[PDF] 2018 Key Stage 1 Year 2 - English Test Braille Version.pdf | Plain Text

STA/18/7978/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 English grammar, punctuation and spelling Braille Paper 2: questions

STA/18/7978/BTp 2 [braille page 1] Practice questions a. Find the full stop below. The classroom display is great. [braille page 2] b. Which is the correct option to complete the sentence below? _ going to Jasvir's party. A. Were' B. W'ere C. Wer'e D. We're [braille page 3] 1. Which is the correct word to complete the sentence below? It was raining heavily, _ Fatima went out to play. A. but B. if C. or D. that [braille page 4 ] 2. Find and copy the adjective in the sentence below. The tree was taller than the house. 3. We saw the boat move across the pond. What type of word is boat ? A. a verb B. a noun C. an adjective D. an adverb [braille page 5 ] 4. We went to a football game. Our team lost and I was very _happy. Add two letters to the word happy to make a word that means not happy. 5. Find and copy the adverb in the sentence below. We all sang loudly in assembly.

3 STA/18/7978/BTp [braille page 6 ] 6. Write full stop or question mark to show which punctuation mark should complete each sentence. A. When will we get to London B. When should I start cooking the dinner C. When the bell rings, it will be lunchtime [braille page 7 ] 7. Which are the two nouns in the sentence below? We played with our cat in the garden. A. played B. cat C. in D. garden [braille page 8 ] 8. Look at these four words. cheerful helped hopeless kind ness The words finish in -ful, -ed, -less and -ness. What is the name for this part of the word? A. an adverb B. a noun phrase C. a suffix D. a verb [braille page 9 ] 9. Find and copy one word in the sentence below that can be replaced with the word if. My friend and I ride our bikes to school when the weather is good. [braille page 1 0] 10. Which punctuation mark is needed in the sentence below? Charlie read a story a poem and a letter. A. a comma B. an apostrophe C. a question mark D. an exclamation mark

STA/18/7978/BTp 4 [braille page 11] 11. Which option is punctuated correctly? A. My sister loves netball she plays every Saturday B. my sister loves netball She plays every Saturday. C. My sister loves netball. She plays every Saturday. D. my sister loves netball. she plays every Saturday [braille page 12] 12. The sentence below should all be in the past tense. Find and copy one word that needs to be changed. The swimming pool was closed so Ted plays in the park. [braille page 13] 13. What is the sentence below? The end punctuation is missing. What a fantastic piece of work that is A. a statement B. a command C. an exclamation D. a question [braille page 14] 14. Find and copy the verb in the sentence below. Lisa puts all the cars in her big box . [braille page 15] 15. Which sentence shows what the teacher is doing now? A. The teacher wrote on the board. B. The teacher is looking at the paintings. C. The teacher asked the class to tidy up. D. The teacher was reading a story. [braille page 16] 16. Find and copy the two words that need a capital letter in the sentence below. last week i visited the zoo with my brother. 17. Find and copy the word that shows the sentence below is in the present tense. The drink is very hot.

5 [braille page 17] 18. The king could not decide which present he liked best. Write the words could not as one word, using an apostrophe. 19. Write a command a teacher could say at the end of playtime. Remember to use correct punctuation. :::::::::::: End of test Braille transcript Print version product code: STA/18/7978/BTp ISBN 978-1- 78644-686-2 Electronic PDF version product code: STA/18/7978/BTp ISBN 978 -1-78644- 796-8 © Crown copyright 2018

For test administration English grammar, punctuation and spelling Administering the braille version of Paper 2: questions 2018 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille key stage 1 English grammar, punctuation and spelling Paper 2: questions (overleaf)   1 copy of the braille Paper 2: questions   1 copy of the printed transcript of the braille version of Paper 2: questions The optional English grammar, punctuation and spelling test can be administered during May 2018 . The confidentiality and integrity of the test must be maintained until Friday 1 June . The test must not be shared or made available outside your school before this date. Please ensure you have read and understood the 2018 modified test administration guidance before administering the test. CONFIDENTIAL

