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STA/19/8207/BT p Transcription of the Braille Version 2019 national curriculum tests Key stage 1 Mathematics Braille Paper 1: arithmetic

STA/19/8207/BTp 2 [braille page 1] In this booklet, ____ indicates a missing number. Practice question 2 + 5 = ____ …………………………………………………………………………………….………… 1. 9 − 3 = ____ …………………………………………………………………………………….………… 2. 5 + 10 + 5 = ____ …………………………………………………………………………………….………… 3. 18 − 6 = ____ …………………………………………………………………………………….………… 4. 10 × 10 = ____ …………………………………………………………………………………….………… 5. 80 − 10 = ____ …………………………………………………………………………………….………… 6. 5 + 32 = ____ …………………………………………………………………………………….………… [braille page 2] 7. 5 × 6 = ____ …………………………………………………………………………………….………… 8. 98 + 4 = ____ …………………………………………………………………………………….………… 9. 22 + 22 = ____ …………………………………………………………………………………….………… 10. ____ + 8 = 12 …………………………………………………………………………………….………… 11. 68 + 20 = ____ …………………………………………………………………………………….………… 12. 7 + 84 = ____ …………………………………………………………………………………….………… 13. 14 ÷ 2 = ____ …………………………………………………………………………………….………… 14. 64 − 11 = ____ …………………………………………………………………………………….…………

STA/19/8207/BTp 3 [braille page 3] 15. 39 − 20 = ____ …………………………………………………………………………………….………… 16. 54 − 8 = ____ …………………………………………………………………………………….………… 17. 40 ÷ 10 = ____ …………………………………………………………………………………….………… 18. 23 + 37 = ____ …………………………………………………………………………………….………… 19. ___ _ = 19 − 5 …………………………………………………………………………………….………… 20. 1 4 of 8 = ____ …………………………………………………………………………………….………… 21. 1 2 of 90 = ____ …………………………………………………………………………………….………… 22. 100 − ____ = 52 …………………………………………………………………………………….………… [braille page 4] 23. 2 4 of 36 = ____ …………………………………………………………………………………….………… 24. 62 − 54 = ____ …………………………………………………………………………………….………… 25. 73 − 19 = ____ :::::::::::: End of test

Braille transcript Print version product code: STA/19/8207/BTp ISBN 978-1-78957 -086 -1 Electronic PDF version product code: STA/19/8207/BTe ISBN 978 -1-78957 -098 -4 © Crown copyright 2019

For test administration Mathematics Administering the braille version of Paper 1: arithmetic 2019 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille version of the key stage 1 mathematics Paper 1: arithmetic (overleaf)   1 copy of the braille Paper 1: arithmetic   1 copy of the printed transcript of the braille version of the mathematics Paper 1: arithmetic The mathematics test must be administered during May 2019. This pack must be kept secure and unopened until Wednesday 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 2019 modified test administration guidance before opening this pack. CONFIDENTIAL

2019 key stage 1 mathematics test The key stage 1 mathematics test consists of 2 papers. The papers must be administered in order. Pupils do not have to sit both tests 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 Monday 3 June. Paper 1: arithmetic The following information explains how to administer the braille version of the key stage 1 mathematics Paper 1: arithmetic. 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 the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 1: arithmetic consists of a single braille 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) • a ruler • a rubber (optional). If rubbers are not provided, tell pupils that they should cross out any answers they wish to change. 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 are not allowed: • calculators • number apparatus, e.g. base ten materials, number squares, etc. 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. • If a pupil requests it, a question may be read to the pupil on a one-to-one basis. However, you may only read numbers and not mathematical symbols. This is to ensure that pupils are not given an unfair advantage by having the function inadvertently explained by reading its name. The examples below illustrate how to deal with some common queries. Q. What does this sign here mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. Does this mean ‘take away’? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. What does ‘of ’ mean? (i.e. if the question asks about an everyday word that has a mathematical meaning within the question, e.g. ‘What is half of 8?’) A. I can’t tell you, but think hard and try to remember. We can talk about it after the test.

