[PDF] 2018 Key Stage 2 Year 6 - English Test Modified Large Print.pdf | Plain Text

2018 national curriculum tests Key stage 2 ENGLISH Modified large print English grammar, punctuation and spelling Paper 1: questions STA/18/7970/MLp First name _____________________ Middle name _____________________ Last name _____________________ Date of birth Day _______ Month ______ Year _______ School name _____________________ DfE number _____________________ Note to markers: This paper should be marked using the standard mark schemes for KS2 English grammar, punctuation and spelling: Paper 1. There is additional guidance on marking some questions in this paper in the Key stage 2 English grammar, punctuation and spelling amendments to mark schemes – MLP document.

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3 Instructions Questions and answers You have 45 minutes, plus your additional time allowance, to complete this test. There are different types of question for you to answer in different ways. The space for your answer shows you what type of answer is needed. Multiple-choice answers For some questions, you do not need to do any writing. Read the instructions carefully so that you know how to answer each question. Short answers Some questions are followed by a line or a box. This shows that you need to write a word, a few words or a sentence. Marks Each question has one mark. You should work through the booklet until you are asked to stop. Work as quickly and as carefully as you can. If you finish before the end, go back and check your work. You have 45 minutes, plus your additional time allowance, to answer the questions in this booklet. STA/18/7970/MLp

4 1. Insert a comma in the correct place in the sentence below. Although he was the youngest Tom was one of the tallest. 2. Which sentence must end with a question mark ? Tick one . What happen ed that day might never be known What really happened that day Someone must know what really happened that day I’d like to kno w what happened that day STA/18/7970/MLp

5 3. The prefix re- can be added to the root word play to make the word replay . T ick the meaning of the word replay . Tick one . to play togeth er to play later to play again to play badly STA/18/7970/MLp

6 4. In the box next to each sentence, write either Q (if the sentence is a Question) or S (if the sentence is a Statement) or C (if the sentence is a Command). Sentence Q/S/C In autumn, many trees lose their leaves Look at the trees carefully Scientists are studying how trees can live for thousands of years How can you tell a tree’s age 5. Add two commas to the sentence below to make it clear that Ana has four favourite things. Ana’ s favourite things are camping holidays cycling and swimming. STA/18/7970/MLp

7 6. T ick the adverb in the sentence below. Tick one . The lively crowd cheered loudly when the rally car race began. 7. Insert a pair of commas in the correct place in the sentence below. My father who works at the museum gave my class a guided tour. STA/18/7970/MLp

8 8. Which sentence is grammatically correct? Tick one . T omorrow we went shopping at the sales. In three weeks’ time, I will be on holiday. Next weekend, we had gone to the river to fish. Last summer, we swim at the beach and collect seashells. 9. Which verb is a synonym of the verb produce? Tick one . make buy sell trade STA/18/7970/MLp

9 10. Which sentence is a command ? Tick one . Y ou should bring a coat. Y ou will need a coat in case it rains. I am going to bring a coat. Bring a coat in case it rains. STA/18/7970/MLp

10 11. Draw a line to match each prefix to a word to make four different words. Use each prefix only once. Prefix Word fortune able en mis mature in correct im STA/18/7970/MLp

11 12. Which option completes the sentence in the past perfect ? Soon after a Frenchman __________ the first land speed record, it was broken. Tick one . has set had set set was setting STA/18/7970/MLp

12 13. Which sentence is written in Standard English ? Tick one . T wo sports teams come to our school yesterday. My friend was tidying the classroom. T oday the children done their school play. The teachers was going to send a letter next week. 14. T ick the sentence that uses a dash correctly. Tick one . I find baking tricky — there are too many things to go wrong. I find baking tricky there are too many things — to go wrong. I find baking — tricky there are too many things to go wrong. I find baking tricky there are — too many things to go wrong. STA/18/7970/MLp