Page 2 of 8 2018 Key stage 1 English grammar, punctuation and spelling test The key stage 1 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. There is no braille version of Paper 1: spelling. You should use the standard version of the test to administer that paper, if appropriate. Pupils do not have to sit both papers on the same day. If both papers are administered on the same day, pupils may benet from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. Test packs must not be opened until the pupils are in the test room ready to complete your school’s rst administration of the test. All test materials, including unused test papers, must be stored securely until Friday 1 June. Paper 2: questions The following information explains how to administer the braille version of the key stage 1 English grammar, punctuation and spelling test Paper 2: 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 1 test co-ordinator before you administer the test. Please follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 2: questions consists of a single question booklet. • There is a printed transcript of the braille booklet to help test administrators. • It is expected that the standard version of the test will take approximately 20 minutes to complete, but it is not strictly timed. Pupils using braille tests are automatically entitled to up to 100% additional time. • It is at your discretion to choose when, or if, pupils require a break during the test or whether, if appropriate, to stop the test early. • 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 that nothing you say or do during the test could be interpreted as giving pupils an advantage, for example indicating that an answer is correct or incorrect, or suggesting the pupil reviews an answer again. • You must not explain any subject-specic terminology. If any other word in a question is unfamiliar to pupils, you may explain it, or show them objects to help them understand. • You must not give alternative explanations, for example explain ‘commands’ as ‘instructions’ or name punctuation. The document ‘Notes for readers in the English grammar, punctuation and spelling test’, which can be found at www.gov.uk/government/publications/notes-for-readers-in-the-english- grammar-punctuation-and-spelling-test-short-answer-questions, gives examples of how to read particular types of question in Paper 2. 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 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.

Page 3 of 8 Guidance for speci c questions The ‘How to introduce the test’ section tells you how to introduce the 2 practice questions. Practice question a. Braillists do not have to copy the sentence. They may show the test administrator where the full stop is by describing the position orally, by physically pointing to the place or by placing ‘sticky tack’ in their chosen location. Practice question b. Braillists do not need to write down the whole word; they should simply write down the letter of their chosen answer. You may use this example of a multiple-choice question to familiarise braillists with how to answer such questions. Q1 , Q3. Braillists should write down the letter of their chosen answer. Q6. Braillists may either copy the three sentences and add their chosen punctuation to each or may simply write full stop or question mark for A, B and C. Q7. Braillists should write down the letters of their two chosen answers. Q8 , Q10 , Q11 , Q13. Braillists should write down the letter of their chosen answer. Q14. The wording of the target sentence has been amended. The mark scheme has been amended accordingly. Q15. Braillists should write down the letter of their chosen answer. Before the test begins • Make sure you have the printed transcript of the braille booklet. • 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 by referring to the 2018 key stage 1 access arrangements guidance. • Check there are enough administrators to maintain supervision and support during the test. You should consider the possibility that at least one test administrator might need to leave the room with a pupil. • Read ‘Notes for readers in the English grammar, punctuation and spelling test’. • Ensure you understand how to deal with issues during the test. 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 question booklet for Paper 2: questions. How to introduce the test • It is important to brief pupils fully at the start of each test. Use these instructions to introduce Paper 2: questions. This section continues on the next page.

Page 4 of 8 How to introduce the test (continued) • The wording of these instructions can be adapted, provided the meaning is retained. This is the key stage 1 English grammar, punctuation and spelling test Paper 2: questions. The test will take around 40 minutes. This includes your additional time allowance. You should have Paper 2: questions in front of you. Write your name on your braille paper. If you want to change an answer, you should put a line through the answer you don’t want to be marked, or use a series of ‘for’ braille signs (all 6 dots). Now turn to page 1. There are 2 practice questions that we’ll do together. • Read the question to the pupils. Find the full stop below. • Then read the sentence. The classroom display is great. • Give pupils the opportunity to answer the question. If any pupil is not sure what to do, explain what they need to do to answer the question. Tell the pupils to turn to page 2. • Read the question to the pupils. Which is the correct option to complete the sentence below? • Then read the sentence. _ going to Jasvir’s party. • Direct pupils towards the options and then give them the opportunity to answer the question. If any pupil is not sure what to do, explain what they need to do to answer the question. • Tell the pupils that: There will be other types of question. If you are unsure how to answer, you should put up your hand to ask. You need to work on your own. You need to think of your own answers and you must not talk about them with anyone else. Try to answer all of the questions. If you can’t answer a question, move on to the next one and come back to it later if you have time. Read each question carefully so you know what it is asking. Remember to check your work carefully. If you have any questions during the test, you should put your hand up and wait for me/someone to come over. Remember that I/we can’t help you answer any of the test questions. Do you have any questions? Turn to page 3 and start the test.

Page 5 of 8 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 on 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 • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • All test materials, including printed transcripts, must be stored securely until Friday 1 June. • 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, including spelling, are not corrected or amended. Marking the tests • Use the key stage 1 test mark schemes and the amended mark schemes for braille to mark the test, following both the general guidance and any specic guidance for each question.