Guidance for speci c questionsNo additional guidance is needed for this test paper. Before the test begins • Make sure you have the printed transcript of the braille booklet. • Review the list of pupils with any particular individual needs, pupils who may need support from a scribe or a transcript made at the end of the test. • Ensure you know how to administer any access arrangements correctly. Please refer to the 2019 key stage 1 access arrangements guidance. 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 a braille version of mathematics Paper 1: arithmetic. How to introduce the test • It is important to brief pupils fully at the start of each test. You should use these instructions to introduce mathematics Paper 1: arithmetic. • The wording of these instructions can be adapted, provided the meaning is retained. This is the key stage 1 mathematics Paper 1: arithmetic. You should have a test booklet in front of you. Write your name at the top of your braille paper. Open the test booklet at page 1. We’ll do one practice question together and then you’ll need to complete the rest of the test by yourself. • Find the practice question on page 1. Read the practice question. The practice question says: Two plus ve equals... Write your answer. • 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. Check that all pupils are clear about what they need to do before continuing. • Tell the pupils that: You should try to answer all of the questions. If you can’t answer a question move on to the next one and come back to that question later on if you have time. If you want to change an answer, you should put a line through the answer that you don’t want to be marked or use a series of ‘for’ braille signs (all 6 dots) to cross out the answer. Your answers should be numbers, not number sentences. For example for the practice question, your answer should be ‘7’, not ‘10 take away 3’. 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 to you. Remember that I/we can’t help you to answer any of the test questions. This section continues on the next page.

How to introduce the test (continued) You need to work on your own. You need to think of your own answers and you mustn’t talk about them with anyone else. Do you have any questions? Find question 1; it is on page 1. Now start the test. 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 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. • 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 Monday 3 June. Marking the tests • Use the key stage 1 test mark schemes to mark Paper 1: arithmetic, following both the general guidance and any specic guidance for each question. There are no amendments to the standard mark schemes for Paper 1: arithmetic. Administering the braille version of Paper 1: arithmetic Print version product code: STA/19/8253/p ISBN: 978-1-78957-180-6 Electronic version product code: STA/19/8253/e ISBN: 978-1-78957-190-5 © Crown copyright 2019 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 2019 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/19/8208/BTp Transcription of the Braille Version 2019 national curriculum tests Key stage 1 Mathematics Braille Paper 2: reasoning

STA/19/8208 /BTp 2 [braille page 1] In this booklet, ____ indicates a missing number or a missing sign . In this booklet you will read the names of six children. They are called Amy, Ajay, Sam, Ben, Sita and Kemi. ………………………………………………………………………...…………………….………… [braille page 2] Practice question ………………………………………………………………………...…………………….………… [braille page 3] 1. Monday Friday Wednesday Saturday ………………………………………………………………………...…………………….………… 2. 52 57 ………………………………………………………………………...…………………….………… [braille page 4] 3. ………………………………………………………………………...…………………….………… P Q R S P Q R S

STA/19/8208 /BTp 3 Test administration guidance Please refer to Administering the braille (UEB) version of the key stage 1 mathematics Paper 2: reasoning for details of instruction to read out to pupils at the start of the test . This is the script for the practice question and questions 1 – 5. Practice Look at the four boxes of counters. They are labelled P Q R and S. Write the letter of the box that has the most counters. 1. Look at the list of four days of the week. I will read them for you. Monday…Friday…Wednesday…Saturday. Write the name of the day before Thursday. 2. Look at the two numbers. Write an even number that comes between fifty -two and fifty-seven . 3. Look at the four shapes in the diagram. They are labelled P Q R and S. Write the letters of all the shapes that are half shaded.