13 15. What is the grammatical term for the underlined part of the sentence? Charlie spilt his juice , but it didn’t go on his shirt. Tick one . an adverbial a main clause a noun phras e a subordinate clause STA/18/7970/MLp

14 16. Which sentence must not end with an exclamation mark ? Tick one . What a hilarious film that was I loved the opening scene W as the ending funny I have never laughed so much 17. Insert a colon in the correct place in the sentence below. There are two places that I have always wanted to visit the Arctic and Antarctica. STA/18/7970/MLp

15 18. Which sentence uses the underlined word as a noun ? Tick one . Dancers must be very fit and athletic. Can I help you with that jigsaw? We heard thunder, but we did not see any lightning. The ocean is grey and angry-looking today. 19. Which sentence is punctuated correctly? Tick one . Lately, the days have been growing noticeably longer and, warmer. Lately the days, have been growing noticeably longer and warmer. Lately the days, have been growing noticeably longer, and warmer. Lately, the days have been growing noticeably longer and warmer. STA/18/7970/MLp

16 20. Explain how the modal verb changes the meaning of the second sentence. 1) Y usuf and his sister go swimming with their dad. 2) Yusuf and his sister might go swimming with their dad. STA/18/7970/MLp

17 21. Which word class is the underlined word in the sentence below? My brother thinks that football is an amazing game. Tick one . adverb adjective determiner conjunction STA/18/7970/MLp

18 22. Insert a subordinating conjunction to show that we ate lunch and listened to music at the same time. W e listened to the music _____________________ we ate our lunch. 23. Complete the sentence below with a noun formed from the verb invent. The engineer thought her latest ____________________ _________ would solve the problem. STA/18/7970/MLp

19 24. Replace the underlined words with the correct pronoun . Write one pronoun in each box. When Jack’s grandmother came to stay, she gave Jack some money. Jack used his money to buy a game called Gables. Jack could not wait to get home and play the new game. STA/18/7970/MLp

20 25. Which sentence is the most formal ? Tick one . W atching too much television should be avoided. Y ou shouldn’t watch too much TV. W atching lots of TV isn’t a good idea. Y ou really should try not to watch loads of telly. 26. Jane wants to know if the band is playing at the festival . W rite the question she could ask to find out. Remember to punctuate your sentence correctly . STA/18/7970/MLp

21 27. Underline the subject of the sentence below. The tightrope walker carried a balancing pole. 28. W rite the name of punctuation that could be used instead of commas in the sentence below. Somehow , after much swaying and rocking, the tightrope walker managed to regain his balance. STA/18/7970/MLp

22 29. Circle the most formal option in each set of brackets below to complete the invitation. We would like to invite you to a ( catch-up / celebration / get-together ) to mark this ( fab / really cool / momentous ) occasion. It will ( start up / commence / kick off ) at 5pm. STA/18/7970/MLp

23 30. T ick one box in each row to show whether the underlined noun is singular or plural . Singular Plural The customers’ hunger was satisfied by the pizza. The princess’s slippers were made of glass. Those are the boys’ books. 31. What is the word class of each underlined word? Josef has beautiful writing. Josef writes beautifully . STA/18/7970/MLp

24 32. Which sentence is the most formal ? Tick one . She suggested that her mother be present. She really hopes to be ready on time. Don’t forget to lock the door! If Johnny’s late, we’ll start without him. 33. Circle the four prepositions in the sentence below. On a mountain bike, you can cycle across rock y ground, along muddy paths and over harsh terrain. 34. Insert one hyphen and one comma in the correct places in the sentence below. My grandmother is a ballroom dancing champion poet and singer. STA/18/7970/MLp

25 35. Explain how the position of the apostrophe changes the meaning of the second sentence. 1. What are your brother’s favourite toys? 2. What are your brothers’ favourite toys? 36. Which two sentences use punctuation to show parenthesis ? Tick two . There are some books — including story books — in the cupboard. T o make space, we moved the chairs, tables and the boxes of games. Our classroom, at the end of the corridor, has a red door. On Tuesday, we will be selling cakes for charity. STA/18/7970/MLp