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Administering the braille version of Paper 2: questions Print version product code: STA/18/8076/p ISBN: 978-1-78644-771-5 Electronic version product code: STA/18/8076/e ISBN: 978-1-78644-807-1 © 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 1 English grammar, punctuation and spelling Amendments to mark schemes Braille

Page 2 of 4 Introduction This guidance details the amendments made to the standard mark schemes for questions that have been adapted or replaced in the braille version of the 2018 key stage 1 English grammar, punctuation and spelling test. This guidance should be used in conjunction with the s tandard version of the key stage 1 English grammar, punctuation and spelling mark schemes. You should refer to standard mark schemes when marking the braille 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 further divide the question into subsections or to alter the layout of the question. Mark schemes have been amended for the following questions: Paper 1 There are no amendments to the mark schemes : the standard mark schemes can be applied for all spellings. Read the general guidance below and the information on p. 3 before using the stand ard mark schemes to mark Paper 1 . Paper 2 1, 3, 6, 7, 8, 10, 11, 13, 14 and 15 General guidance to be applied throughout the braille papers  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 differ ences 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 4 Amendments to mark schemes for Paper 1: 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 administr ation :  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 bra ille reversal in their answer, they may ask the pupil to spell the word orally and annotate the paper accordingly. Amendments to mark schemes for Pa per 2: questions Q Requirements 1 A 3 B 6 A. Question mark B. Question mark C. Full stop Braillists may either copy the three sentences and add their chosen punctuation to each or may write full stop or question mark for A, B and C. 7 B and D 8 C 10 A 11 C 13 C 14 puts 15 B

Page 4 of 4 2018 key stage 1 English grammar, punctuation and spelling: amendments to mark schemes – Braille Electronic PDF version product code: STA/18/8085/e ISBN: 978 - 1 - 78644 - 816 - 3 Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copyright 2018 Re - use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on t his 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 f ollowing 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. Exceptions – third - party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2018 key stage 1 tests copyright report’, for re - use 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 conte nt and/or replace it with appropriately licensed material. Third - party content These materials contain no third - party copyright content. If you have any queries regarding these test materials , contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk .

Published: May 2018 2018 c opyright o wnership : key stage 1 n ational c urriculum tests With the exception of the elements listed below, the 2018 key stage 1 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 ac cessed 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 the licence. Schools and other educational establishments, as defined in the Copyright Designs and Patents Act 1988 (CDPA), 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 l isted 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 1 English reading test material Test title Paper / p age Description Reference / copyright own er KS1 English r eading test Paper 1: reading prompt and answer booklet, pages 4 - 11 Little Cousin Clare Taken from My Wonderful Treasury of 115 Five - Minute Bedtime Stories , Walker Books, 2011. Author: Nicola Baxter Paper 1: reading prompt and answer booklet, pages 12 - 19 Lunchb ox: The Story of Your Food Lunchbox: The Story of Your Food , Walker Books, 2013. Author: Chris Butterworth Paper 2 : reading booklet , p ages 4 - 6 Games From Around the World Original idea derived from “A Life Like Mine – How Children Live Around the World” (Dorling Kindersley Ltd, 2002) Description of games ad apted from 10 Fun Games from Around the World , Parents.com, Kris Bordessa , 2015 . Available at:

2 http://www.parents.com/fun/games/educational/games - from - around - the - world/ A d ditional content taken from : TOPICS Online Magazine, Sandy and Thomas Peters, 1997 - 2011. Ava ilable at: www.topics - mag.com/edition11/games - section.htm Paper 2 : reading booklet , page 7 Cobweb Morning Taken from The Jungle Sale , Viking, 1998. Author: June Crebbin Paper 2: reading booklet , p ages 8 - 9 A New Home Adapted from Refugees , Lothian Books, 2004. Author: David Miller Key stage 1 mathematics and English grammar, punctuation and spelling tests There is no third - party material in the k ey stage 1 mathematics and English grammar, punctuation and spelling tests. © Crown copyright 2018

STA/18/7960/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 English reading Braille Paper 1: reading prompt and q uestion booklet

STA/18/7960/BTp 2 [braille page 1] Contents Little Cousin Clare ................................................................................................. 2 Lunchbox: The Story of Your Food ........................................................................ 15 [braille page 2] Useful word: cousin Little Cousin Clare When Bryn heard that his little cousin, Clare, was coming to visit, he was very excited. He lived on a farm, a long way from the nearest village, and he didn't have any brothers or sisters. ..................................................................................................................................... [braille page 3 , facing page 2] Practice questions a. What is the name of the boy who lived on the farm? b. How did he feel about his cousin visiting? A. worried B. surprised C. happy D. angry [braille page 4 ] Bryn got out all his trucks and cars and arranged them in a line. He decided Clare could choose first which to play with, although he couldn't help hoping it wouldn't be the big , blue truck. Dad came into Bryn' s bedroom. "I'm glad to see you're tidying up, Bryn," said Dad. "Your room looks much better now." ..................................................................................................................................... [braille page 5 , facing page 4] 1. Why did Bryn get out his toys? A. He was deciding which one to play with. B. He wanted to hide them from Clare. C. He wanted to tidy them away. D. He was getting them ready for Clare. 2. What did Dad say looks much better now?

