The Key Stage 2 SATs are over.

We’ve all had a look at the paper. There’s been a gradual evolution over the last few years, and here are a few reflections my Year 6 colleagues came up with.


In English, it seems that there’s a clear pattern in the writing test. The long paper, whatever form it takes, always includes some element of persuasion, which is why so much of our literacy teaching centres around this. We include some persuasion in whatever genre of non-fiction we’re working on in a given week, as we can be sure the long task will require it.

The short writing task always seems to be a short descriptive piece, which is very easy to prepare for. A regular English lesson that requires the pupils to describe anything – a cup, a room, a meal – and make it appealing, will prepare the kids for the 20-minute task.


In science, there is a continuing move away from factual knowledge to AT1 questions. These days, if the children need to know any facts, the are given, one way or another, in the questions. Design an investigation, identify factors, and tick a few boxes on a table. Easy.


Maths, I must say, remains very similar from year to year. That may change, however, as the Framework is implemented.

We all eagerly await next year’s SATs guessing game.