Firstly on this page you will find exam papers for Keystage 1 listed. There are links to English and Maths papers, as well as links to the Keystage 2 page.

There are two connecting pages containing SAT Practice Papers for KS2 past papers / KS2 exams.

First of all, Key Stage 1 SATs, taken at the end of Year 2 help alert teachers and the school to specific areas where support may be needed. The results are also scrutinised by Ofsted when they inspect schools to determine the consistency in performance and provide evidence of standards improving or declining.

What do the SATs measure?

As a result, the SAT’s test school pupils in the three core subjects. Plus:

  • Your pupils’ school success in teaching these core subjects (English, Maths and Science); and
  • Your child’s progress.

Therefore, the SATs are now carried out at the end of Key Stage 1 (Year 2) and Key Stage 2 (Year 6). In 2010 Key Stage 3 SATs were scrapped and have been replaced by formal teacher assessment in each of the National Curriculum subjects.

Similarly, it was confirmed on 14 September 2017, that Key Stage 1 SATs will be made non-statutory (schools will be able to choose whether they want to take it) in 2023. Until then all Year 2 pupils will be subject to these assessments.

Most noteworthy is that the content of these assessments is prescribed by the National Curriculum.

Keystage 1

SATs Key Stage 1 comprises of Year 1 and Year 2 and pupils’ ages range from 5-7.

This Key Stage normally covers pupils in infant school, but they can also form part of a first or primary school. There is a phonics screening done at the end of Year 1, but the main assessment is done at the end of Year 2.

There are two elements to statutory assessments at the end of Year 2, a combination of tests and teacher assessment judgements.

SATs are completed in Reading, Writing, Mathematics and Science.

For each subject, teachers use the available evidence to reach individual judgements, based on the national assessment framework.

The judgements available for Reading, Writing and Mathematics are:

  • Working at Greater Depth within the Expected Standard
  • At the Expected Standard
  • Towards the Expected Standard
  • Foundations for the Expected Standard
  • Below the Standard of the pre-Key Stage

The only judgement available in Science is ‘Working at the Expected Standard’ or an indication the child has not met the expected standard for his/her age.

Furthermore, for pupils with Special Educational Needs, a separate judgement may be made, on a separate grading system.

Key Stage 1 Test Papers

The tests in Keystage 1 consists of the following:

There are two reading papers. Each paper has a selection of texts and children have to fill in answer booklets. One paper takes about 30 minutes and the other takes about 40 minutes.

There are two Maths papers. Paper 1 is on arithmetic; it takes about 20 minutes. Paper 2 has five aural questions and then some problem-solving questions; it takes about 35 minutes in total.

Subsequently, there is also an optional spelling, punctuation and grammar test that consists of 20 spellings and a 20-minute paper.

None of the papers is strictly timed. Therefore, teachers can use their discretion to decide if pupils need a rest break during any of the tests or, if appropriate, to stop a test early.

 

Exam Preparation for all ages, all in one place.

5 ways to deal with a disruptive pupil

Picture the scene. As a teacher, I have asked a Year 9 pupil to the front as she has been disruptive since the beginning of the lesson. Immediately she is backed up by her crew and they are all ready to point out the many ways in which her human rights and dignity are being threatened. I am the enemy and they are all ready to tell me what they hate about me. What now.

In a recent TES article by Nikki Cunningham-Smith, the leader of a PRU (Pupil Referral Unit) and assistant headteacher in Gloucestershire, she gives us 5 ways to deal with this.

5 Ways:

  1. Minimise verbal communication: Don’t start a discussion in front of an audience. If a discussion is needed, do it in private.
  2. Move them to a new location: If in the classroom, ask them to leave. Don’t engage until they have done so, even if it means you have to hold the door open for them. If in a different space when on duty, ask them to meet you in your classroom or alternatively the head of the year or head of schools office. It is not an option, but they can choose the location. Do not engage further and give them a timeframe. “See you there in 3 minutes”.
  3. Outline the consequences: If they are still reluctant, outline the consequences. “If you don’t leave, I will have to get someone to remove you and it will become a much bigger deal.”
  4. Let them feel listened to: Take the time to breathe while you get them where they need to be. Then give them a chance to talk it out from their side. Be firm. Listen and then explain that their behaviour was inappropriate and that you will not be spoken to in that way. If they do not agree, they can take it further at lunch, but now they need to focus on their work. If you are interrupted start at the beginning and complete your message – known as the ‘broken record’ This is not meant to annoy, but to get the fact across that this is the only message.
  5. A full stop to the situation: When the message has been delivered, ask if there is anything else they want to add. Not to engage in another rant, so stop them if they start and reiterate that it is not relevant and time to move on. Often the reason for the behaviour will come out at this point. Ask them to return to their seat or lunch room.