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STA/18/7970/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 2 English grammar, punctuation and spelling Braille Paper 1: questionsSTA/18/7970/BTp 2 [braille page 1] Instructions On your paper write Your first name Your last name Your date of birth Your school name Questions and answers You have 45 minutes, plus your additional time allowance, to complete this test. There are different types of question for you to answer in different ways. Short answers For some questions you need to write a word, a few words or a sentence. Multiple choice answers For other questions you need to choose the best answer from those given and write the letter or number of that answer. Read the instructions carefully so that you know how to answer each question. [braille page 2] Marks Each question has 1 mark. You should work through the booklet until you are asked to stop. Work as quickly and as carefully as you can. If you finish before the end, go back and check your work. [braille page 3] 1. Write the word in the sentence below which should be followed by a comma. Although he was the youngest Tom was one of the tallest. 2. Which sentence must end with a question mark? Write one letter. A. What happened that day might never be known B. What really happened that day C. Someone must know what really happened that day D. I'd like to know what happened that day 3. The prefix re- can be added to the root word play to make the word replay. What is the meaning of the word replay? Write one letter. A. to play together B. to play later C. to play again D. to play badly
3 STA/18/7970/BTp [braille page 4] 4. Write the letter of each sentence below with either Q (if the sentence is a Question) or S (if the sentence is a Statement) or C (if the sentence is a Command). a) In autumn, many trees lose their leaves b) Look at the trees carefully c) Scientists are studying how trees can live for thousands of years d) How can you tell a tree's age 5. Write out the two words in the sentence below which should be followed by a comma, to make it clear that Ana has four favourite things. Ana's favourite things are camping holidays cycling and swimming. 6. Which word in the sentence below is an adverb? Write one letter. The lively crowd cheered loudly when the rally car race began. A. lively B. loudly C. when D. rally [braille page 5] 7. A group of words in the sentence below should be enclosed within a pair of commas. Write out the first and last words of this group. My father who works at the museum gave my class a guided tour. 8. Which sentence is grammatically correct? Write one letter. A. Tomorrow we went shopping at the sales. B. In three weeks' time, I will be on holiday. C. Next weekend, we had gone to the river to fish. D. Last summer, we swim at the beach and collect seashells. 9. Which verb is a synonym of the verb produce? Write one letter. A. make B. buy C. sell D. trade
STA/18/7970/BTp 4 [braille page 6] 10. Which sentence is a command? Write one letter. A. You should bring a coat. B. You will need a coat in case it rains. C. I am going to bring a coat. D. Bring a coat in case it rains. 11. Write the letter of each prefix below with the number of the word which will match it to make a different word. Use each prefix only once. Prefix: A. im B. in C. en D. mis Word: 1. correct 2. mature 3. fortune 4. able [braille page 7] 12. Which option completes the sentence in the past perfect? Write one letter. Soon after a Frenchman _ the first land speed record, it was broken. A. has set B. had set C. set D. was setting 13. Which sentence is written in Standard English? Write one letter. A. Two sports teams come to our school yesterday. B. My friend was tidying the classroom. C. T oday the children done their school play. D. The teachers was going to send a letter next week.
5 STA/18/7970/BTp [braille page 8] 14. Which sentence uses a dash correctly? Write one letter. A. I find baking tricky—there are too many things to go wrong. B. I find baking tricky there are too many things —to go wrong. C. I find baking—tricky there are too many things to go wrong. D. I find baking tricky there are—too many things to go wrong. 15. What is the grammatical term for the part of the sentence which is in italics? Charlie spilt his juice, but it didn't go on his shirt. Write one letter. A. an adverbial B. a main clause C. a noun phrase D. a subordinate clause [braille page 9] 16. Which sentence must not end with an exclamation mark ? Write one letter. A. What a hilarious film that was B. I loved the opening scene C. Was the ending funny D. I have never laughed so much 17. Write out the word in the sentence below which should be followed by a colon. There are two places that I have always wanted to visit the Arctic and Antarctica. 18. Which sentence uses the word in italics as a noun? Write one letter. A. Dancers must be very fit and athletic. B. Can I help you with that jigsaw? C. We heard thunder, but we did not see any lightning. D. The ocean is grey and angry -looking today.
STA/18/7970/BTp 6 [braille page 10] 19. Which sentence is punctuated correctly? Write one letter. A. Lately, the days have been growing noticeably longer and, warmer. B. Lately the days, have been growing noticeably longer and warmer. C. Lately the days, have been growing noticeably longer, and warmer. D. Lately, the days have been growing noticeably longer and warmer. 20. Explain how the modal verb changes the meaning of the second sentence. 1) Yusuf and his sis ter go swimming with their dad. 2) Yusuf and his sister might go swimming with their dad. [braille page 11] 21. Which word class is the word in italics in the sentence below? My brother thinks that football is an amazing game. Write one letter. A. adverb B. adjective C. determiner D. conjunction 22. Write out a subordinating conjunction to show that we ate lunch and listened to music at the same time. We listened to the music _ we ate our lunch. 23. Complete the sentence below with a noun formed from the verb invent. The engineer thought her latest _ would solve the problem. [braille page 12] 24. Replace the words in italics with the correct pronoun. Write one pronoun for each. a) When Jack's grandmother came to stay, she gave Jack some money. b) Jack used his money to buy a game called Gables. c) Jack could not wait to get home and play the new game. 25. Which sentence is the most formal? Write one letter. A. Watching too much television should be avoided. B. You shouldn't watch too much TV. C. Watching lots of TV isn't a good idea. D. You really should try not to watch loads of telly. 26. Jane wants to know if the band is playing at the festival. Write the question she could ask to find out. Remember to punctuate your sentence correctly.