STA/19/8208 /BTp 4 [braille page 5] 4. 12 = ____ × 6 ………………………………………………………………………...…………………….………… 5. 96 ………………………………………………………………………...…………………….………… 6. Look at the list of three shapes below. square octagon circle a) Write the shape that has 8 vertices. b) Write the shape that has 4 right angles. c) Write the shape that has no vertices. ………………………………………………………………………...…………………….………… [braille page 6] 7. Look at the two signs below. + − Write one of these signs each time to make the three calculations below correct. Example 4 ____ 1 = 5 Answer: + a) 23 ____ 1 = 22 b) 40 ____ 1 = 39 c) 19 ____ 1 = 20 ………………………………………………………………………...…………………….………… 8. Look at the five numbers below . 6 5 4 1 2 Write three numbers from the list that add up to 13 ………………………………………………………………………...…………………….…………

STA/19/8208 /BTp 5 Test administration guidance 4. Look at the calculation. Write a number that goes in the space to make the calculation correct. 5. Look at the number. What is ninety -six minus ten? Write your answer. At the end of the aural section of the text, stop the pupil and introduce the written section of the test. 6. Encourage the pupil to braille a before the answer to part a, b before the answer to part b and c before the answer to part c. 7. Encourage the pupil to braille a before the answer to part a, b before the answer to part b and c before the answer to part c.

STA/19/8208 /BTp 6 [braille page 7 , facing page 8 ] Diagram for question 9 [braille page 8] 9. Look at the list of three arrays on the opposite page. They are labelled P Q R Write the letter to match each multiplication below. a) 4 × 2 = ____ b) 3 × 3 = ____ c) 3 × 2 = ____ ………………………………………………………………………...…………………….………… [braille page 9] 10. Sam has cards that are numbered 1 to 8 He turns over two of the cards. The number s on the other six cards are shown below. 8 1 5 2 4 7 Which two cards has Sam turned over? Write the numbers that are on these two cards. ………………………………………………………………………...…………………….………… 11. 1 2 of 8 = 4 Write the missing number to complete the number sentence below . 1 2 of ____ = 3 ………………………………………………………………………...…………………….………… P Q R

STA/19/8208 /BTp 7 Test administration guidance 9. Encourage the pupil to braille a before the answer to part a, b before the answer to part b and c before the answer to part c.

STA/19/8208 /BTp 8 12. Write the next three numbers in the sequence below . 16 14 12 ____ ____ ____ ………………………………………………………………………...…………………….………… [braille page 10] 13. The numbers 50 and 20 have a total of 70 a) 10 and ____ have a total of 70 Write the missing number. b) ____ and 30 have a total of 70 Write the missing number. ………………………………………………………………………...…………………….………… [braille page 11, facing page 12 ] Diagram for question 14 [braille page 12] 14. Look at the number line on the opposite page. Write the number shown by arrow A ………………………………………………………………………...…………………….………… 15. Amy has 50p She buys a pencil for 30p Look at the four sets of coins below. They are labelled P Q R S P 5p 5p 5p Q 20p 5p R 5p 10p 10p S 10p 5p 5p Write the letter of the set of coins that shows how much money Amy has left. ………………………………………………………………………...…………………….………… 50 55 60 65 A

STA/19/8208 /BTp 9 Test administration guidance 13. Encourage the pupil to braille a before the answer to part a, and b before the answer to part b. 14. Ensure the pupil finds the number line on the facing page.

STA/19/8208 /BTp 10 [braille page 13, facing page 1 4] Diagram for question 16 [braille page 14] 16. You have a model of a prism for this question. Look at the diagram on the opposite page. It shows five shapes, labelled P Q R S T Write the letters of all the shapes that are faces on the prism. ………………………………………………………………………...…………………….………… [braille page 1 5] 17. Look at the three times below. They are labelled P Q R P 03 :45 Q 04 :15 R 04 :25 Write the letter of the time that matches each of the three times below. a) twenty -five past four b) quarter to four c) quarter past four ………………………………………………………………………...…………………….………… P Q R S T

STA/19/8208 /BTp 11 Test administration guidance 16. Ensure the pupil finds the diagram on the facing page. Give the pupil t he solid shape. Ensure the pupil explores the shape.

