Now that the KS2 SATs papers 2019 have been released from embargo, we’ve taken a look through both Reasoning papers 1 and 2, and the Arithmetic paper to prepare a brief content breakdown for Year 6 teachers.
As SATs 2020 and SATs 2021 were both cancelled due to the Covid-19 pandemic, although SATs 2022 went ahead as normal, it’s worth reflecting on SATs 2019 as the second most recent paper ahead of SATs 2023.
Working with our expert maths consultant, we’ve attempted to give you the run-down of the lessons we can all learn from the rather ‘interesting’ KS2 SATs papers 2019 to help you plan your approach for Year 6 maths.
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Now, we know the last thing you want to be thinking about is the finer details of the SATs after all the hard work you’ve put in over the past year, and that is why we’ve done this breakdown for you!
In all three of the 2019 Maths SATS papers, there were distinct cliff edges in terms of difficulty- with questions being fairly straightforward until:
Cliff edges are something that test developers are supposed to try to avoid – so it is interesting to see that they were so prominent this year!
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See the 16 lessons you should take from the 2019 KS2 SATs papers, including clues about what may come up in the 2022 papers to help you prepare!
As we revealed in our post on how SATs papers are put together , along with the content domain (the what of the question) there is also the cognitive domain (the how the question is asked) that questions are written against.
In the 2019 papers, there was certainly a shift of asking more cognitively complex questions that required a lot of thinking or processing to either interpret or to carry out the steps required to find a solution or answer.
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The level of cognitive demand required of the children (particularly in Paper 2) is interesting, as there are set requirements over the proportion of each level of cognitive demand that makes up the questions in each suite of papers, and it’s unclear how the 2019 suite meets the Standard and Testing Authority’s framework.
We also saw a number of ‘high cognitive domain, high content domain’ questions, which are supposed to be very limited in number.
There was an element of balancing things out with Paper 3, with there being less cognitively demanding questions, but this doesn’t seem to make up for the complexity of cognitive demand in Paper 2.
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As we have seen already in this article, there were questions this year that were worth one mark, but required a lot of thinking, processing and unpicking.
Again, this is interesting given the requirements set out in the test framework, and could have meant that many children found time management difficult in the KS2 SATs papers 2019.
This question required a high level of spatial reasoning and processing, especially considering it was a single mark, and popped up in a place in the paper that could easily ‘distract’ children into spending a disproportionate amount of time attempting to solve the question.
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This question was also interesting as it had two possible ways of solving – purely spatially (trying to ‘see’ the 2 squares and rectangle) and numerically (realising there are 35 squares, and therefore 2 square numbers needed to fit within this).
However, it was written in such a way that meant that this numerical possibly was ‘hidden’. (There are also arguably issues with the wording of the question, as many children assumed that the lines had to go fully across the card.)
High level of spatial reasoning was also necessary in the cuboid question from Paper 2 (see above) and the triangles question in Paper 3, which required children to make a connection to the properties of a rectangle and its relationship to the triangles to solve the problem (again, for only one mark).
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Take a look at our post on developing reasoning skills to see how you can help your class prepare for the SATs next year.
5. The trickier questions this year meant that children needed to be resilient and creative mathematicians to really succeed in the reasoning papers
As we have said above, a significant amount of the 2019 Maths SATs questions relied on children finding the ‘in’ point – once they have got the way in to the problem, the maths involved was actually, in many cased, fairly simple- but it was challenging to find the ‘in’.
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Children therefore needed to be resilient enough to continue searching for the ‘in point’ and not to be discouraged if they can’t immediately identify how to solve the problem.
A conceptual understanding of maths also helps here, along with a secure understanding of the connections between areas of maths, and familiarity with structures such as the bar model.
This, together with the way the papers were constructed, and the order of the questions, meant that a significant number of children were reduced to tears or became really frustrated during the tests – especially on paper 2.
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Let’s hope next year’s papers are kinder in the way they are put together – but expect there to still be a need for children to keep searching for the ‘in’ point.
6. Similarly to 2018, the KS2 Maths SATs papers 2019 really drilled down and tested ‘true’ fluency, so we can expect this to be a theme that is here to stay…
As we identified last year , lots of the questions across all 3 papers could be seen as testing ‘true’ fluency- that is, that children can use and apply their number facts and connections between numbers and areas of maths, rather than ‘superficial’ fluency – which is children just being able to recall number facts and relationships.
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If you’re looking for a way to make improvements in maths attainment next year, particularly for the KS2 SATs in 2022, take a closer look at how our 1-to-1 interventions can work for you.
Book your no commitment 10 minute demo to discover the impact our 1-to-1 interventions can have for your pupils – it’s never been easier or more affordable. Call us on 0203 771 0095 or contact us here to learn more about how we can help turbocharge maths in your school, even for low prior attainers!
Solve problems with order of operations in the reasoning paper (which also explains why there was only one order of operations question in Paper 1)….
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When you look at the distribution of questions per content domain in the test frameworks, it is clear that some areas/topics are likely to appear every other year, or even every 3 years.
Despite this, we had a question involving the mean this year, despite it also being tested last year, along with volume reappearing too.
As always, there were some omissions- which is simply due to the fact that the test writers can’t test everything in one year (see our how SATs papers are created post for more on this).
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This goes some way to explain, for example the lack of time questions (beyond the rate question in Paper 2) with no time durations, telling the time, or 24 hour clock conversions tested.
This could mean that telling the time will come up in the KS2 SATs papers 2023 in some way, shape or form, so to prepare take a look at our blog which is all about how to teach telling the time.
We’ve got to the stage where most elements of the content domains in the test framework have been tested at least once over the past 3 years.
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However, reading between the lines of this years paper, we can make some predictions, and there is a strong chance that we will see the following types of questions next year:
We should also expect roman numerals to make a reappearance, but almost certainly for a single mark (so, as always, you may want to consider if this is a good use of the limited teaching time you have).
Third Space Learning’s expert maths tutors work to cover all elements of the KS2 curriculum, so if you would like to find out how we can help plug gaps in all of the areas above, get in touch with us today.
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Despite the issues identified above, as with previous years, most areas of the KS2 maths curriculum were covered with all of the content domain ‘strands’ making an appearance.
This is good, as it shows the test developers are sticking to their statutory test framework for the content element at least (see our comments on the cognitive domains above!).
If you want to read in more detail about how the content of the papers (reading, GPS and maths) breaks down, Year 6 teacher @_missiebee will be taking a look at the content coverage of the papers here.
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Whilst there were other issues with the Arithmetic paper this year, especially in terms of the spread of content and the difficult ‘cliff’ (see above), what we have said before is still true:
The key to the arithmetic paper is children identifying between questions that could be carried out mentally (or with jottings) vs those that needed a fuller written method.
If children
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