3 STA/18/7960/BTp [braille page 6 ] But Bryn hadn't finished. He started to sort out his books and put all the ones about animals together and all the ones about trucks together. He wondered if Clare would like different kinds of books, as she was a girl, but he couldn't imagine anyone not liking animals and trucks. After all, his mother was always driving big tractors on the farm. ..................................................................................................................................... [braille page 7 , facing page 6 ] 3. Which two topics did Bryn sort his books into? 4. Who drives the tractor on the farm? A. Bryn B. Bryn's dad C. Clare D. Bryn's mum [braille page 8 ] Bryn was too excited to eat much breakfast the next day. He was waiting for the sound of wheels in the driveway. When they came, Bryn hid behind his mother and tried to peep around her legs for his first sight of Clare. All he could see was a lady carrying something wrapped up in a blanket. "Bryn," smiled his mother, "this is Aunt Jo." [braille page 9 , facing page 8] Aunt Jo bent down. "And this is your little cousin, Clare," she said. Bryn looked right into the face of a tiny, sleeping baby. ..................................................................................................................................... [braille page 10] 5. ... tried to peep around her legs ... What does this tell you about Bryn? A. He did not want to see his cousin. B. He was angry about the visit. C. He was nervous about meeting Clare. D. He did not like his cousin Clare. [braille page 11] 6. Why was Bryn surprised when he met his cousin?

STA/18/7960/BTp 4 [braille page 12] "Excuse me," he said. "I just have to put some things away." "He's been very tidy recently," his mother told Aunt Jo. "He's growing up so fast." As Bryn put away his trucks and his books, he didn't really feel bad that Clare couldn't play with them. It meant he had a little more time to have the big, blue truck all to himself. He would lend her his big, blue bear instead. After all, [braille page 13, facing page 12] there's nothing like a baby to make you feel much more grown -up than you've ever been before. ..................................................................................................................................... 7. Why did Bryn put his toys away? 8. What did Bryn decide to give Clare to play with? [braille page 14] 9. Think about the whole story. Which of these are true and which are false? A. Bryn liked to play with trucks. True or false? B. Bryn's mother worked on a farm. True or false? C. Bryn lived in a village. True or false? [braille page 15] Useful words: wheat grains dough yeast [braille page 16] Lunchbox: The Story of Your Food Do you take a lunchbox to school with you? There are lots of different things you could have in a lunchbox, such as sandwiches, juice and fruit. Have you ever wondered where your food and drink come from? .....................................................................................................................................

5 STA/18/7960/BTp [braille page 17, facing page 16] Practice questions c. Find and copy two things you could have in your lunch box. d. Which words mean the same as wondered? A. thought about B. stared at C. picked up D. eaten from [braille page 18] Bread A farmer plants seeds in spring. By summer, they have grown into tall, waving wheat with fat, ripe grains at the tip of every stalk. The farmer cuts the wheat with a giant machine called a combine harvester. Then the farmer sends the grains to a flour mill. [braille page 19, facing page 18] The miller grinds the grains of wheat into flour and then trucks take the flour to a bakery. ..................................................................................................................................... 10. What do the seeds grow into? 11. The miller grinds the grains to make them into ... A. seeds. B. wheat. C. flour. D. dough. [braille page 20] 12. What takes the flour to the bakery? A. the farmer B. the miller C. the trucks D. the combine harvester [braille page 2 1] The baker mixes the flour with water, sugar and yeast, turns it into soft, squashy dough and bakes it in a very hot oven. Out come fresh loaves of bread, ready to send to the shops. .....................................................................................................................................

STA/18/7960/BTp 6 [braille page 2 2, facing page 21] 13. Write two words that tell you what the dough feels like. 14. Where are the fresh loaves of bread sent to? [braille page 2 3] Apple juice In spring, the apple trees in the orchard are full of flowers. In summer, tiny apple buds grow from each flower stalk. The buds keep growing and, by autumn, the trees are full of ripe, sweet fruit ready to be picked. Machines cut down the apples, or groups of people called apple pickers reach into the trees and fill their boxes with fruit. ..................................................................................................................................... [braille page 2 4, facing page 23] 15. When are the apples ready to be picked? A. spring B. autumn C. summer D. winter 16. Find and copy one word that makes the apples sound tasty. [braille page 2 5] At the juice factory, sorters throw out any bad or spoilt apples. Then a machine washes the rest and mashes them in a milling machine (pips, skin and all). A huge press squeezes the mash until all its juice runs out. A heater warms up the juice to kill off any germs and it is poured into cartons. ..................................................................................................................................... [braille page 2 6, facing page 25] 17. Where do the sorters work? 18. Find and copy one word that means the same as "rotten". 19. What does the apple press do? A. cleans the apple juice B. squeezes out the juice C. gets rid of all the germs D. washes the apples