7 STA/18/7970/BTp [braille page 13] 27. Write out the subject of the sentence below. The tightrope walker carried a balancing pole. 28. Write the name of punctuation that could be used instead of commas in the sentence below. Somehow, after much swaying and rocking, the tightrope walker managed to regain his balance. 29. Write out the most formal option in each set of brackets to complete the invitation. We would like to invite you to a (catch-up / celebration / get-together) to mark this (fab / really cool / momentous) occasion. It will (start up / commence / kick off) at 5pm. [braille page 14] 30. Write the letter of each sentence below with S if the noun in italics is singular or P if the noun in italics is plural. a) The customers' hunger was satisfied by the pizza. b) The princess's slippers were made of glass. c) Those are the boys' books. 31. What is the word class of each word in italics? a) Josef has beautiful writing. b) Josef writes beautifully. 32. Which sentence is the most formal? Write one letter. A. She suggested that her mother be present. B. She really hopes to be ready on time. C. Don't forget to lock the door! D. If Johnny's late, we'll start without him.
STA/18/7970/BTp 8 [braille page 15] 33. Write out the four prepositions in the sentence below. On a mountain bike, you can cycle across rocky ground, along muddy paths and over harsh terrain. 34. My grandmother is a ballroom dancing champion poet and singer. a) Write out the word in the sentence which should be followed by a hyphen . b) Write out the word in the sentence which should be followed by a comma. 35. Explain how the position of the apostrophe changes the meaning of the second sentence. 1. What are your brother's favourite toys? 2. What are your brothers' favou rite toys? [braille page 16] 36. Which two sentences below use punctuation to show parenthesis? Write two letters. A. There are some books —including story books—in the cupboard. B. To make space, we moved the chairs, tables and the boxes of games. C. Our classroom, at the end of the corridor, has a red door. D. On Tuesday, we will be selling cakes for charity. 37. Write out the relative clause in each sentence. a) We visited the funfair that came to our town. b) My uncle who lives in Australia has sent me a present. c) My friend whose rabbit I look after is on holiday. [braille page 17] 38. Rewrite the verbs in italics in the simple past tense in the two sentences below. a) During the winter months, the sun does not appear high in the sky. b) The days are much shorter than the nights. 39. What is the grammatical term for the words in italics in the sentence below? My prize was a fluffy green pencil case with a gold zip . 40. Write the letter of each sentence below with A if the sentence is written in the active or P if the sentence is written in the passive . a) The lost dog was found by the children. b) Everyone heard the thunder. c) Nicole was riding her bike.
9 STA/18/7970/BTp [braille page 18] 41. Rewrite the sentence below as direct speech . I asked her if she needed any help. Begin your answer: I asked, _ Remember to punctuate your sentence correctly. 42. Write out the possessive pronoun in the sentence below. When Mum saw that I was wearing Oliver's gloves, she wanted to know where mine were. 43. Rewrite the two sentences below as one sentence using an appropriate co -ordinating conjunction. Remember to punctuate your answer correctly. We have time to play a game. We will have to finish it before dinner. 44. Write out the adverbial in the sentence below. On Wednesday, Felix has a dental appointment. [braille page 19] 45. Write out the relative pronoun in the sentence below. The boy who knocked on our door was at the wrong house. 46. Write out the words in brackets, adding a suffix to each word to complete the sentence . a) Our school believes in (equal) for all pupils. b) We took (addition) clothing in case it turned cold. 47. Write out each word that should begin with a capital letter in the sentence below. the island called zanzibar is in the indian ocean off the coast of africa. 48. Write out the four verbs in the passage below. There were hundreds of gulls circling in the sky. They gathered near the dock, searching for scraps.
10 [braille page 20] 49. Rewrite the verb in italics in the sentence below so it is in the present progressive . I taught my sister to skateboard. 50. Write out the subordinate clause in the sentence below. Hassan and I are going to our dance class; we are going to be late as we missed the bus. :::::::::::: End of test Braille transcript Print version product code: STA/18/7970/BTp ISBN 978-1- 78644-691-6 Electronic PDF version product code: STA/18/7970/BTp ISBN 978 -1-78644- 801-9 © Crown copyright 2018
For test administration 2018 national curriculum tests Key stage 2 Pack contents: An overview of the braille version of the English grammar, punctuation and spelling Paper 1: questions (overleaf) 1 copy of the braille tactile version of the English grammar, punctuation and spelling Paper 1: questions 1 copy of the printed transcript of the braille version of the English grammar, punctuation and spelling Paper 1: questions English grammar, punctuation and spelling Administering the braille version of Paper 1: questions Reminder: The day for this test has changed. This pack must be kept secure and unopened until the start of the test on Monday 14 May. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. MONDAY 14 MAY 2018
2018 Key stage 2 English grammar, punctuation and spelling test The following information explains how to administer the braille version of the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format The key stage 2 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. There is no braille version of Paper 2: spelling. You should use the standard version of the test to administer that component if appropriate. Pupils may have a break between the papers. Paper 1: questions consists of a braille question booklet. There is a printed transcript to help test administrators. Pupils will have 45 minutes, plus up to 100% additional time, to answer the questions in the booklet. Minor changes have been made to the text and layout of the braille booklet, compared with the standard version. You must refer to the printed transcript rather than the standard test questions when administering the test. Equipment Each pupil will need the equipment specied below: • a suitable way of recording their answers, such as a brailler, blue/black pen, dark pencil or word processor (i.e. the usual way they write in class) • braille paper (if the pupil is brailling their responses) Pupils may use the following, if this is normal classroom practice: • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. No additional equipment is allowed. Assistance • You must ensure that nothing you say or do during a test could be interpreted as giving pupils an advantage, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • You may explain or rephrase a question provided you do not give away subject-specic information. For example, if a question asks to ‘insert a pair of commas’, ‘insert’ may be explained but not ‘commas’. • You must not give alternative explanations, e.g. explain ‘inverted commas’ as ‘speech marks’, or name punctuation. • If a pupil asks a question about test content, you must not explain subject-specic terms or expressions. The examples below illustrate how to deal with some common situations: Q. I don’t understand the question. A. Read the question again and pay attention to the key words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. • You must not explain any subject-specic terminology. If any other word in a question is unfamiliar, you may explain it or show them objects to help them understand. Guidance for speci c questions No additional guidance is needed to administer this test paper. Before the test begins Write the pupil’s name, school name and DfE number at the top of every sheet of braille paper used (this is so that markers are able to identify the paper). Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. Ensure you know how to administer any access arrangements correctly. Please refer to the 2018 key stage 2 access arrangements guidance. Check there are enough administrators to maintain adequate supervision for the test. You should consider the possibility that at least one test administrator might need to leave the room with a pupil. Ensure you understand how to deal with issues during the tests. What to do at the start of the test Check that seating is appropriately spaced. Check that pupils do not have mobile phones or other disruptive items. Check that pupils do not have any materials or equipment that may give them extra help. Ensure each pupil who needs it has 1 braille copy of Paper 1: questions. Tell the pupils the duration of the test. How to introduce the test It is important to brief pupils fully at the start of each test. Use this script to introduce Paper 1: questions. This is the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. You should have Paper 1: questions in front of you. You will need to record your answers the same way as you do in class (brailler, word processor etc). Open your question booklet to page 1. I will read the instructions to you. There are di erent types of question for you to answer in di erent ways. You should try to answer all of the questions. If you cannot answer a question, move on and return to it later. You have up to 90 minutes to complete the test. This includes your additional time allowance. Pay particular attention to any instructions within test questions. If you want to change your answer, put a line through the response/use a series of ‘for’ signs (full 6 dot cells) to delete the answer you don’t want the marker to read. Remember to check your work carefully. If you have any questions during the test, you should put your hand up and wait for someone to come over to you. Remember, I can’t help you answer any of the test questions. You must not talk to each other. Are there any questions you want to ask me now? I will tell you when you have 5 minutes left. I will tell you when the test is over and to stop writing. You may now start the test.
How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances you will need to stop the test for each individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the dots have been printed incorrectly • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure the pupils are kept under test conditions and that they are supervised • if the pupils need to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice about what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with once the test is over. What to do at the end of the test If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers are not corrected or amended. Do not transcribe pupils’ brailled answers onto standard test scripts. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script including any unused test material and any additional paper which pupils have recorded their answers on. Make sure each sheet of paper has the pupil’s name and the school’s DfE number clearly written on it. Return the test scripts, and any additional paper, immediately to the senior member of sta who is responsible for collating the test scripts. Ensure you inform them of any pupils who have used additional paper so they can collate the pupils’ responses correctly. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers in test scripts, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including printed transcripts and any unused test papers, must be stored securely until Friday 25 May 2018.
Administering the braille version of Paper 1: questions Print version product code: STA/18/8080/p ISBN: 978-1-78644-775-3 Electronic version product code: STA/18/8080/e ISBN: 978-1-78644-811-8 © Crown copyright 2018 Re-use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licensed under Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identied any third-party copyright information you will need to obtain permission from the copyright holders concerned.
2018 national curriculum tests Key stage 2 English grammar, punctuation and spelling Amendments to mark schemes Modified large print (MLP)
Page 2 of 4 Introduction This guidance is for markers who have been allocated MLP scripts of the 2018 key stage 2 English grammar, punctuation and spelling test. This guidance should be used in conjunction with the standard version of the 2018 key stage 2 English grammar, punctu ation and spelling test mark schemes . Markers should refer to the standard mark schemes when marking MLP test papers , unless an alternative is given in this guidance . Amendments to the mark scheme s The sta ndard mark schemes can be applied to all questions in the MLP versions of Paper 1 : questions and Paper 2: spelling . General guidance to be applied throughout the MLP papers You should make every effort to understand what the pupil has written in an answer, without reading into the answer anything that the pupil did not intend. Some pupils with visual impairment may find it difficult to get their answers across clearly. It may take you longer to read their answ ers. Apply the mark scheme, but be sympa thetic to their difficulties. Be sympathetic to the fact that the handwriting of pupils with visual impairment may be of inconsistent size and formation. They may also have difficulty circling or ticking their answers. Award marks where there is a clear a nd unambiguous indication of the correct answer. If pupils have missed any answer lines or spaces within the text, their answers may be elsewhere on the page. Any unambiguous indication of the correct answer should be credited, working within the parameters of the mark scheme. Markers should contact their supervisors if they have any problems applying the mark scheme to MLP scripts or with specific responses.
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Page 4 of 4 2018 key stage 2 English grammar, punctuation and spelling: amendments to mark schemes – MLP Electronic PDF version product code: STA/18/8088/e ISBN: 978 - 1 - 78644 - 819 - 4 Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copy right and Crown information 2018 Re - use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, the se test materials are Crown copyright or Crown information and you may re - use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the national Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open - government - licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains pub lic sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third - party copyright content in test materials You must obtain permission from the relevant copyrigh t owners, as listed in the ‘2018 key stage 2 tests copyright report’, for reuse of any third - party copyright content which we have identified in the test materials, as listed below. Alternatively , you should remove the unlicensed third - party copyright content and/or replace it with appropriately licensed materials. Third - party content These materials contain no third - party copyright content. If you have any queries regarding these test materials , contact the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov.uk
2018 national curriculum tests Key stage 2 English grammar, punctuation and s pelling Amendments to mark schemes Braille
Page 2 of 6 Introduction This guidance details the amendments made to the standard mark scheme s for questions that have been adapted or replaced in the braille version of the 2018 key stage 2 English grammar, punctuation and s pelling test. This guidance should be used in conjunction with the standard version of the 2018 key stage 2 English grammar, punctuation and spelling test mark schemes. Markers should refer to standard mark schemes when marking braille d test papers , unless an alternative is given in this guidance. Amendments to the mark scheme s Amendments to mark schemes are only provided where the content of standard mark schemes is altered. Amendments to mark schemes are not provided where the only change has been to divide the question into subsections or to alter the layout of the question. The m ark schemes have been amended for the following questions: Paper 1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 24, 25, 30, 32, 34, 36, 40 and 46 Paper 2 There are no amendments to the mark schemes for the spelling component: the standard mark schemes can be applied for all spellings. Read the general guidance below and the information on p.4 before using the standard mark schemes to mark Paper 2. General guidance to be applied throughout the braille papers You should make every effort to understand what the pupil has written in an answer, without reading into the answer anything that the pupil did not intend. Some pupils with visual impairment find it difficult to get their answers across clearly. It may take you longer to read their answers. Apply the mark schemes, but be sympathetic to their difficulties. Any unambiguous indication of the correct answer should be credited. Throughout the test, where question responses are labelled with letters or letters and numbers, pupils may write the letter or letter and number of their chosen answer rather than writing out their answer in full, for example B, D, 1C, 2A. Some braille questions are worded differently from the standard version, but the differences are sufficiently small that the standard mark scheme can still be applied . For example , pupils may write the answer rather than circle the answer.
