History[ edit ] The assessments were introduced following the introduction of a National Curriculum to schools in England and Wales under the Education Reform Act As the curriculum was gradually rolled out fromstatutory assessments were introduced between andwith those in Key Stage 1 first, following by Key Stages 2 and 3 respectively as each cohort completed a full key stage. The first assessments in Key Stage 1 were a range of cross-curricular tasks to be delivered in the classroom, known as standardised assessment tasks - hence the common acronym 'SATs'.
The reading level is too hard for the students. I have to simplify, to reword the questions for my students, and then they can do it.
There seems to be an idea that somehow it is unfair to expect students to interpret problems on standardized tests and in curriculum texts: Certainly teachers try to help students to read and interpret mathematics text and discuss problem-solving strategies with them.
In addition, most reading teachers do not teach the skills necessary to successfully read in mathematics class. Listening to teachers reword or interpret mathematics problems for their students has led me to start conversations with teachers about taking time to work specifically on reading and interpretation.
One strategy we arrived at is for teachers to model their thinking out loud as they read and figure out what a problem is asking them to do. Other strategies include dialoguing with students about any difficulties they may have in understanding a problem and asking different students to share their understanding.
The strategies that we have shared have come from years of working in the classroom to improve student comprehension. None of us had previously studied the unique difficulties involved in reading mathematics texts.
Knowing how to use the unique symbols that make up the shorthand of mathematical statements—such as numerals, operation signs, and variables that stand in for numbers—has always been part of what mathematics teachers are expected to teach.
So in a limited way, we have always been reading teachers without realizing it. Martinez and Martinez highlight the importance of reading to mathematics students: At the same time, they begin to see mathematics, not as an isolated school subject, but as a life subject—an integral part of the greater world, with connections to concepts and knowledge encountered across the curriculum.
Our traditional form of mathematics education is really training, not education, and has deprived our students of becoming truly literate.
Knowing what procedures to perform on cue, as a trained animal performs tricks, is not the basic purpose of learning mathematics. Unless we can apply mathematics to real life, we have not learned the discipline.
If we intend for students to understand mathematical concepts rather than to produce specific performances, we must teach them to engage meaningfully with mathematics texts.
When we talk about students learning to read such texts, we refer to a transaction in which the reader is able to ponder the ideas that the text presents.
The meaning that readers draw will depend largely on their prior knowledge of the information and on the kinds of thinking they do after they read the text Draper, Can they synthesize the information? Can they decide what information is important?
Research has shown that mathematics texts contain more concepts per sentence and paragraph than any other type of text. They are written in a very compact style; each sentence contains a lot of information, with little redundancy.
The text can contain words as well as numeric and non-numeric symbols to decode. In addition, a page may be laid out in such a way that the eye must travel in a different pattern than the traditional left-to-right one of most reading.
There may also be graphics that must be understood for the text to make sense; these may sometimes include information that is intended to add to the comprehension of a problem but instead may be distracting. Most mathematics textbooks include a variety of sidebars containing prose and pictures both related and unrelated to the main topic being covered.
In these we might find a mixed review of previous work, extra skills practice, a little vignette from an almanac, a historical fact, or a connection to something from another culture.
Such sidebars often contain a series of questions that are not part of the actual exercises. Although they are probably added to give color and interest to the look of the page, they can be very confusing to readers, who might wonder what they are supposed to be paying attention to.
Spending time early in the year analyzing the structure of the mathematics textbook with students can help them to read and comprehend that text. When I reflect on my own experiences in the classroom, I realize that students need help finding their way around a new text.
They often will just read one sentence after another, not differentiating among problem statements, explanatory information, and supportive prose. As we strive to develop independent learners, asking students questions about the text structure can help them to focus on the idea that texts have an underlying organization, that different texts may have different structures, and that it is important to analyze the structure of the text being used.
In addition to the unique page formatting and structure of most mathematics texts, the basic structure of mathematics problems differs from that of most informational writing.May 09, · In maths they are able to count and write numbers to 15 although they cannot workout one more/less.
They are able to name 2/3 2-d shapes and add very simple number to 5 using a number line. I have levelled them as P7. May 09, · I am struggling to level 2 children who have SEN and one child who is EAL.
All children are able to write their name the 2 with SEN can write 2/3. P scales: attainment targets for pupils with SEN Performance (P scale) attainment targets for pupils with special educational needs (SEN).
(P scales) and performance descriptors for pupils. PCC uses placement tests to help determine your skill level in reading, writing, and math.
Placement test scores can also fulfill prerequisites and demonstrate required skill levels for courses.
materials exemplified here are for pupils who are working at levels P4, P5, P6, P7 and P8 in writing. THE P SCALES 4 - 8 P SCALE 4 Key stage 1 Assessment and reporting arrangements p. 23 Key stage 2 Assessment and reporting arrangements p.
Child A P Scale: 4. Officially, schools only had to report pupils’ National Curriculum levels in Reading, Writing and Maths. However, the curriculum also covers a number of other subjects (including Science, ICT, Art, .