7 [braille page 2 7] 20. Your teacher will give you cards for this question. Look at the section about apple juice on pages 22 and 24. Read the sentences on the cards. Put the sentences in the order in which they happen. The first one will be done for you. :::::::::::: End of test Braille transcript Print version product code: STA/18/7960/BTp ISBN 978-1- 78644-683-1 Electronic PDF version product code: STA/18/7960/BTp ISBN 978 -1-78644- 793-7 © Crown copyright 2018

English KS1 Paper 1: reading prompt and answer booklet – braille cards 1 of 2 Braille cards for question 20 The machines cut down the apples. The apples are washed and cleaned.

English KS1 Paper 1: reading prompt and answer booklet – braille cards 2 of 2 Braille cards for question 20 The fruit grows from apple buds. The juice is poured into cartons.

2018 national curriculum tests Key stage 1 For test administration English reading Administering the braille version of Paper 1: reading prompt and question booklet Pack contents:   Administration instructions for the braille version of the key stage 1 English reading Paper 1: reading prompt and question booklet (overleaf)   1 copy of the braille reading prompt and question booklet   1 copy of the printed transcript of the braille version of the English reading prompt and question booklet   1 copy of the sentence cards (2 pages of card tagged at the back of the booklet) The English reading test must be administered during May 2018. This pack must be kept secure and unopened until Tuesday 1 May. The pack must not be opened until the pupils are in the test room ready to complete your school’s first administration of the test. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. CONFIDENTIAL

Page 2 of 8 2018 Key stage 1 English reading test The key stage 1 English reading test consists of 2 papers. The papers must be administered in order. Pupils do not have to sit both papers on the same day. If both papers are administered on the same day, pupils may benet from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. Test packs must not be opened until the pupils are in the test room ready to complete your school’s rst administration of the test. All test materials, including unused test papers, must be stored securely until Friday 1 June. Paper 1: reading prompt and question booklet The following information explains how to administer the braille version of the key stage 1 English reading test Paper 1. 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 1 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure that the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 1 consists of a single reading prompt and question booklet in braille. • There is a printed transcript of the braille booklet to help test administrators. • It is expected that the standard version of the test will take approximately 30 minutes to complete, but it is not strictly timed. Pupils using braille tests are automatically entitled to up to 100% additional time. • It is at your discretion to choose when, or if, pupils require a break during the test or whether, if appropriate, to stop the test early. • In this booklet the text and corresponding questions have been presented as facing pages wherever possible. • 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, 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. Pupils may use monolingual English electronic spell checkers, provided they do not give denitions of words, or highlighter pens if this is normal classroom practice. Pupils must not use a dictionary. Assistance • You must ensure that nothing you say or do during the 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. • You may help pupils to locate pages/paragraphs in the text, as well as the questions in the booklet. • The English reading test must not be read to individuals or to a group, except for the general instructions below, and the practice text and practice questions. • If a pupil asks a question about test content, you must not explain any words or expressions. However, explanations regarding words or expressions from the ‘Useful words’ list for Paper 1 can be given before the start of each section of the test (see the following sections for ‘What to say at the start of reading text 1’ and ‘What to say at the start of reading text 2’). 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 key words that tell you what to do. Guidance for speci c questions Practice question b. Braillists do not need to write down the whole word, simply the letter of their chosen answer. Test administrators may use this example of a multiple-choice question to familiarise braillists with how to answer such questions. The correct answer is C. Q1, Q4, Q5, Q11, Q12, Q15, and Q19. Braillists should write down the letter of their chosen answer. Q9. Braillists should write True or False for A, B and C. Practice question d. Braillists should write down the letter of their chosen answer.