STA/19/8208 /BTp 12 [braille page 16, facing page 17] Diagram for question 18 [braille page 17] 18. Look at the diagram on the opposite page. Three shapes are drawn on a square grid. They are labelled P Q R Write the letter of the shape that has a line of symmetry. ………………………………………………………………………...…………………….………… 19. Look at the pattern of number sentences below. 1 + 2 + 3 = 6 2 + 3 + 4 = 9 3 + 4 + 5 = 12 4 + 5 + 6 = 15 Write the next number sentence in the patt ern. ___ + ____ + ____ = ____ ………………………………………………………………………...…………………….…………

STA/19/8208 /BTp 13 Test administration guidance 18. Ensure the pupil finds the diagram on the facing page.

STA/19/8208 /BTp 14 [braille page 1 8, facing page 19 ] Diagram for question 20 [braille page 19] 20. Look at the diagram on the opposite page. The arrow is pointing to A The arrow turns a half turn. Write the letter the arrow is pointing to after the half turn. ………………………………………………………………………...…………………….………… 21. Look at the four number s below. 10 20 30 40 Use three of the numbers to make the following correct. a) 27 + ____ = 67 b) 54 − ____ = 34 c) ____ + 88 = 98 ………………………………………………………………………...…………………….………… B C D A

STA/19/8208 /BTp 15 Test administration guidance 20. Ensure the pupil finds the diagram on the facing page. 21. Encourage the pupil to braille a before the answer to part a, b before the answer to part b, and c before the answer to part c.

STA/19/8208 /BTp 16 [braille page 20, faci ng page 21] Diagram for question 22 [braille page 21] 22. Look at the chart on the opposite page. It shows what class 2 ate for lunch today. Fewer children ate pizza than burger. How many fewer? ____ children ………………………………………………………………………...…………………….………… 23. Ben has five marbles . Kemi has seven times that number. How many marbles does Kemi have? ____ marbles ………………………………………………………………………...…………………….………… 10 9 8 7 6 5 4 3 2 1 0 fish pasta pizza burger type of food number of children

STA/19/8208 /BTp 17 Test administration guidance 22. Ensure the pupil finds the diagram on the facing page.

STA/19/8208 /BTp 18 [braille page 22] 24. Sam plays a maths game. He uses and t o represent numbers. Each is equal to 2 points. + + = 10 points How many points is one equal to? ____ points ………………………………………………………………………...…………………….………… [braille page 23] 25. Write five coins that have a total of 37p ____p ____p ____p ____p ____p ………………………………………………………………………...…………………….………… 26. Ajay has 30 pencils . He shares them equally between 3 pots. Copy and complete the number sentence below to show how Ajay shares the pencils. ____ ÷ ____ = ____ ………………………………………………………………………...…………………….………… [braille page 2 4] 27. Some children make a chart of how many books they read in a week. Look at the chart below. Key: = stands for 1 book Ben === Kemi ===== Ajay ======= Sita == ,,,,,,,,,,,, Which children read fewer than 4 books? Write their names. ………………………………………………………………………...…………………….…………

STA/19/8208 /BTp 19 Test administration guidance There is no specific guidance for questions 24, 25, 26 and 27.

STA/19/8208 /BTp 20 [braille page 2 5] 28. In this question + represents a missing digit. Look at the calculation below. 1 + + +3 = 29 Write the digits that go in the spaces to make the calculation correct. ………………………………………………………………………...…………………….………… 29. There ar e 100g of chocolate chips in a bag. Sita uses 25g Ben uses 35g How many grams of chocolate chips are left in the bag? Show your working. ____g ………………………………………………………………………...…………………….………… [braille page 2 6] 30. A shop has 12 bags of crisps. It sells 1 4 of the bags. How many bags of crisps did the shop sell? ____ bags ………………………………………………………………………...…………………….………… 31. Ben has 63 beads. He gives 37 beads away. How many beads does Ben have left? ____ beads ………………………………………………………………………...…………………….………… 32. Ben has 90p He buys 2 tickets. Each ticket costs 35p How much money does Ben have left? Show your working. ____p :::::::::::: End of test

STA/19/8208 /BTp 21 Test administration guidance 28. In this question the 'visible space' symbol + and the numeric passage indicator s ## #'have been used. ## a +"6+c "7 bi #'