Page 3 of 6 Marking braille d test scripts Braille d scripts will usually be marked by specialist braille markers who will be provided with the physical copy to be marked. Markers should contact their supervisors if they have any problems applying the mark scheme s to braille d scripts or with specific responses. Amendments to mark schemes for Paper 1: questions Throughout the test, where question responses are labelled with letters or letters and numbers, pupils may write the letter or letter and number of their chosen answer instead of writing out their answer in full, e.g. B, D, 1C, 2A. Q Requirement 1 youngest 2 B 3 C 4 a. S b. C c. S d. Q (in any order) 5 camping, holidays (either order) 6 B 7 who, museum (either order) 8 B 9 A 10 D 11 A2 B1 C4 D3 (in any order) 12 B 13 B 14 A 15 B 16 C 17 visit 18 C 19 D 21 C 24 a. him b. He c. it (any order) 25 A
Page 4 of 6 30 a. P b. S c. P (any order) 32 A 34 a. ballroom b. champion 36 A,C (either order) 40 a. P b. A c. A (any order) 46 a. equality b . additional (either order) Amendments to mark schemes for Paper 2 : spellings A modified spelling booklet has not been produced in braille. Pupils using braille will write their spellings in a list form, using Grade 1 braille on plain braille paper. Markers should take account of annotations on the paper, which may have occurred in the following circumstances during test administration: If any pupil inadvertently uses a braille contraction in their spellings, test administrators may check the pupil’s spelling of the word orally and annotate the paper accordingly. If the test administrator suspects that a braillist has used a braille reversal in their answer, they may ask the pupil to spell the word orally and annotate the paper accordingly.
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Page 6 of 6 2018 key stage 2 English grammar, punctuation and spelling: amendments to mark schemes – B raille Electronic PDF version product code: STA/18/8088/e ISBN: 978 - 1 - 78644 - 819 - 4 Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copy right and Crown information 2018 Re - use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, the se test materials are Crown copyright or Crown information and you may re - use them (not including logos) free of charge in any format or medium in accorda nce with the terms of the Open Government Licence v3.0 which can be found on the national Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open - government - licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third - party copyright content in test material s You must obtain permission from the relevant copyrigh t owners, as listed in the ‘2018 key stage 2 tests copyright report’, for reuse of any third - party copyright content which we have identified in the test materials, as listed below. Alternatively , you should remove the unlicensed third - party copyright content and/or replace it with appropriately licensed materials. Third - party content These materials contain no third - party copyright content. If you have any queries regarding these test materials , cont act the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov.uk
Published: May 2018 2018 c opyright o wnership : key stage 2 n ational c urriculum tests With the exception of the elements listed below, the 2018 key stage 2 test materials are Crown copyright and you may re - use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via t he following link: www.nationalarchives.gov.uk/doc/open - government - licence . When you use this information under the Open Government Licence v3.0, you should include the followi ng attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Schools and other educational establishments, as defined in the Copyright Designs and Patents Act 1988 (C DPA), may re - use the test materials in their entirety for educational purposes. However, if not expressly permitted under the CDPA, any other third party seeking to re - use the test materials should either replace the sections or illustrations listed below or seek permission from the copyright owners, as the Department for Education is not permitted to license the re - use of the listed material. Key stage 2 English reading test material Test title Paper / page Description Reference / copyright owner KS2 English reading test Reading booklet, pages 4 - 5 The Giant Panda Bear The Giant Panda Bear produced for STA. Images of giant panda and bamboo © Clipart.com Image of bamboo forest (586084199) © blew_s shutterstock.com Reading booklet , page 6 Grannie Taken from The Works 4 , edited by Pie Corbett and Gaby Morgan, Ma cmillan Children’s Books, 2005. Author: Vernon Scannell. Reading booklet , pages 8 - 10 Albion’s Dream Taken from Albion’s Dream , Faber & Faber, 1992. Author: Roger Norman.
2 Key stage 2 mathematics and English grammar, punctuation and spelling tests There is no third - party material in the k ey stage 2 mathematics and English grammar, punctuation and spelling tests. © Crown copyright 2018
STA/18/7968/BRp Transcript of the Braille Version 2018 national curriculum tests Key stage 2 English reading Braille Reading booklet The Giant Panda Bear Grannie Albion's Dream
STA/18/7968/BRp 2 [braille page 1] Contents The Giant Panda Bear ............................................................................................. 2 Grannie .................................................................................................................... 7 Albion's Dream ........................................................................................................ 9 [braille page 2] The Giant Panda Bear Panda bears are very popular animals, partly because of their unusual appearance and partly because there is something mysterious and fascinating about them. However, their numbers are falling. It is thought that only around 1600 giant pandas still survive in the wild. 1. Appearance Giant pandas have the same type of body shape as other bears. They have thick black and white fur, which some scientists think may be to disguise them in the snowy and rocky surroundings where they live. An adult can grow up to 1.5 metres and weigh up to 150 kilograms. They might look cute but they have razor - like claws. They also have powerful jaws for crushing and grinding bamboo! [braille page 3] 2. Habitat Giant pandas in the wild live on mountainous slopes in western China. Their habitat is densely populated with fir trees and bamboo. It is the forests in these mountains that attract the panda as bamboo is their favourite food. 3. Diet In the wild, their main diet is bamboo. To survive, they need to eat for most of the day. In fact, they eat 15 to 30 kilograms of food every day and spend 10 to 16 hours feeding. In zoos, they have a specially prepared diet of bamboo, eggs, fish and honey.