26 37. Underline the relative clause in each sentence. W e visited the funfair that came to our town. My uncle who lives in Australia has sent me a present. My friend whose rabbit I look after is on holiday . 38. Rewrite the underlined verbs in the simple past tense. During the winter months, the sun does not appear high in the sky and the days are much shorter than the nights. STA/18/7970/MLp

27 39. What is the grammatical term for the underlined words in the sentence below? My prize was a fluffy green pencil case with a gold zip. 40. T ick one box in each row to show whether the sentence is written in the active or the passive . Active Passive The lost dog was found by the children. Everyone heard the thunder. Nicole was riding her bike. STA/18/7970/MLp

28 41. Rewrite the sentence below as direct speech . Remember to punctuate your answer correctly. I asked her if she needed any help. I asked, 42. Circle the possessive pronoun in the sentence below. When Mum saw that I was wearing Oliver’s gloves, she wanted to know where mine were. STA/18/7970/MLp

29 43. Rewrite the two sentences below as one sentence using an appropriate co-ordinating conjunction . Remember to punctuate your answer correctly. W e have time to play a game. We will have to finish it before dinner. 44. Underline the adverbial in the sentence below. On W ednesday, Felix has a dental appointment. 45. Circle the relative pronoun in the sentence below. The boy who knocked on our door was at the wrong house. STA/18/7970/MLp

30 46. Add a suffix to the words in the boxes to complete the sentences. Our school believes in ________________________ for all pupils. equal W e took ________________________ clothing in case it turned cold. addition 47. Circle each word that should begin with a capital letter in the sentence below. the island called zanzibar is in the indian ocea n off the coast of africa. STA/18/7970/MLp

31 48. Circle the four verbs in the passage below. There were hundreds of gulls circling in the sky. They gathered near the dock, searching for scraps. 49. Rewrite the underlined verb in the sentence below so it is in the present progressive . I taught my sister to skateboard. STA/18/7970/MLp

32 50. Underline the subordinate clause in the sentence below. Hassan and I are going to our dance class; we are going to be late as we missed the bus. End of test STA/18/7970/MLp

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G00030A0132 STA/18/7970/MLp ISBN 978-1-78644-666-4 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: “Contains public sector information licensed under the 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 ‘2015 key stage 2 test materials copyright report’, for re-use of any third party copyright content which we have identied 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 helpline on 0300 303 3013 or email assessments@education.gov.uk. 2018 key stage 2 English grammar, punctuation and spelling Paper 1: questions Print version product code: STA/18/7970/MLp ISBN: 978-1-78644-666-4 Electronic PDF version product code: STA/18/7970/Mle ISBN: 978-1-78644-788-3 For more copies $GGLWLRQDOFRSLHVRIWKLVPRGL¿HGODUJHSULQWWHVWSDSHUFDQEHRUGHUHGE\ FRQWDFWLQJWKH67$¶VPRGL¿HGWHVWDJHQF\RQ © Crown copyright 2018 Re-use of Crown copyright in test materials 6XEMHFWWRWKHH[FHSWLRQVOLVWHGEHORZWKHVHWHVWPDWHULDOVDUH&URZQFRS\ULJKWDQG\RXPD\UHXVHWKHP (not including logos) free of charge in any format or medium in accordance with the terms of the Open *RYHUQPHQW/LFHQFHYZKLFKFDQEHIRXQGRQWKH1DWLRQDO$UFKLYHVZHEVLWHDQGDFFHVVHGYLDWKHIROORZLQJ OLQNZZZQDWLRQDODUFKLYHVJRYXNGRFRSHQJRYHUQPHQWOLFHQFH:KHQ\RXXVHWKLVLQIRUPDWLRQXQGHUWKH 2SHQ*RYHUQPHQW/LFHQFHY\RXVKRXOGLQFOXGHWKHIROORZLQJDWWULEXWLRQµ&RQWDLQVPDWHULDOGHYHORSHG E\WKH6WDQGDUGVDQG7HVWLQJ$JHQF\IRUQDWLRQDOFXUULFXOXPDVVHVVPHQWVDQGOLFHQVHGXQGHU2SHQ *RYHUQPHQW/LFHQFHY¶DQGZKHUHSRVVLEOHSURYLGHDOLQNWRWKHOLFHQFH Exceptions – third-party copyright content in test materials