Braille transcript Print version product code: STA/19/820 8/BTp ISBN 978-1-78957 -087 -8 Electronic PDF version product code: STA/19/820 8/BTe ISBN 978 -1-78957 -099 -1 © Crown copyright 2019

For test administration Mathematics Administering the braille version of Paper 2: reasoning 2019 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille version of the key stage 1 mathematics Paper 2: reasoning (overleaf)   1 copy of the braille Paper 2: reasoning   1 copy of the printed transcript of the braille version of the mathematics Paper 2: reasoning   1 model The mathematics test must be administered during May 2019. This pack must be kept secure and unopened until Wednesday 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 2019 modified test administration guidance before opening this pack. CONFIDENTIAL

Page 2 of 8 2019 key stage 1 mathematics test The key stage 1 mathematics 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 Monday 3 June. Paper 2: reasoning The following information explains how to administer the braille version of the key stage 1 mathematics Paper 2: reasoning. 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 the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 2: reasoning consists of a single question booklet. • There is a printed transcript of the braille booklet to help administrators. • It is expected that the standard version of the test will take approximately 35 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 to stop the test early. • This paper has two sections: an aural section and a written section. The rst section starts with a practice aural question followed by ve aural questions. • After the aural questions, the pupils are presented with written questions for the remainder of the paper. The time for the written questions should be approximately 60 minutes. • 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, pencil or blue/black pen or word processor (i.e. the usual way they write in class) • braille paper (if the pupil is brailling their responses) • a suitable tactile ruler to measure centimetres • a rubber (optional). If rubbers are not provided, tell pupils that they should cross out any answers they wish to change. Pupils may use the following, if this is normal classroom practice: • pins and bands to help record responses on diagrams • stylus and oppy mat to help with drawing on plastic lm • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. Pupils may use the following equipment, if this is normal classroom practice: • monolingual English electronic spell checkers • bilingual word lists • bilingual dictionaries or electronic translators provided they only give word-for-word translations. Pupils are not allowed: • calculators • tracing paper • number apparatus, e.g. base ten materials, number squares, etc.

Page 3 of 8 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 reviews an answer again. • If the pupil requests it, a question may be read to the pupil on a one-to-one basis. • You can also read questions 6 to 32 if a pupil has diculty in reading them for themselves. • If reading to a pupil, you may read words and numbers, but not mathematical symbols. This is to ensure that pupils are not given an unfair advantage by having the function inadvertently explained by reading its name. • At a pupil’s request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it. • 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 or pictures to help them understand. The examples below illustrate how to deal with some common situations: Q. What does ‘fraction’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. What does ‘>’ or ‘

Page 4 of 8 How to introduce the test • It is important to brief pupils fully at the start of each test. You should use these instructions to introduce mathematics Paper 2: reasoning. • The wording of these instructions can be adapted, provided the meaning is retained. This is the key stage 1 mathematics Paper 2: reasoning. You should have a test booklet in front of you. Write your name at the top of your braille paper. I’m going to explain to you how to write down your answers to the questions. You’ll have plenty of time to work out the answers. You need to work on your own. You need to think of your own answers and you mustn’t talk about them with anyone else. If you want to change an answer you should put a line through the answer that you don’t want to be marked or use a series of ‘for’ braille signs (all six dots) to cross out the answer. If you need to change your answer when you have marked a diagram or graph, please ask me for a new copy of the diagram or graph. Some questions say ‘Show your working’; for these questions you should write down how you work out the answer. You can also write down working out for any other questions if you need to. • Where necessary, you can show the pupils how to mark a diagram to indicate the answer. Open your test booklet at page 1. In this booklet you will read the names of six children. They are called Amy, Ajay, Sam, Ben, Sita and Kemi.

