Page 13

Sitting SATs out (CONTINUED FROM PAGE 12)

scrapped’ was carried, although not by a vast majority. As I had sought permission from parents prior to the debate to photograph them and their children, I was able to analyse patterns of parental attitude to SATs. This revealed that, generally, those in favour of the motion were parents of children borderline Level 4 and those against were parents of able Level 5 children.

The numeracy opportunities following

the result are plentiful. Children can complete data-handling activities representing the results. I found this invaluable information to present to governors and the Head Teacher when arguing that our school should take part in the NUT-NAHT boycott of the 2010 SATs, which it subsequently did.

Children who have just completed Year 6 at Ladygrove Primary School in Dawley, Telford, carried out the above while in Year 5. Interestingly, these children felt a true purpose to their education this year because the school decided to boycott the SATs.

Even if your school has participated in the tests this year, I think this activity is still worthwhile as it encourages children and their parents to think critically about the purpose of SATs and the effect they can have on schools and children.

Objectives covered

Literacy Year 6 from Non-fiction unit 3 – Argument 1. Speaking

• use a range of oral techniques to present persuasive arguments and engaging narratives

• participate in whole-class debate using the conventions and language of debate, including standard English

• creating and shaping texts

• in non-narrative, establish, balance and maintain viewpoints

Year 5 from Non-fiction unit 3 – Persuasive writing

1998 Framework objectives covered:

T12 read and evaluate letters, for example from newspapers or magazines, intended to inform, protest, complain, persuade, considering (i) how they are set out, and (ii) how language is used

T13, T14 and T15 read other examples to compare writing which informs and persuades; select and evaluate a range of texts, in print or other media, for persuasiveness, clarity, quality of information; collect and investigate use of persuasive devices

T19 construct an argument in note form or full text to persuade others of a point of view and present the case to the class or a group and evaluate its effectiveness; understand how writing can be adapted for different audiences and purposes

PSHE – National Curriculum References

1b to share their opinions on things that matter to them and explain their views

2a to take part in discussions with one other person and the whole class

2b to take part in a simple debate about topical issues

5g to consider social and moral dilemmas that they come across in everyday life (for example, aggressive behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental issues)

ICT – National Curriculum References

1c to interpret information, to check it is relevant and reasonable and to think about what might happen if there were any errors or omissions

5a working with a range of information to consider its characteristics and purposes (for example, collecting factual data from the internet and conducting a class survey to compare the findings)

If you would like to use Kari’s ideas in your own school, it is essential to secure the agreement and support of your Head Teacher before you begin, regardless of his or her attitude to the Key Stage 2 tests.

Kari Anson is a primary school teacher in Dawley, Telford. She is a member of Wrekin NUT (and its past President) and represents the Midlands on the NUT’s Young Teachers’ Advisory Committee.