Print: STA/18/8069/p ISBN: 978-1-78644-752-4 Electronic: STA/18/8069/e ISBN: 978-1-78644-764-7 © 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. 2018 national curriculum tests Key stage 2 For test administration English grammar, punctuation and spelling Administering the modified large print (MLP) version of Paper 1: questions Pack contents:   Administration instructions for the MLP key stage 2 English grammar, punctuation and spelling test Paper 1: questions (overleaf)   1 copy of the MLP Paper 1: questions Reminder: The day for this test has changed. This pack must be kept secure and unopened until the start of the test on Monday 14 May. Paper 1: questions must be administered before Paper 2: spelling. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. MONDAY 14 MAY 2018

2018 Key stage 2 English grammar, punctuation and spelling test The following information explains how to administer the modied large print (MLP) version of the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format The key stage 2 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. Test packs must not be opened until pupils are in the test room ready to complete the test, unless early opening is required to meet individual pupils’ needs. Paper 1: questions consist of a single question paper. Pupils will have 45 minutes, plus up to 100% additional time, to complete the test paper. Equipment Each pupil will need the equipment specied below: • a blue/black pen or dark pencil. Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out. Pupils are not allowed: • dictionaries • electronic spell checkers • bilingual word lists or electronic translators. 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 looks at an answer again. • Administrators should ensure that pupils are able to locate all answer spaces correctly. • You may explain or rephrase a question provided you do not give away subject-specic information. For example, if a question asks to ‘insert a pair of commas’, ‘insert’ may be explained but not ‘commas’. • The notes for readers in the English grammar, punctuation and spelling test gives examples of how to read particular types of question in Paper 1. The examples below illustrate how to deal with some common situations. Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. • You must not explain any subject-specic terminology. If any other word in a question is unfamiliar, you may explain it or show them objects to help them understand. Guidance for speci c questions No additional guidance is needed to administer this component of the test. Before the test begins Review the list of pupils with particular individual needs, e.g. pupils who may need a rest break, 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 2018 key stage 2 access arrangements guidance. Check there are enough test administrators to maintain adequate supervision during the test. You should consider the possibility that at least one test administrator might need to leave the room with a pupil. It is important that the pupils’ names on their tests match the names on the test attendance register. Check with your test co-ordinator whether any pupil in your group is known by a di erent name in school, or has changed their name since pupil registration. This is so you can ensure the pupil writes the correct name on their test paper. Ensure you understand how to deal with issues during the tests. Write the school’s name and DfE number on a board that is visible to all pupils. Leave space on the board to write the start and nish times of the test. What to do at the start of the test Check that seating is appropriately spaced and that no pupil can see another pupil’s answer booklet. 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 MLP copy of Paper 1: questions. Write the start and nish times on a board so that all the pupils can see them. How to introduce the test It is important to brief pupils fully at the start of each test. Use this script to introduce Paper 1: questions. This is the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. You should have Paper 1: questions in front of you. You will need a blue or black pen or dark pencil. Write your name, school name and DfE number on the front of your test paper. [If any pupil’s name di ers from the name provided during pupil registration, instruct the pupil to write both names on the paper.] Open your test paper to page 3. I will read the instructions to you. In this booklet, your grammar, punctuation and vocabulary are tested. There are di erent types of question for you to answer in di erent ways. The space for your answer shows you what type of answer is needed. Write your answer in the space provided. Read the instructions carefully so that you know how to answer each question. Some questions are followed by a line or a box. This shows that you need to write a word, a few words or a sentence. For some questions, you do not need to do any writing. Each question is worth one mark. You will have 45 minutes, plus your additional time allowance, to answer the questions in this booklet. You should try to answer all of the questions. If you can’t answer a question, move on to the next one and return to it later if you have time. Pay particular attention to any instructions within test questions. If you want to change your answer, put a line through the response you don’t want the marker to read. If you have to use a rubber, make sure you rub out your answer completely before writing a new one. 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, I can’t help you to answer any of the test questions. You must not talk to each other. Are there any questions you want to ask me now? I will tell you when you have 5 minutes left. I will tell you when the test is over and to stop writing. You may now start the test. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the print is illegible • 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 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. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script including any unused test material. Return them immediately to the senior member of sta who is responsible for collating the tests. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including any unused test papers, must be stored securely until Friday 25 May 2018.