3 STA/18/7968/BRp [braille page 4] 4. Cubs Newborn cubs weigh around 150 grams (about the weight of an apple) and are all white at birth. The black spots develop after about a month. They begin eating bamboo at six months and weigh 31 to 36 kilograms at the end of the first year. Cubs stay with their mother for two to three years, reach maturity at five to seven years and live in the wild for about 25 years. 5. Other interesting facts Giant panda bears have to eat every day which means, unlike other bears, they cannot hibernate in t he winter. Giant pandas' bodies are able to digest meat but they rarely eat it. Until recently, scientists thought that pandas spent most of their lives alone, but new studies show that small groups of pandas can share a large territory. [braille page 5 ] 6. Why are people concerned about the giant panda? Many people fear that giant pandas will become extinct as only a few are born in the wild each year and they do not always survive. Bamboo supplies are diminishing in panda habitats, cutting off a vital food supply. In addition, poaching and humans moving into the pandas' territory have also reduced their numbers. There are very few pandas in zoos, although this is changing. Where there are pandas in captivity, important programmes are in place to try to increase their numbers and find out more about these puzzling creatures. 7. How can people help? There are projects where people are invited to 'adopt a panda' . The money goes towards researching, protecting and monitoring them. It also goes towards supporting them in the wild.
STA/18/7968/BRp 4 [braille page 6] 8. What about the future? In two of China's main research centres, 19 cubs have been born. There are now over 300 pandas in captivity and the next challenge is to return them to the wild. The Chinese government has created 50 panda reserves to continue the work. 9. Did you know? In China, the panda is a symbol of peace. The Chinese word for panda is 'Xiongmao ' (giant cat bear) because a panda's eyes are shaped like a cat's. Over the centuries, pand as have also been called ' spotted bear ' and 'black and white bear '. [braille page 7] Grannie 1. I stayed with her when I was six then went To live elsewhere when I was eight years old. For ages I remembered her faint scent Of lavender, the way she'd never scold No matter what I'd done, and most of all The way her smile seemed, somehow, to enfold My whole world like a warm, protective shawl. 2. I knew that I was safe when she was near, She was so tall, so wide, so large, she would Stand mountainous between me and my fear, Yet oh, so gentle, and she understood Every hope and dream I ever had. She praised me lavishly when I was good, But never punished me when I was bad. 3. Years later war broke out and I became A soldier and was wounded while in France. Back home in hospital, still very lame, I realised suddenly that circumstance Had brought me close to that small town where she Was living still. And so I seized the chance To write and ask if she could visit me.
5 STA/18/7968/BRp [braille page 8] 4. She came. And I still vividly recall The shock that I received when she appeared That dark cold day. Huge grannie was so small! A tiny, frail, old lady. It was weird. She hobbled through the ward to where I lay And drew quite close and, hesitating, peered. And then she smiled: and love lit up the day. [braille page 9] Albion's Dream [In this text, Edward describes a strange incident that happened to him in an old farmhouse owned and inhabited by his Uncle Jack.] There were rooms in the old farmhouse which I never saw used and which smelt of a past that held extraordinary fascination for me: little windows where unknown ancestors had sat on autumn evenings; old leather -lined bookcases with books that no one had handled for fifty years; dust that no one had bothered to remove; piles of candle wax in unlikely corners; huge chamber pots and cracked basins, and everywhere a great generosity of space. Outside there was a big lawn hardly walked on, flowerbeds hardly looked at, a vegetable garden which always produced too much, a vast horse chestnut with enough conkers to satisfy the needs of a whole village of boys, a second lawn that nobody ever sat on, and the poignant smells of animals and harvests of a bygone age. [braille page 10] There also lived with Jack an elder ly spinster called Em Sharp who was the true guardian of the place and of the memories of the family. The farmhouse never got any cleaner under her care, but it never got any dirtier either. In fact, she was determined that nothing should change, and nothing did. There were times, as I grew older, when I went to stay with Jack on my own. I followed him on his work around the farm, or explored the empty rooms of the farmhouse. One day – I was twelve years old – it was raining and Jack had taken the car on business. Left to my own devices, I visited the dogs and young chicks, watched Em Sharp for a while as she prepared lunch, then made my way upstairs into the largest and most remote of the empty rooms, where one of the big bookcases had attracted my curios ity. I pulled out some of the books, glancing idly at the contents, and then, as I went to return one of them to its place, my eye was caught by something in the dark recesses of the shelf. I reached in and drew it out. It was a large red dice, but like no other dice I had ever seen.