Page 3 of 8 Guidance for speci c questions (continued)Q20. Four sentence cards are provided for this question. Test administrators should show the four cards to the pupil in the following order: The machines cut down the apples. The apples are washed and cleaned. The fruit grows from apple buds. The juice is poured into cartons. Braillists should be asked to order these sentences practically to show the order of events. They should place the cards on the table in their chosen order. The test administrator should show the pupil the rst card to place, i.e. The fruit grows from apple buds. Before the test begins • Detach the set of brailled cards at the back of the braille booklet. Cut out the cards and keep them to one side until the pupil reaches Q20. • Make sure you have the printed transcript of the braille booklet. • Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. • Ensure that you know how to administer any access arrangements correctly by referring to the 2018 key stage 1 access arrangements guidance. • Check there are enough administrators to maintain supervision and support 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 braille copy of the combined reading prompt and question booklet. How to introduce the test • It is recommended that you spend at least 5 minutes introducing each section of this paper to the pupils. • The paper contains lists of useful words and a number of practice pages to familiarise the pupils with each text and to introduce the question formats they will be required to respond to throughout. These are designed to be read by the teacher with the pupils. Meanings of the useful words should be discussed with the pupils and they should be helped to recognise the words. • The practice pages at the beginning of each section also provide the opportunity to discuss setting and characters in the case of ction, and content and context in the case of non-ction. • Test administrators will need to plan time to go through the useful words and the practice pages with the pupils at specic intervals throughout the test. You should use these instructions to introduce the English reading test. This section continues on the next page.

Page 4 of 8 How to introduce the test (continued) • The wording of these instructions can be adapted, provided the meaning is retained. This is the English reading test: Paper 1. The test will take around 60 minutes. This includes your additional time allowance. We are going to spend some time going through the useful word and practice page for the rst text in the booklet together. When we have done that, you’ll need to answer the questions quietly on your own. Try to answer as many questions as you can. If you can’t answer a question, you should move on to the next one and come back to it later on if you have time. When you have answered the questions for the rst text, you should check your work carefully. Then we’ll go through the useful words and practice page for the second text. There will be di erent types of question to answer, including: • writing an answer on a line • choosing the correct answer from a list • deciding if a sentence is true or false. If you want to change an answer, you should put a line through the answer you don’t want to be marked or use a series of ‘for’ braille signs (all 6 dots). If you have any questions during the test, put your hand up and wait for me/someone to come over to you. Remember, I/we can’t help you answer any of the test questions or read any of the words to you after the practice page. Do you have any questions? Now, write your name on the front of the booklet.

Page 5 of 8 Instructions for reading text 1: Little Cousin Clare What to say at the start of reading text 1 • Read out the name of the rst text to the pupils. Little Cousin Clare You need to look at the useful word on page 2 (transcript page 2). • Talk about the letters and the sounds in the word to ensure that pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. Continue reading page 2 (transcript page 2). There is a story on this page and some questions about it on the following page (page 3, transcript page 2). I’m going to read the story to you and then I’ll explain how you should answer the questions. • Read the story on page 2 (transcript page 2) aloud to the pupils and discuss what is happening in the narrative. • Tell the pupils to turn over to question a on page 3 (transcript page 2). Read it aloud. What is the name of the boy who lived on the farm? You need to write down your answer for question a. • Give the pupils some time to think. You should then discuss their selections, noting di erent ways of expressing the correct answer and explaining that it is perfectly acceptable to use di erent words to explain the same idea. Let the pupils write down their answer. • Tell the pupils to look at question b. Read it aloud. How did he feel about his cousin visiting? Worried, surprised, happy, angry. You need to write down the letter that you think is correct. • Allow the pupils time to think about the answer and then discuss the options with them. Encourage the pupils to read through all the choices again before making a decision. Tell the pupils to write down their chosen letter. You now have 15 minutes to nish reading the story and answer the questions on pages 4 to 13 on your own. You should think carefully about the answers you give. • After approximately 15 minutes, ask pupils to turn to page 15.

Page 6 of 8 Instructions for reading text 2: Lunchbox: The Story of Your Food What to say at the start of reading text 2 • Read out the name of the text to the pupils. Lunchbox: The Story of Your Food You need to look at the useful words on page 15 (transcript page 4). • Talk about the letters and the sounds in each of the words to ensure that the pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. Now go to page 16. There is some information on this page and some questions about it on the following page (page 17, transcript page 5). I will read the information on the page to you and then I’ll explain how you should answer the questions. • Read the text on page 16 (transcript page 4) aloud to the pupils and discuss the content. • Tell the pupils to turn over to page 17 for question c (transcript page 5). Read it aloud. Find and copy two things you could have in your lunchbox. Write down your answers for question c. • Allow pupils time to think. You should then discuss their selections and let the pupils write their answers. • Tell the pupils to go to question d. Read it aloud. Which words mean the same as wondered? Thought about, stared at, picked up, eaten from. You need to write down the letter that you think is correct. • Allow the pupils time to think about the answer and then discuss the options with them. Encourage the pupils to read through all the choices again before making a decision. Tell the pupils to write their chosen letter. You now have 15 minutes to nish reading the information and answer the questions on pages 18 to 27 on your own. You should think carefully about the answers you give.