2018 national curriculum tests Key stage 2 ENGLISH Modified large print English grammar, punctuation and spelling Paper 2: spelling STA/18/7971/MLp First name _____________________ Middle name _____________________ Last name _____________________ Date of birth Day _______ Month ______ Year _______ School name _____________________ DfE number _____________________ Note to markers: This paper should be marked using the standard mark schemes for KS2 English grammar, punctuation and spelling: Paper 2. There is additional guidance on marking some questions in this paper in the Key stage 2 English grammar, punctuation and spelling amendments to mark schemes – MLP document.

2 1. Mum hit her with the hammer. 2. The boy ha d keeping up with his elder sister. 3. Add eggs to your cake . 4. The new la ptop is light and . 5. W e put the bread in the oven. 6. My favourite subject at school is . 7. The teacher asked the children to pay . 8. Raif his parents’ permission to go out. 9. The astronaut felt in space. 10. Raisa was chosen to be a member of the school . Spelling task STA/18/7971/MLp

3 11. I from a cold last week. 12. It w as a autumn day. 13. Jaya walks to school. 14. Ben took a step onto the ice rink. 15. W ater is to life. 16. David had a idea of where to find the milk. 17. Bella was an girl. 18. The designed the new building. 19. Queen Elizabeth is a of Queen Victoria. 20. T o give up now would be . End of test STA/18/7971/MLp

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G00040A0104 STA/18/7971/MLp ISBN 978-1-78644-667-1 � Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: �Contains public sector information licensed under the 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 �2015 key stage 2 test materials copyright report�, for re-use of any third party copyright content which we have identied 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 helpline on 0300 303 3013 or email assessments@education.gov.uk. 2018 key stage 2 English grammar, punctuation and spelling Paper 2: spelling Print version product code: STA/18/7971/MLp ISBN: 978-1-78644-667-1 Electronic PDF version product code: STA/18/7971/Mle ISBN: 978-1-78644-789-0 For more copies $GGLWLRQDOFRSLHVRIWKLVPRGL�HGODUJHSULQWWHVWSDSHUFDQEHRUGHUHGE\ FRQWDFWLQJWKH67$�VPRGL�HGWHVWDJHQF\RQ � Crown copyright 2018 Re-use of Crown copyright in test materials 6XEMHFWWRWKHH[FHSWLRQVOLVWHGEHORZWKHVHWHVWPDWHULDOVDUH&URZQFRS\ULJKWDQG\RXPD\UHXVHWKHP (not including logos) free of charge in any format or medium in accordance with the terms of the Open *RYHUQPHQW/LFHQFHYZKLFKFDQEHIRXQGRQWKH1DWLRQDO$UFKLYHVZHEVLWHDQGDFFHVVHGYLDWKHIROORZLQJ OLQNZZZQDWLRQDODUFKLYHVJRYXNGRFRSHQJRYHUQPHQWOLFHQFH:KHQ\RXXVHWKLVLQIRUPDWLRQXQGHUWKH 2SHQ*RYHUQPHQW/LFHQFHY\RXVKRXOGLQFOXGHWKHIROORZLQJDWWULEXWLRQ�&RQWDLQVPDWHULDOGHYHORSHG E\WKH6WDQGDUGVDQG7HVWLQJ$JHQF\IRUQDWLRQDOFXUULFXOXPDVVHVVPHQWVDQGOLFHQVHGXQGHU2SHQ *RYHUQPHQW/LFHQFHY�DQGZKHUHSRVVLEOHSURYLGHDOLQNWRWKHOLFHQFH Exceptions � third-party copyright content in test materials

