All pupils at Key Stage 2 who are assessed as level 3 or above, are given the same written tests in English. The English SATs include Spelling and Handwriting tests, a Reading test, and a Writing test.
Spelling and Handwriting
These are short tests of ten minutes for spelling and five minutes for handwriting. In the Handwriting test, pupils are asked to copy out a given piece of writing in a clear, easy-to-read style. The Spelling test consists of a short piece of writing with missing words. Pupils have to fill in the gaps.
Writing test
Pupils are asked to write a story or produce a piece of writing. They are given four titles to start them thinking: two are story titles, two are more factual, for example they may be asked to write a letter or describe an event. The test lasts for 60 minutes (15 minutes planning time and 45minutes for writing).
It's not a long time to think and write, but usually the children will have practised writing 'timed' stories in class lessons beforehand. Marks are given for an interesting story line, good ideas, a clear beginning, middle and ending, well-presented characters and the correct use of grammar (sentences and punctuation).
Reading Comprehension
Pupils are given a booklet with a selection of written items that include a story, possibly a poem and some factual writing. They have to read each item and answer some questions. The test lasts for 60 minutes and suggests that pupils read for 15 minutes and answer the questions for 45 minutes.
Questions are asked about the characters, the story lines or about the way the piece is written. Other questions test pupils to see if they have understood what they have read, the words used, and the ideas that are presented. Pupils are asked for their opinions as well as straightforward answers to show both understanding and thought.
Very able pupils may take an English Extension Paper to see if they can achieve level 6. The Extension Paper lasts 60 minutes.
Writing Test
Pupils are given several different starting points. They must choose one.
Pupils plan their work on a planning sheet. This gives them some help. For example: -
- Setting: where and when did it happen?
- Characters: who are they? What are they like?
- How does the story begin?
- What happens in the story?
Story Writing
 | The Thunderstorm |
'The sky was dark and heavy. The rain would soon be here. It was the start of a most unusual day.'
Make up a short story using this as a beginning.
 | Lost! |
Write a short story with the title Lost! One of the people in the story could be you or you could write the story about someone else as if you were an eyewitness.
Think about:
- Who or what is lost
- Why he/she/they are lost, or something is lost
- What happens?
 | Trouble in School |
Your school has been broken into. There is a lot of damage. Your job is to write a report for the local paper.
In your report you must:
- Inform people about what has happened
- Explain why it is a major problem for the school
- Ask people for help in catching those responsible
- Ask for offers of help to repair the damage to the school
Broken windowsSpelling Test
Damaged books
Clues left behind by the vandals
Help from local businesses
The test takes about 10 minutes. Pupils are given a short story with gaps for missing words. When the teacher reads the story she tells the pupils the missing words and they fill in the gaps.
might station women talking warm beautiful roof stopped luggage excited appeared distance closer noise above engine looked gradually opened almost gentleWe could hear the train approaching in the distance. Mum and Alice thought we _______ be late but I knew we would get there on time. The ____________was empty except for two ___________at the far end of the platform. They were busy ___________ and hardly seemed to notice us. It was a ___________day and the yellow flowers in the hanging baskets looked ______________ in the sunshine. As I looked up I noticed some birds were nesting were the wall met the ____________. The ladies ____________chattering when they heard the train and picked up their _____________ from the platform. I was so ______________, I could hardly stand still. We has all waited for today to come for weeks and now it was here. The train _______________in the ______________. As it got closer, the _____________ was deafening. 'Can you see anyone yet' shouted Mum ____________ the roar of the ______________. We all ____________ in the windows as the train ______________came to a standstill. The doors ____________ one by one and finally, we saw him. I ran down the platform as fast as I could, _________ tripping over my own feet! When he saw me, he put down his case gave me that wonderful, _________ smile. 'Grandad', I said 'you're really here at last!'
