Guidance on the analysis of Year 5 optional SATs

The following documents should be helpful in drawing out targets for children moving into year 6.

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Writing scrutiny: these are a series of points for the teaching of narrative writing that were put together as a result of several writing scrutinies. The points listed seemed to be fairly common areas for development among children who are either borderline level 3-4 or only just level 4. You may wish to use these as a steer or for purposes of comparison with your own findings. There is also a Writing scrutiny collection sheet which is related to the above document and may be used for note taking during the scrutiny of writing.

Checklist for effective narrative writing: this is taken from the National Literacy Strategy planning exemplification and is intended to provide a sharp focus to the teaching of narrative writing. However, these may be used as a kind of checklist of good narrative writing as you scrutinise samples of writing.

Text types: these can be used for the scrutiny of non-fiction writing. These were adapted from the First Steps Writing Resource Book, which contains further detailed information on these text types.

Assessment framework for text types: these assessment record sheets, adapted from the First Steps Writing Resource Book, will make useful checklists to help identify areas requiring further teaching.

Targets for writing: these have been around for a while but have been included since they can be used as indicators of writing skills in any particular year.

Fiction hooks: these are of greater use when teaching narrative, particularly adventure stories, but might be useful when assessing how aware children are of their audience and how successful they are in engaging the reader's interest.

Teaching points for inferential reading: this is a series of teaching ideas which aims to help children develop as critical readers. It is a long-term approach and might be useful if you feel that inference and evaluation are reading skills needing development.

Targets for reading: like the Targets for writing, these can be used as indicators of general reading skills in any particular year.

The following procedure may be adopted with reference to the writing.

1. Begin by 'impression reading' a cross-section of work and try to gain an impression of the texts from the point of view of purpose and audience - at this stage, consider whether or not you enjoyed reading it. If you did, it is fairly certain that purpose and audience are appropriate for the text type.

2. Using the notes on Teaching Points for Writing Narrative and the collection sheet reread the same scripts and make notes on any areas of weakness, e.g. you may find that the 'problem' of the story is not introduced or anticipated in a sensible way in several of the scripts, and you may conclude that some work on leading from the 'opening' of the story to the first 'inciting' event needs to be planned more carefully.

3. Continue to note areas for improvement as they crop up and where a significant number of children appear to share the same need for improvement, note these down. These will become the main writing targets for the beginning of the next academic year, viz. booster targets.

4. Teach and practise these booster targets early on in year six, which will leave the pre-SAT period free to practise more specific techniques, thereby avoiding any need for cramming.