Print: STA/18/8070/p ISBN: 978-1-78644-753-1 Electronic: STA/18/8070/e ISBN: 978-1-78644-765-4 © Crown copyright 2018 Re-use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licensed under Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identied any third-party copyright information you will need to obtain permission from the copyright holders concerned. 2018 national curriculum tests Key stage 2 For test administration Pack contents:   Administration instructions for the MLP key stage 2 English grammar, punctuation and spelling test Paper 2: spelling (overleaf)   1 copy of the MLP Paper 2: spelling English grammar, punctuation and spelling Administering the modified large print (MLP) version of Paper 2: spelling Reminder: The day for this test has changed. This pack must be kept secure and unopened until the start of the test on Monday 14 May. Paper 2: spelling must be administered after Paper 1: questions. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2018 modified test administration guidance before opening this pack. MONDAY 14 MAY 2018

2018 Key stage 2 English grammar, punctuation and spelling test The following information explains how to administer the modied large print (MLP) version of the key stage 2 English grammar, punctuation and spelling test Paper 2: spelling. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. You will need a copy of the test transcript from the standard version of the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format The key stage 2 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. Test packs must not be opened until the pupils are in the test room ready to complete the test, unless early opening is required to meet individual pupils’ needs. This component of the test consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. You will need a copy of the test transcript from the standard version of the test. Pupils will have approximately 15 minutes to complete the test, plus up to 100% additional time, but it is not strictly timed. Equipment Each pupil will need the equipment specied below: • a blue/black pen or dark pencil. Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out. Pupils are not allowed: • dictionaries • electronic spell checkers • bilingual word lists or electronic translators. Assistance • Pupils should not require any assistance during the administration of Paper 2: spelling. • You must ensure nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • You should take care not to overemphasise spelling when reading out the words that pupils need to spell. Guidance for speci c questions No additional guidance is needed to administer the MLP version of Paper 2: spelling. Before the test begins Make sure you have the printed transcript of Paper 2: spelling. Review the list of pupils with any particular individual needs, e.g. pupils who may need a rest break, 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 2018 key stage 2 access arrangements guidance. Check there are enough test administrators to maintain adequate supervision during the test. You should consider the possibility that at least one test administrator might need to leave the room with a pupil. It is important that the pupils’ names on their tests match the names on the test attendance register. Check with your test co-ordinator whether any pupil in your group is known by a di erent name in school, or has changed their name since pupil registration. This is so you can ensure the pupil writes the correct name on their test paper. Ensure you understand how to deal with issues during the tests. Write the school’s name and DfE number on a board that is visible to all pupils. What to do at the start of the test Check that seating is appropriately spaced and that no pupil can see another pupil’s answer booklet. 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 MLP copy of Paper 2: spelling. How to introduce the test It is important to brief pupils fully at the start of each test. Use this script to introduce Paper 2: spelling. This is the key stage 2 English grammar, punctuation and spelling test Paper 2: spelling. You should have Paper 2: spelling in front of you. You will need a blue or black pen or dark pencil. Write your name, school name and DfE number on the front of your test paper. [If any pupil’s name di ers from the name provided during pupil registration, instruct the pupil to write both names on the paper.] If you want to change your answer, put a line through the response you don’t want the marker to read. If you have to use a rubber, make sure you rub out your answer completely before writing a new one. If you have any questions during the test, you should put your hand up and wait for someone to come over to you. Remember, I can’t help you answer any of the test questions. You must not talk to each other. Please use the transcript from the standard version of the test to administer the test. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the print is illegible • 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 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. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script including any unused test material. Return them immediately to the senior member of sta who is responsible for collating the tests. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including any unused test papers, must be stored securely until Friday 25 May 2018.