Page 7 of 8 How to deal with issues during the testIt 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 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 • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • 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. • All test materials, including printed transcripts, must be stored securely until Friday 1 June. Marking the tests • Use the key stage 1 test mark schemes and the amended mark schemes for braille to mark the test, following both the general guidance and any specic guidance for each question.

Administering the braille version of Paper 1: reading prompt and question booklet Print version product code: STA/18/8074/p ISBN: 978-1-78644-769-2 Electronic version product code: STA/18/8074/e ISBN: 978-1-78644-805-7 © 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.

STA/18/7962/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 English reading Braille Paper 2: reading booklet Games From Around the World A New Home

STA/18/7962/BTp 2 [braille page 1] Contents Games From Around the World ............................................................................. 2 A New Home .......................................................................................................... 11 [braille page 2] Games From Around the World All around the world, children play all sorts of different games. You don't need expensive games or lots of space to play a great game, just some imagination! Play can be inside or outside, and you can play on your own or with lots of friends. Some games are calm and quiet, whilst others are very noisy! [braille page 3] Some games like football, chess and jigsaw puzzles are popular in lots of countries so they have the same rules and equipment wherever they are played. But some games are only well known in certain countries. Here are five games that children in different countries like to play: [braille page 4] Pilolo—from Ghana Pilolo is a hiding game using sticks, stones, coins or other small items. One child hides the objects. It's then a race for all the other players to find one of the hidden items and get back to the finish line first. You need quick feet for this game! [braille page 5] Statues —from Greece One child is 'it' and stands in the centre of a large space, counting loudly. The other players walk around waiting for that child to shout , 'statue'. When they hear this word, the players freeze like statues. Anyone who is moving is out. Then, the child who is 'it' tries to make the others laugh or move. The last player [braille page 6] remaining as still as a statue is the winner and becomes the new 'it' . This game can be great for practising your balance if you are standing in an awkward position.

3 STA/18/7962/BTp [braille page 7] Oonch Neech —from Pakistan The name of this game means 'up down '. It involves lots of running around. Children have to be 'up' off the ground, such as on a chair, or 'down ' where they must be touching the ground. One child is 'it' and has to catch the others. It uses up lots of energy and is great fun. [braille page 8] Kangaroo Skippyroo —from Australia In this game, one child sits in the middle of a circle of children and pretends to be a sleeping kangaroo with its eyes shut. When one of the other children touches the kangaroo's shoulder, the kangaroo has to guess who it is. This game is all about guessing. [braille page 9] Pass th e Parcel —from the United Kingdom In this game, children sit in a circle and a parcel, covered in layers of paper, is passed from child to child to the sound of music. Whenever the music stops, the child holding the parcel removes one layer of paper and then passes the parcel on. The game stops when a lucky child removes the last piece of paper and [braille page 10] wins the present inside. This game is often played at parties. Another person (usually an adult) is needed to start and stop the music during the game. This game is mainly about luck. [braille page 11] A New Home Past the last house, past the factory gates, past the edge of town, there, hidden at the feet of ancient trees, sparkled a small, green pond. Tall reeds rustled around its edge, hiding croaking frogs and clouds of buzzing insects. [braille page 12] The pond was home for two small , wild ducks who spent their days swimming and diving for food, and their nights sleeping safely on a small island. One day, huge, rumbling, grumbling machines crawled towards the pond. With a roar and a gurgle, out poured the pond's precious water.

4 [braille page 13] Now the pond and island were gone forever. The ducks would have to find another place to live. The ducks needed water, where they could swim and find food, and a safe place to sleep. [braille page 14] All day the two ducks flew, leaving the town and its grumbling machines far behind. At last, very tired, they came to the sea. But the waves were frightening, the water was salty, and they couldn't find any food. Grumpy seagulls squawked and chased them away. When the sun went down, the two ducks slept in a silent fairground. [braille page 15] The fair and the beach could not be a home for wild ducks. So the next day, they flew on and on until they found a busy river. That night, two tired little ducks slept on a small, bobbing boat, but almost went out to sea in the morning. The homeless ducks flew and flew. Then, just before the sun set, they found another pond. [braille page 16] The ducks hid in some thick reeds. But they were found, pushed into a dark box, and jolted around for a long time. At last, they were set free on a lake where tall reeds rustled, frogs croaked, and clouds of insects buzzed over the clear water. A new home at last! :::::::::::: These texts have been incorporated into this test paper solely for the purposes of the examination in accordance with Section 32 of the Copyright, Designs and Patents Act 1988, as amended by the Copyright and Rights in Performances (Research, Education, Libraries and Archives) Regulations 2014. No copyright or clearance for any other use has been obtained or sought. Braille transcript Print version product code: STA/18/7962/BTp ISBN 978-1- 78644-685-5 Electronic PDF version product code: STA/18/7962/BTp ISBN 978 -1-78644- 795-1 © Crown copyright 2018