Page 5 of 8 Introducing the aural questions What to say at the start of the aural questions Now I’m going to read aloud some questions for you to answer. I am going to read each question twice, with a short gap in between. You need to listen very carefully when I read the questions to you. You must work on your own and you must not call out the answers. Look at the practice question on page 2. This is a practice question for us to do together. • When reading the question to the pupils, remember to repeat the bold text only. • You may help pupils locate the question where necessary. Look at the four boxes of counters. They are labelled P, Q, R and S. Write the letter of the box that has the most counters. • Before proceeding, ensure the pupils know where they should have written their answer and the letter they should have written. Discuss methods the pupils used to work out their answer. Allow the pupils to change their answer to the correct one by crossing out, to make sure they know how to correct errors. Now I’m going to read out questions 1 to 5. You should try to answer all of the questions. Remember, I can’t help you with these next questions. You should try to work them out on your own. Do you have any questions? Look at page 3 of the booklet and question 1 • Read questions 1 to 5, allowing sucient time for pupils to write their answers before you move on to the next question. When reading the question to the pupils, remember to repeat the bold text only. Words that are underlined should be emphasised.This section continues on the next page.

Page 6 of 8 Question 1 Look at the list of four days of the week. I will read them for you. Monday... Friday... Wednesday... Saturday... Write the name of the day before Thursday. Question 2 Look at question two. Look at the two numbers. Write an even number that comes between fty-two and fty-seven. Question 3 Turn to page 4. Look at the four shapes in the diagram. They are labelled P, Q, R and S. Write the letters of all of the shapes that are half shaded. Question 4 Turn to page 5. Look at the calculation. Write a number that goes in the space to make the calculation correct. Question 5 Look at question ve. Look at the number. What is ninety-six minus ten ? Write your answer.

Page 7 of 8 Introducing the written questions What to say at the start of the written questions For the rest of the test you will need to read the questions in the booklet yourself. • Please note you may need to change the instruction above if you are supporting some pupils with reading. Remember, if you want to change an answer you should put a line through the answer that you don’t want to be marked or use a series of ‘for’ braille signs (all 6 dots) to cross out the answer. • Where necessary, you can show the pupils how to change their answers if they think they have made a mistake. In some places you will need to write your answer on your braille paper. In other places you may need to mark your answer on a diagram or graph. If you need to change your answer when you have marked a diagram or graph please ask me for a new copy of the diagram or graph. • Where necessary, you can show the pupils how to mark a diagram or graph to indicate their answer. You can use your braille paper to write down any working that you need to. You need to work on your own. You need to think of your own answers and you mustn’t discuss them with anyone else. If you can't answer a question, move on to the next one, and come back to that question later on if you have time. You have approximately 60 minutes to complete the rest of the paper now. Turn to page 5 and start working. 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, 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 Monday 3 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 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. Administering the braille version of Paper 2: reasoning Print version product code: STA/19/8254/p ISBN: 978-1-78957-181-3 Electronic version product code: STA/19/8254/e ISBN: 978-1-78957-191-2 For more copies Additional printed copies of this booklet are not available. It can be downloaded from https://ncatools.education.gov.uk during May 2019, or afterwards from https://www.gov.uk/government/collections/national-curriculum-assessments-practice-materials. © Crown copyright 2019 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 2019 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.

Page 1 of 8 2019 national curriculum tests Key stage 1 Mathematics test Amendments to mark schemes Modified Large Print (MLP)

Page 2 of 8 Introduction This guidance details the amendments made to the standard mark schemes for questions which have been adapted or replaced in the modified large print (MLP) ver sion of the key stage 1 m athematics test materials. The standard version of the key stage 1 m athematics mark schemes should be used in conjunction with the additional guidance in this document. Refer to the standard mark schemes when marking the MLP test papers unless an alternative is given in this guidance. Amendments to the mark schemes Amendments to mark schemes are only provided where the content of the standard mark schemes is altered. Amendments to the standard mark schemes are not provided where the only change has been to further divide the question into subsections or where the layout of the question is different. The mark schemes have been amended in some respects for the following questions: Paper 1 No amendments to the mark scheme. Read the additional guidance on page 3 of this document before using the standard mark schemes to mark questions in Paper 1. Paper 2 3, 6, 9 , 1 4, 15, 17, 18 and 20

Page 3 of 8 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.  Pupils with visual impairment find it difficult to draw accurately. Often thick pens or pencils are used by these pupils. You should make every effort to be fair in marking these questions and take into account what appears to be the pupil’s intention.  S ome children 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.  Tick boxes arranged horizontally in the standard vers ion of the test may have been rearranged vertically. Unless otherwise indicated in this document, the correct answer will be the same as specified in the standard mark schemes.  If children have missed any answer lines, their answers may be elsewhere on the page. Any unambiguous indication of the correct answer should be credited.

