BIG SATs SIT-IN

You have achieved the expected standard for KS2 SATs.

Share your results with your friends on Facebook

Now try the maths test

Now try the English test

English children are amongst the most tested in the world. If you want to see an end to high-stakes SATs tests, join our campaign.

Join us

Try the Big SATs Sit-in test papers

Parents across the country have been joining the Big SATs Sit-in to see for themselves the type of questions Year 6 pupils will face in the Spring.

If you couldn't make it to one of our events, you can still try our maths and English papers. All the questions are taken from the 2018 KS2 SATs tests. See how you cope under the same pressurised exam conditions as our 10 or 11-year-olds.

Each test will last 10 minutes. Once you have read the instructions, click the timer to begin.

Start the maths test

Start the English test

General

To begin the test, click on the timer to start your two minute countdown.

Good luck!

Maths paper

You must not use a calculator to answer any questions in this test.

Type your answer in the box for each question. If the answer is a fraction, it can be typed using the / key
e.g. 1/2 = ½

Marks

In this test, long division and long multiplication questions are worth 2 marks each. You will be awarded 2 marks for a correct answer. All other questions are worth 1 mark each. The total number of marks available is 14.

To begin the test, click on the timer to start your 10 minute countdown.

English paper

You will be awarded one mark for each correct question. The total number of marks available is 10.

To begin the test, click on the timer to start your 10 minute countdown.

At the age of 10 and 11, children should be expanding their knowledge and enjoying a wide and varied curriculum. They should be preparing to take their next steps towards secondary school. Instead, thousands of year 6 pupils spend months cramming for KS2 SATs.

Teachers have no time to deliver varied and interesting lessons as they focus just on English and maths. Many of them feel compelled to ‘teach to the test’.

At home, pupils and their parents undergo stress and pressure as they fear the stigma of failure.

And what purpose do these tests serve? Absolutely none, other than a way to judge schools against each other. Children become data points and their education is sacrificed to a system that is in thrall to league tables.

The system was designed to measure schools’ progress but it’s not working out that way. With such a narrow curriculum, SATs can’t paint a true picture of all that a school has to offer. Meanwhile, children believe that SATs represent a judgement on their own abilities. Almost one in four now believe their results will help them to find a job in the future. And over a third of children taking SATs in 2018 had to be told they had failed, just as they were about to embark on secondary education.

At More Than A Score, we believe there is a better way to assess our schools and measure our children’s progress. We’re calling for the government to commission a comprehensive, independent review of the current system to produce recommendations for an approach that’s fit for purpose.

Please join us to call for change in the current over-testing regime. There are lots of ways to make your voice heard. Our parents’ toolkit includes resources and ideas to help you take action.


9th July 2018

One in four children believe SATs results will affect future job prospects.

As schools across the country learned the results of this year’s KS2 SATs results, More Than A Score issued a warning about pupils’ perceptions of the testing regime: almost one in four pupils (23%) believe their results will help them to find a job in the future.


Find out more


21st June 2018

Katie’s story: standing up to say ‘No’

“I love being a teacher – instilling in children a love of learning, seeing those light bulbs go on when something just falls into place. Unfortunately for many teachers, including me, those moments are becoming fewer and further between.”


Find out more


21st June 2018

Elizabeth’s story: children are not data

“All three of my children learn differently and have different strengths and weaknesses, but they all have the same unlimited potential to succeed.”


Find out more

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