STA/18/7961/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 English reading Braille Paper 2: reading question booklet Games From Around the World A New Home

STA/18/7961/BTp 2 [braille page 1] Questions 1-8 are about Games From Around the World (pages 2-10 ) 1. Look at page 2. Children around the world ... A. do not like playing games . B. only play one game. C. play many games. D. must have very expensive games. [braille page 2 ] 2. Look at page 2. T he text say s to play games you need ... A. expensive toys. True or false? B. imagination. True or false? C. lots of space. True or false? D. a quiet room. True or false? [braille page 3 ] 3. Find and copy two things that could be hidden in Pilolo. (page 4) 4. Look at the Statues section. (pages 5- 6) Why is Statues a good name for this game? 5. What do the words Oonch Neech mean? (page 7) [braille page 4 ] 6. One player does something different from the other players in all five games. What are they doing di fferently in ... a. Pilolo? (page 4) b. Kangaroo Skippyroo? (page 8) [braille page 5 ] 7. Look at pages 4 -10. Your teacher will give you cards for this question. Match each game to what the text says you need to win each one. 8. Look at pages 4 -8. Which of these sentences are true and which are false?

3 STA/18/7961/BTp [braille page 6 ] A. In Pilolo, players try to find hidden items. True or false? B. In Statues, one child shouts, ' freeze'. True or false? C. In Oonch Neech, players must stand very still. True or false? D. Kangaroo Skippyroo is a game all about luck. True or false? [braille page 7 ] Questions 9-15 are about A New Home (pages 1 1-16) 9. What other creatures live by the pond? (page 11 ) Write two answers. [braille page 8 ] 10. One day, huge , rumbling, grumbling machines crawled towards the pond. What does this sentence tell you about the machines? (page 12 ) A. They moved quickly. B. They were noisy. C. They were small. D. They were silent. [braille page 9 ] 11. Why did the ducks leave their home? (pages 12 -13) A. It was too small. B. It was destroyed. C. They wanted to live in the sea. D. They wanted to explore. [braille page 10] 12. Which sentences are true and which are false? (pages 11-13) A. The pond was past the factory gates. True or false? B. The ducks felt safe in the pond. True or false? C. Wild animals destroyed the pond. True or false? D. The pond was precious to the ducks. True or false? [braille page 11] 13. The ducks did not like the sea. Why not? (page 14) Write two reasons.

4 [braille page 12] 14. Why did someone put the ducks in a box? (page 16) A. to take them to a new home B. to protect them from seagulls C. to live in the box D. to take them back to their old pond [braille page 13] 15. Think about what you have read in the story. Your teacher will give you cards for this question. Read the sentences on the cards. Put the sentences in the order in which things happen in the story. The first one will be done for you. :::::::::::: End of test Braille transcript Print version product code: STA/18/7961/BTp ISBN 978-1- 78644-684-8 Electronic PDF version product code: STA/18/7961/BTp ISBN 978 -1-78644- 794-4 © Crown copyright 2018

English KS1 Paper 2: reading question booklet – braille cards 1 of 2 Braille cards for question 7 Games What you need to win energ\ speed 2onch 1eech Pilolo

English KS1 Paper 2: reading question booklet – braille cards 2 of 2 Braille cards for question 7 Games What you need to win luck balance Statues Pass the Parcel

English KS1 Paper 2: reading question booklet – braille cards 1 of 3 Braille cards for question 15 Machines destroyed the pond. The ducks lived happily in the pond.

English KS1 Paper 2: reading question booklet – braille cards 2 of 3 Braille cards for question 15 The ducks were set free on a lake. The ducks were rescued by a helper.

English KS1 Paper 2: reading question booklet – braille cards 3 of 3 Braille cards for question 15 The ducks hid in some thick reeds.

For test administration English reading Administering the braille version of Paper 2: reading booklet and reading question booklet 2018 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille version of the key stage 1 English reading Paper 2: reading booklet and reading question booklet (overleaf)   1 copy of the braille reading question booklet   1 copy of the braille reading booklet   1 copy of the printed transcript of the braille version of the English reading Paper 2: reading booklet and reading question booklet   1 copy of the sentence cards (2 pages of card tagged at the back of the booklet) The English reading test must be administered during May 2018. This pack must be kept secure and unopened until Tuesday 1 May. The pack must not be opened until the pupils are in the test room ready to complete your school’s first administration of the test. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. CONFIDENTIAL

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