different approach is needed compared to typically Primary Scool methods. However I do believe that if your child is confident with it they should be given the opportunity. My school have let the children choose if they want to try it and the 4 selected all said YES.
After the 11+ many successful children can 'give up ' on primary school as they feel they do not need the SATs which can then harm school assessments - Ofsted and League Tables do not take into account successful 11+ positions.
On a more personal level, my DS missed out on his Grammar School place - waiting for Waiting lists next week - so he is determined to prove his worth this way.
My school have criticised the style of the higher papers as instead of challenging the high achievers, the Maths particularly, is a dumbed down version of the Year 9 SATs papers which can mean a different approach is needed compared to typically Primary Scool methods. However I do believe that if your child is confident with it they should be given the opportunity. My school have let the children choose if they want to try it and the 4 selected all said YES.
After the 11+ many successful children can 'give up ' on primary school as they feel they do not need the SATs which can then harm school assessments - Ofsted and League Tables do not take into account successful 11+ positions.
On a more personal level, my DS missed out on his Grammar School place - waiting for Waiting lists next week - so he is determined to prove his worth this way.
Re: Level six SATS
I have posted elsewhere about the Primary schools not even teaching al of level 5 - surely this is a better first step?
I know very few children who have got 100% in the KS2 tests - again isn't that a good target? We do get the marks in Secondary so we can see who is top level 5 on entry.
I know very few children who have got 100% in the KS2 tests - again isn't that a good target? We do get the marks in Secondary so we can see who is top level 5 on entry.
Re: Level six SATS
My son will sit the level 6 papers in Maths and English. The school are using practice papers which can be found here: http://www.freepastpapers.co.uk/sats-key-stage-2.php I think the questions in the reading paper are similar to the how and why questions that crop up in the 11+ English paper.
I am very pleased, particularly with the Maths, because without it he wouldn't have had anything to work towards this year. Back in September, he scored 97/100 on a standard sats practice paper for maths. Then 32/40 on the 11+ paper, despite the fact that he didn't finish it (he thinks there were 4 questions left). His school have worked really hard to make sure he is continuing to make progress in year 6. So far as I'm aware, there is no benefit to the primaries in getting them to level 6, as the only figures released that are relevant to the more able are how many got level 5+ and how many made 2 levels progress.
My son left KS1 with level 3s (except speaking and listening, which was a 2). He changed primaries at that time, and there was a general consensus that his KS1 level 3s weren't accurate as he came from an Infant school and that also I could expect a dip in year 3 as they weren't equal to a 3 at KS2. He left year 3 with 3A for reading, writing and Maths, and a 3B for science.
Perhaps our children will be better prepared for Year 7, having had a taste of level 6 work, and therefore make better progress next year, than they would have done had they just acheived top marks in the 3-5 paper.
I am very pleased, particularly with the Maths, because without it he wouldn't have had anything to work towards this year. Back in September, he scored 97/100 on a standard sats practice paper for maths. Then 32/40 on the 11+ paper, despite the fact that he didn't finish it (he thinks there were 4 questions left). His school have worked really hard to make sure he is continuing to make progress in year 6. So far as I'm aware, there is no benefit to the primaries in getting them to level 6, as the only figures released that are relevant to the more able are how many got level 5+ and how many made 2 levels progress.
My son left KS1 with level 3s (except speaking and listening, which was a 2). He changed primaries at that time, and there was a general consensus that his KS1 level 3s weren't accurate as he came from an Infant school and that also I could expect a dip in year 3 as they weren't equal to a 3 at KS2. He left year 3 with 3A for reading, writing and Maths, and a 3B for science.
Perhaps our children will be better prepared for Year 7, having had a taste of level 6 work, and therefore make better progress next year, than they would have done had they just acheived top marks in the 3-5 paper.
Re: Level six SATS
The questions are not at level 6 though - see the other thread on this.
They are very 'watered down' and not what level 6 really is. As I said, what about the level 5 that is not even taught in Primary?
They are very 'watered down' and not what level 6 really is. As I said, what about the level 5 that is not even taught in Primary?
Re: Level six SATS
I am sorry if you think/ have found that your primary school does not teach Level 5. The school my son is at definitely does. He was a 5a at the start of Year 5. The teachers have certainly pushed him to achieve with specialist sessions for the brightest groups - stretching them now into Level 6.
Assessment is at the fore front of most teachers' lessons as progress has to be proven teherefore teachers at my school are very aware of what levels they are teaching and helping children achieve.