6 [braille page 11] I took it to the window to inspect it. Each face had a symbol: a tower, a sword, a broken circle, something that looked like a pillar of stone. It was obvious that the dice had been fashioned by hand, for I could even make out the tiny blade marks, and none of the faces was precisely even. As I sat and puzzled over the symbols, it dawned on me that the dice ought to belong to a game of some kind. So I returned to the bookcase to make a thorough search. I looked behind every book and even used my hand to sweep out the shal low gap under the bottom shelf. There must have been ten years' worth of assorted debris under there. Finally I began to edge the entire bookcase away from the wall. It was extremely heavy and it took me some time to get it out far enough to look behind. There was a thick network of cobwebs and dust. I thought for a moment and plunged my hand in the gap. [braille page 12] There was something there, a flat box. It was covered with grime and falling apart. Opening it, I found a board, counters, cards, and a number of little figures. I wiped away the dirt from the lid and made out the title. Albion's Dream it said. At that moment I heard Em Sharp's voice coming up the stairs. "Edward. EDWARD!" she called. "What on Earth are you up to in there?" The door opened. It took her a few seconds to work out what I was doing; then she leapt towards me. "Give me that immediately, Edward." I drew back cautiously. "That box is mine. It's nothing to do with you. It belongs to me." She came forward with frightening intensity, her hand reaching out for the box. I hesitated. If it really was hers, I had no right ... But a stronger sense of justice broke out in me. I had found it by my own efforts. For the time being, at least, it should be mine. :::::::::::: Braille transcript Print versio n product code: STA/18/7968/BTp ISBN 978-1- 78644-690-9 Electronic PDF version product code: STA/18/7968/BTp ISBN 978 -1-78644- 800-2 © Crown copyright 2018
STA/18/7967/BRp Transcript of the Braille Version 2018 national curriculum tests Key stage 2 English reading Braille Reading question booklet The Giant Panda Bear Grannie Albion’s Dream
STA/18/7967/BRp 2 [braille page 1] Instructions On your paper write your first name your last name your date of birth your school name Questions and answers You have one hour, plus your additional time allowance, to complete this test. Read one text and answer the questions about that text before moving on to read the next text. There are three texts and three sets of questions. In this booklet, there are different types of question for you to answer in different ways. Short answers This shows that you only need to write a word or a few words in your answer. Sentence answers This shows that you need to write more words or a sentence or two. [braille page 2] Longer answers This shows that a longer, more detailed answer is needed . You can write in full sentences if you want to. Selected answers You need to choose the best answer from those given and write the letter or letters of that answer. Read the instructions carefully so that you know how to answer the question. Marks After each question, the type of answer required and the maximum number of marks is shown in [brackets]. As this is a reading test, you must use the information in the texts to help you to answer the questions. When a question inc ludes a page reference, you should refer to the text on that page to help you with your answer. You have one hour, plus your additional time allowance, to read the texts in the reading booklet and answer the questions in this booklet.
3 STA/18/7967/BRp [braille page 3] Questions 1-15 are about The Giant Panda Bear (pages 2-6) 1. According to the text, approximate ly how many giant pandas currently live in the wild? [short answer, 1 mark] 2. According to some scientists, how does giant pandas' fur help them to survive in the wild? [short answer, 1 mark] 3. Read Section 1, headed : 'Appearance ' (page 2 ) Pandas 'can grow up to 1.5 metres and weigh up to 150 kilograms .' What else in the text tells us that giant pandas could be dangerous animals? [sentence answer, 1 mark] [braille page 4] 4. Read Section 2, headed: ' Habitat' and Section 3, headed: ' Diet' (page 3) According to the text, what do pandas spend the majority of their time doing? [sentence answer, 1 mark] 5. Write the letters of the following facts about the life of the giant panda cub to show the order in which they happen. The first one is E. A. A cub eats bamboo for the first time. B. A cub leaves its mother. C. A cub develops black spots. D. A cub weighs 31 to 36 kilograms. E. A cub weighs about the same as an apple. [1 mark]
STA/18/7967/BRp 4 [braille page 5] 6. Read Sections 1-5: ' Panda bears are very p opular ... a large territory.' (pages 2-4) According to the text, give one way that giant pandas are ... a) similar to other bears. [sentence answer, 1 mark] b) different from other bears. [sentence answer, 1 mark] 7. Read Section 5, headed: 'Other interesting facts ' (page 4) Complete the sentence below. Recent studies show that ... Write one letter. A. giant pandas always spend most of their lives alone. B. most giant pandas live in captivity. C. giant pandas only live in the wild in China. D. some giant pandas live in the same area. [1 mark] [braille page 6] 8. Read Section 6, headed: 'Why are people concerned about the giant panda? ' (page 5) Find and copy one word which shows that there are lots of things we do not yet know about giant pandas. [short answer, 1 mark] 9. ... cutting off a vital food supply. What does the word 'vital ' mean in this sentence? Write one letter. A. essential B. available C. useful D. healthy [1 mark] 10. According to the text, why are giant pandas under threat of extinction? Give two reasons. [sentence answer s, 2 marks]
5 STA/18/7967/BRp [braille page 7] 11. According to the text, how are people trying to help giant pandas survive? [sentence answer, 1 mark] 12. Look at Section 8, headed: 'What about the future? ' (page 6) Find and copy one word that shows that helping the giant panda is not easy. [short answer, 1 mark] 13. Read Section 8, headed: 'What about the future? ' and Section 9, headed: ' Did you know? ' (page 6) What is one name that pandas have been called in the past because of their fur? [short answer, 1 mark] [braille page 8] 14. Which statement is the best summary for the whole of Sections 6-9? (pages 5-6) Write one letter. A. How the giant panda first got its name. B. How charities raise money for giant pandas. C. How people are working to save giant pandas. D. How giant pandas' territory is changing. [1 mark] 15. Using information from the text, write the letter of each statement below with either F (if it is a Fact) or O (if it is an Opinion). a) Giant pandas are fascinating animals. b) Giant pandas' main food in the wild is bamboo. c) Giant panda cubs weigh about 150g when born. [1 mark]
STA/18/7967/BRp 6 [braille page 9] Questions 16-29 are about Grannie (pages 7-8) 16. Find and copy one word from verse 1 that shows that the poet's grannie made him feel safe when he was a boy. [short answer, 1 mark] 17. How did the poet's grannie react when he behaved badly? [sentence answer, 1 mark] 18. In verse 2, the poet describes his grannie as standing 'mountainous between me and my fear '. This makes her sound big and powerful. What other impressions do you get of his grannie in the same verse? Give two impressions. [sentence answer, 2 marks] 19. What was one effect of the poet getting injured in the war? [sentence answer, 1 mark] [braille page 10] 20. Look at verse 3 beginning: 'Years later ...' (page 7) Find and copy a group of words that means the same as ' took the opportunity '. [short answer, 1 mark] 21. What does the poet ask his grannie to do? [sentence answer, 1 mark] 22. She came. And I still vividly recall ... What do the words 'vividly recall' mean? [sentence answer, 2 marks] 23. Explain what the poet finds 'weird ' about his grannie in the last verse (verse 4). [longer answer, 2 marks] 24. She hobbled through the ward to where I lay And drew quite close and, hesitating, peered. Why does she hesitate? [sentence answer, 1 mark]
