End of Year Expectations Year 6
In the summer term of Year 6, all pupils in England take national assessments – known as SATs. They will sit tests in:
Spelling, Punctuation and Grammar
Children’s writing will also be assessed at this time, although this is not via a formal test. Rather children’ writing from across the year will be assessed to see if children have met the end of Year 6 expectations.
The tests themselves will be marked externally but your child’s marks will be used in conjunction with teacher assessment to give a broader picture of their attainment. These tests are designed so that children’s progress from the end of KS1 to KS2 can be monitored and the data will be used by the children’s new high school to help guide them on the children’s current ability. They might highlight areas where children are struggling but also where children are making advanced progress so may need further pushing in high school.
For the majority of the year we stay constant with the rest of the key stage and teach our learning adventure topics as normal. However, come the second half of the Spring Term, we come off topic and begin SATs preparation boosters and interventions. During this time, we also do SATs morning boosters for all children in order to give additional small group support with key members of staff, thus giving the children more confidence and skills to answer SATs style questions.
As a school, the children’s emotional well-being is what we have at heart and we strive to ensure that children don’t feel pressured, overwhelmed or anxious about the SATs year. Instead we encourage the children to always strive to do their best, be confident in their abilities and take pride in their work
Information for parents and carers on the end of year expectations for children in our school.
The staff have identified these expectations as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
- Refers to text to support opinions and predictions.
- Gives a view about choice of vocabulary, structure etc.
- Distinguish between fact & opinion.
- Appreciates how a set of sentences has been arranged to create maximum effect.
- Recognise complex sentences Skims and scans to aid note-taking.
- Use subordinate clauses to write complex sentences.
- Use passive voice where appropriate.
- Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
- Evidence of sentence structure and layout matched to requirements of text type.
- Semi-colon, colon, dash to mark the boundary between independent clauses.
- Correct punctuation of bullet points. Hyphens to avoid ambiguity.
- Full range of punctuation matched to requirements of text type.
- Use wide range of devices to build cohesion within and across paragraphs.
- Use paragraphs to signal change in time, scene, action, mood or person.
- Legible, fluent and personal handwriting style.
- Read and write numbers to 10,000,000.
- Round any number to any degree of accuracy.
- Add and subtract negative integers.
- Use tables to work with decimals (to 1dp).
- Multiply 4-digit whole numbers by 2-digit whole numbers.
- Divide numbers up to 4-digits by a 2-digit whole numbers and recognise remainders.
- Multiply and divide decimals by 10, 100 or 1000 in their head.
- Multiply and divide a number with up to two decimal places by 1-digit and 2-digit whole numbers.
- Work out simple % of whole numbers.
- Use ratio to show the relative sizes of two quantities.