When I said they are watered down versions of KS3 that is because the original papers go beyond Level 6. Therefore the sections to ask questions on have to be selected carefully.
Assessment is at the fore front of most teachers' lessons as progress has to be proven teherefore teachers at my school are very aware of what levels they are teaching and helping children achieve.
When I said they are watered down versions of KS3 that is because the original papers go beyond Level 6. Therefore the sections to ask questions on have to be selected carefully.
Re: Level six SATS
I am sure that there is plenty of room for improvement regarding the KS2 curriculum for more able children; however, what we have is these 'level 6' papers. I don't think it is a waste of time him taking them as they have given him something to aim for this year. Further, his school don't seem to teach just for sats, but uses sats to demonstrate what the children can do.
Re: Level six SATS
I'm a secondary Maths teacher - primary schools curriculum does not include all level 5.
The level 5 APP foci are:
Using and Applying
identify and obtain necessary information to carry through a task and solve mathematical problems
check results, considering whether these are reasonable
solve word problems and investigations from a range of contexts
show understanding of situations by describing them mathematically using symbols, words and diagrams
draw simple conclusions of their own and give an explanation of their reasoning
Numbers and the number system
use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
round decimals to the nearest decimal place and order negative numbers in context
recognise and use number patterns and relationships
use equivalence between fractions and order fractions and decimals
reduce a fraction to its simplest form by cancelling common factors
understand simple ratio
Calculating
use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
use a calculator where appropriate to calculate fractions/percentages of quantities/measurements understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number
solve simple problems involving ordering, adding, subtracting negative numbers in context
solve simple problems involving ratio and direct proportion
apply inverse operations and approximate to check answers to problems are of the correct magnitude
Algebra
construct, express in symbolic form, and use simple formulae involving one or two operations
use and interpret coordinates in all four quadrants
Shape, Space and measure
use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes
use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
reason about position and movement and transform shapes
measure and draw angles to the nearest degree, when constructing models and drawing or using shapes
read and interpret scales on a range of measuring instruments, explaining what each labelled division represents
solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations
understand and use the formula for the area of a rectangle and distinguish area from perimeter
Handling data
ask questions, plan how to answer them and collect the data required
in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
understand and use the probability scale from 0 to 1
understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
understand that different outcomes may result from repeating an experiment
interpret graphs and diagrams, including pie charts, and draw conclusions
create and interpret line graphs where the intermediate values have meaning
Primaries don't teach all of this .. particularly the shape and handling data. Just compare to a KS2 paper and you will see what I mean.
The level 5 APP foci are:
Using and Applying
identify and obtain necessary information to carry through a task and solve mathematical problems
check results, considering whether these are reasonable
solve word problems and investigations from a range of contexts
show understanding of situations by describing them mathematically using symbols, words and diagrams
draw simple conclusions of their own and give an explanation of their reasoning
Numbers and the number system
use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect
round decimals to the nearest decimal place and order negative numbers in context
recognise and use number patterns and relationships
use equivalence between fractions and order fractions and decimals
reduce a fraction to its simplest form by cancelling common factors
understand simple ratio
Calculating
use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places
use a calculator where appropriate to calculate fractions/percentages of quantities/measurements understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number
solve simple problems involving ordering, adding, subtracting negative numbers in context
solve simple problems involving ratio and direct proportion
apply inverse operations and approximate to check answers to problems are of the correct magnitude
Algebra
construct, express in symbolic form, and use simple formulae involving one or two operations
use and interpret coordinates in all four quadrants
Shape, Space and measure
use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes
use language associated with angle and know and use the angle sum of a triangle and that of angles at a point
reason about position and movement and transform shapes
measure and draw angles to the nearest degree, when constructing models and drawing or using shapes
read and interpret scales on a range of measuring instruments, explaining what each labelled division represents
solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations
understand and use the formula for the area of a rectangle and distinguish area from perimeter
Handling data
ask questions, plan how to answer them and collect the data required
in probability, select methods based on equally likely outcomes and experimental evidence, as appropriate
understand and use the probability scale from 0 to 1
understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean
understand that different outcomes may result from repeating an experiment
interpret graphs and diagrams, including pie charts, and draw conclusions
create and interpret line graphs where the intermediate values have meaning
Primaries don't teach all of this .. particularly the shape and handling data. Just compare to a KS2 paper and you will see what I mean.