Page 4 of 8 Amendments to the mark schemes for Paper 2: reasoning Qu. Requirement Mark Additional guidance Aural questions 3 Q, R 1m Accept in either order. Both must be correct for the award of the mark. Do not award the mark if additional shapes are indicated or written, unless it is clear that the correct shape is the pupil’s final choice. Written questions 6 octagon square circle 1m All three must be correct and given in the correct order for the award of the mark. 9 R Q P 1m All three letters must be correct and given in the correct order for the award of the mark. Accept the correct answers written in the following order : 8, 9, 6 14 59 1m Accept 56 – 60 exclusive . 15 S 1m Do not award the mark if more than one letter has been indicated or written, unless it is clear that the correct letter is the pupil’s final choice. 17 R P Q 1m All three letters must be correct and given in the correct order for the award of the mark.

Page 5 of 8 Qu. Requirement Mark Additional guidance Written questions 18 1m Do not award the mark if more than one shape has been indicated or written, unless it is clear that the correct shape is the pupil’s final choice. 20 C 1m Do not award the mark if more than one letter has been indicated or written, unless it is clear that the correct letter is the pupil’s final choice. 

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Page 8 of 8 2019 key stage 1 mathematics test amendments to mark schemes for MLP Electronic PDF version product code: STA/19/8262/e ISBN: 978-1-78957- 199-8 For more copies Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copyright 2019 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. W hen 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 2019 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 cop yrigh t owners, as listed in the ‘2019 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 content 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 helpl ine on 0300 303 3013 or email assessments@education.gov.uk.

Page 1 of 8 2019 national curriculum tests Key stage 1 Mathematics test Amendments to mark schemes Braille

Page 2 of 8 Introduction This guidance details the amendments made to the mark schemes for questions that have been adapted or replaced in the braille vers ion of the key stage 1 mathematics test materials. The standard version of the key stage 1 mathematics mark schemes should be used in conjunction with the additional guidance in this document. Refer to the 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 the mark schemes are only provided where the content of the standard mark scheme s is altered. Amendments to the mark schemes are not provided where the only change has been to further divide the question into subsections or where the layout of the question is different. The mark schemes have been amended in some respects for the following questions: Paper 1 No amendments to the mark scheme. Read t he general guidance on page 3 of this document before using the standard mark schemes to mark questions in Paper 1. Paper 2 3, 6, 9, 1 4, 1 5, 16, 17, 18, 20, 21 and 28

Page 3 of 8 General guidance to be applied throughout the braille papers  You should make every effort to understand what the child has written in an answer, without reading into the answer anything that the child did not intend.  Pupils with visual impairment find it difficult to draw accurately. You should make every effort to be fair in marking these questions and take into account what appears to be the pupil’s intention.  Some children 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.  Throughout the test, where question responses are labelled with letters or letters and numbers, pupils may write the letter or letter and corresponding number of their chosen answer rather than writing out their answer in full, for example B, D, 1C, 2A …

Page 4 of 8 Amendments to the mark schemes for Paper 2: reasoning Qu. Requirement Mark Additional guidance Aural questions 3 Q, R (written) 1m Accept in either order. Both must be correct for the award of the mark. Do not award the mark if additional letters are written, unless it is clear that the correct letters are the pupil ’s final choice. Written questions 6 a) octagon b) square c) circle 1m All three letters must be correct for the award of the mark. 9 a) R b) Q c) P 1m All three letters must be correct for the award of the mark. 14 59 1m Accept 56 – 60 exclusive . 15 S 1m Do not award the mark if more than one letter has been written, unless it is clear that the correct letter is the pupil’s final choice.

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