7 STA/18/7967/BRp [braille page 11] 25 . What is one thing that did not change about the grannie as she got older? [sentence answer, 1 mark] 26 . Look at the last verse, beginning: 'She came.' Find and copy a group of words that show that his grannie makes a difference to the poet during her visit. [short answer, 1 mark] 27. The experience in the last line could best be described as ... Write one letter. A. amusing. B. shocking. C. puzzling. D. comforting. [1 mark] [braille page 12] 28. Write the letters of the following sentences to show the order in which they happen in the poem. The first one is B. A. The poet arrives in France. B. The poet lives with his grannie. C. The poet is injured. D. The poet's grannie visits him. E. The poet writes to his grannie. [1 mark] 29. The poet descr ibes different stages of his life. Write the letters of the two verses that are mainly about the poet's adult life. A. Verse 1 B. Verse 2 C. Verse 3 D. Verse 4 [1 mark]
STA/18/7967/BRp 8 [braille page 13] Questions 30 -40 are about Albion's Dream (pages 9-12) 30. Read the first paragraph, 'There were rooms ... generosity of space. ' (page 9) What suggests that the inside of the old farmhouse was not very well looked after? Give two things. [sentence answer, 1 mark ] 31. Read the first two paragraphs, ' There were rooms ... a bygone age.' (page 9) Which sentence below best describes the farmhouse? Write one letter. A. It had always been a lifeless place. B. No one ever went there by choice. C. It seemed stuck in the past. D. The outside was better looked after than the inside. [1 mark] [braille page 14] 32. Read 'There also lived ... I had ever seen.' (page 10) Find and copy one word which shows that Em Sharp was in charge of the house. [short answer, 1 mark] 33. Read the second paragraph on page 10. 'Left to my own devices ...' This means that Edward ... Write one letter. A. had lost something. B. was confident with equipment. C. had a good imagination. D. was free to do what he wanted. [1 mark]
9 STA/18/7967/BRp [braille page 15] 34. When Edward was exploring the bookcase he noticed 'something in the dark recesses of the shelf'. Which of the following words is closest in meaning to 'recesses '? Write one letter. A. wood B. spaces C. contents D. design [1 mark] 35. ... it dawned on me that the dice ought to belong to a game ... Which of the following is closest in meaning to 'dawned on me ' as it is used here? Write one letter. A. began to worry me B. became clear to me C. made me feel better D. puzzled me [1 mark] [braille page 16] 36 . How do you know that the bookcase had not been moved for a long time? Give two ways. [sentence answer, 1 mark] 37. How can you tell that Edward was determined to find the game? Give one piece of evidence that shows his determination. [sentence answer, 1 mark] 38. Read '"Edward. EDWARD!" ... it should be mine.' (page 12) What two impressions do you get of Em Sharp at this point in the extract? Use evidence from the text to support each impression. [sentence answer s, 3 marks]
10 [braille page 17] 39. In the last paragraph, Edward does not want to give the game to Em Sharp. Give two reasons why he does not want to part with it. [sentence answer s, 2 marks] 40. Edward found a game. How can you tell that there was something strange about the game? Explain two ways, using evidence from the text to support your answer . [longer answer, 3 marks] :::::::::::: End of test Braille transcript Print version product code: STA/18/7967/BTp ISBN 978-1- 78644-689-3 Electronic PDF version product code: STA/18/7967/BTp ISBN 978 -1-78644- 799-9 © Crown copyright 2018
For test administration English reading Administering the braille version of the reading booklet and reading question booklet 2018 national curriculum tests Key stage 2 Pack contents: Administration instructions for the braille English reading test (overleaf) 1 copy of the braille tactile version of the English reading question booklet 1 copy of the braille tactile version of the English reading booklet 1 copy of the printed transcript of the braille English reading question booklet 1 copy of the printed transcript of the braille English reading booklet Reminder: The day for this test has changed. This pack must be kept secure and unopened until the start of the test on Tuesday 15 May. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. TUESDAY 15 MAY 2018
2018 Key stage 2 English reading test The following information explains how to administer the braille version of the key stage 2 English reading test. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format This test consists of a reading booklet and a reading question booklet. There are printed transcripts of both booklets to help administrators. Pupils will have a total of 1 hour, plus up to 100% additional time, to read the 3 texts in the reading booklet and complete the questions at their own pace. They can approach the test as they choose, e.g. working through one text and answering the questions before moving onto the next. Changes have been made to the text and layout of the braille reading booklet, compared with the standard version. Changes have also been made to the text and layout of the questions in the braille version of the reading answer booklet. You must refer to the printed transcript rather than the standard test questions when administering this test. Equipment Each pupil will need the equipment specied below: • a suitable way of recording their answers, such as a brailler, blue/black pen, dark pencil or word processor (i.e. the usual way they write in class) • braille paper (if the pupil is brailling their responses) Pupils may use the following, if this is normal classroom practice: • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. No additional equipment is allowed. Assistance • You must ensure nothing you say or do during a test could be interpreted as giving pupils an advantage, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil reviews an answer again. • The English reading test must not be read to individuals or to a group, except for the general instructions. However, you may read, and rephrase if necessary, the information in the test instructions on pages 1 to 2 of the reading question booklet to ensure all pupils understand them. • You may help to identify and interpret any pictorial details within the test, but must not help with the reading of any text. Pupils with severe visual impairment will need extra time to interpret pictures and diagrams. You may ‘stop the clock’ while pupils examine them. • You may help pupils to locate pages or paragraphs in the text, as well as the questions in the reading question booklet, but you must be careful that nothing you say or do could be interpreted as giving pupils an advantage. If a pupil asks a question about test content, you must not explain the meaning of any word or expression. The example below illustrates how to deal with a common situation: Q. I don’t understand the question. A. Read the question again and pay attention to the key words that tell you what to do. Guidance for speci c questions There is no additional guidance needed to administer the braille version of the reading test. Before the test begins Make sure you have the printed transcript of the braille booklet. Clearly write the pupil’s name provided during pupil registration, your school’s name and DfE number on each sheet of braille paper if this is how the pupil is answering. Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. Ensure you know how to administer any access arrangements correctly. Please refer to the 2018 key stage 2 access arrangements guidance. Check there are enough administrators to maintain adequate supervision during the test. You should consider the possibility that at least one test administrator might need to leave the room with a pupil. Ensure you understand how to deal with issues during the tests. What to do at the start of the test Check that seating is appropriately spaced. Check that pupils do not have mobile phones or other disruptive items. Check that pupils do not have any materials or equipment that may give them extra help. Ensure each pupil who needs it has 1 unused braille copy of the reading booklet, and 1 braille copy of the reading question booklet. Tell the pupils the duration of the test. How to introduce the test It is important to brief pupils fully at the start of each test. You should use this script to introduce the English reading test. This is the key stage 2 English reading test. You should have a reading booklet and a question booklet in front of you. You will need to record your answers the same way as you do in class (brailler, word processor etc). Open your question booklet to page 1. I will read the instructions to you. Read one text and answer the questions about that text before moving on to read the next text. There are 3 texts and 3 sets of questions. There are di erent types of question for you to answer in di erent ways. Your question booklet will tell how many marks you can get for each question and how much to write. You should try to answer all of the questions. If you cannot answer a question, move on and return to it later. Remember that you should keep referring back to your reading booklet. You have up to 2 hours to complete the test. This includes your additional time allowance. Pay particular attention to any instructions within test questions. If you want to change your answer, put a line through the response/use a series of ‘for’ signs (full 6 dot cells) to delete the answer you don’t want the marker to read. Remember to check your work carefully. If you have any questions during the test, you should put your hand up and wait for someone to come over to you. Remember, I can’t help you answer any of the test questions or read any of the words to you. You must not talk to each other. Do you have any questions? I will tell you when you have 5 minutes left. I will tell you when the test is over and to stop writing. You may now start the test. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the dots have been printed incorrectly • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure the pupils are kept under test conditions and that they are supervised • if the pupils have to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice about what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with once the test is over.
What to do at the end of the test If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers are not corrected or amended. Do not transcribe pupils’ brailled answers onto standard test scripts. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, or word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script and any additional paper which pupils have recorded their answers on. Make sure each sheet of paper has the pupil’s name and the school’s DfE number clearly written on it. Return the test scripts, and any additional paper, immediately to the senior member of sta who is responsible for collating the test scripts. Ensure you inform them of any pupils who have used additional paper so they can collate the pupils’ responses correctly. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers in test scripts, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including printed transcripts and any unused test papers, must be stored securely until Friday 25 May.
Administering the braille version of the reading question booklet and reading booklet Print version product code: STA/18/8079/p ISBN: 978-1-78644-774-6 Electronic version product code: STA/18/8079/e ISBN: 978-1-78644-810-1 © Crown copyright 2018 Re-use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licensed under Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identied any third-party copyright information you will need to obtain permission from the copyright holders concerned.
2018 national curriculum tests Key stage 2 English reading Amendments to mark schemes Modified large print (MLP)
Page 2 of 4 Introduction This guidance is for markers who have been allocated modified large print (MLP) scripts for the 2018 key stage 2 English reading test. This guidance should be u sed in conjunction with the standard version of the 2018 key stage 2 English reading test mark schemes . Markers should refer to the standard mark schemes when marking MLP test papers , unless an alternative is given in this guidance . Amendments to the mark scheme s The sta ndard mark schemes can be applied to all questions in the MLP versio n of the English reading test. General guidance to be applied throughout the MLP papers You should make every effort to understand what the pupil has written in an answer, without reading into the answer anything that the pupil did not intend. Some pupils with visual impairment find it difficult to get their answers across clearly . It may take you longer to read their answers. Apply the mark schemes , but be sympathetic to their difficulties. Any unambiguous indication of the correct answer should be credited. Be sympathetic to the fact that the handwriting of pupils with visual impairment may be of inconsistent size and formation. They may also have difficulty circling or ticking their answers. Award marks where there is a clear and unambiguous indic ation of the correct answer. If pupils have missed any answer lines or spaces within the text, their answers may be elsewhere on the page. Any unambiguous indication of the correct answer should be credited, working within the parameters of the mark scheme. Markers should contact their supervisors if they have any problems applying the mark scheme to MLP scripts or with specific responses.
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Page 4 of 4 2018 key stage 2 English reading : amendments to mark schemes – MLP Electronic PDF version product code: STA/18/8087/e ISBN: 978 - 1 - 78644 - 818 - 7 Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Cr own copy right and Crown information 2018 Re - use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, the se test materials are Crown copyright or Crown information and you may re - use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the national Archives websi te and accessed via the following link: www.nationalarchives.gov.uk/doc/open - government - licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information license d under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third - party copyright content in test materials You must obtain permission from the relevant copyrigh t owners, as listed in the ‘2018 key stage 2 tests copyright report’, for reuse of any third - party copyright content which we have identified in the test materials, as listed below. Alternatively , you should remove the unlicensed third - party copyright content and/or replace it with appropriately lic ensed materials. Third - party content These materials contain no third - party copyright content. If you have any queries regarding these test materials , contact the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov .uk
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