2018 national curriculum tests Key stage 2 English grammar, punctuation and spelling Amendments to mark schemes Modified large print (MLP)

Page 2 of 4 Introduction This guidance is for markers who have been allocated MLP scripts of the 2018 key stage 2 English grammar, punctuation and spelling test. This guidance should be used in conjunction with the standard version of the 2018 key stage 2 English grammar, punctu ation and spelling test mark schemes . Markers should refer to the standard mark schemes when marking MLP test papers , unless an alternative is given in this guidance . Amendments to the mark scheme s The sta ndard mark schemes can be applied to all questions in the MLP versions of Paper 1 : questions and Paper 2: spelling . General guidance to be applied throughout the MLP papers  You should make every effort to understand what the pupil has written in an answer, without reading into the answer anything that the pupil did not intend.  Some pupils with visual impairment may find it difficult to get their answers across clearly. It may take you longer to read their answ ers. Apply the mark scheme, but be sympa thetic to their difficulties.  Be sympathetic to the fact that the handwriting of pupils with visual impairment may be of inconsistent size and formation. They may also have difficulty circling or ticking their answers. Award marks where there is a clear a nd unambiguous indication of the correct answer.  If pupils have missed any answer lines or spaces within the text, their answers may be elsewhere on the page. Any unambiguous indication of the correct answer should be credited, working within the parameters of the mark scheme.  Markers should contact their supervisors if they have any problems applying the mark scheme to MLP scripts or with specific responses.

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Page 4 of 4 2018 key stage 2 English grammar, punctuation and spelling: amendments to mark schemes – MLP Electronic PDF version product code: STA/18/8088/e ISBN: 978 - 1 - 78644 - 819 - 4 Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © Crown copy right and Crown information 2018 Re - use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, the se test materials are Crown copyright or Crown information and you may re - use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the national Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open - government - licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains pub lic sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third - party copyright content in test materials You must obtain permission from the relevant copyrigh t owners, as listed in the ‘2018 key stage 2 tests copyright report’, for reuse of any third - party copyright content which we have identified in the test materials, as listed below. Alternatively , you should remove the unlicensed third - party copyright content and/or replace it with appropriately licensed materials. Third - party content These materials contain no third - party copyright content. If you have any queries regarding these test materials , contact the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov.uk

2018 national curriculum tests Key stage 2 English grammar, punctuation and s pelling Amendments to mark schemes Braille

Page 2 of 6 Introduction This guidance details the amendments made to the standard mark scheme s for questions that have been adapted or replaced in the braille version of the 2018 key stage 2 English grammar, punctuation and s pelling test. This guidance should be used in conjunction with the standard version of the 2018 key stage 2 English grammar, punctuation and spelling test mark schemes. Markers should refer to standard mark schemes when marking braille d test papers , unless an alternative is given in this guidance. Amendments to the mark scheme s Amendments to mark schemes are only provided where the content of standard mark schemes is altered. Amendments to mark schemes are not provided where the only change has been to divide the question into subsections or to alter the layout of the question. The m ark schemes have been amended for the following questions: Paper 1 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 24, 25, 30, 32, 34, 36, 40 and 46 Paper 2 There are no amendments to the mark schemes for the spelling component: the standard mark schemes can be applied for all spellings. Read the general guidance below and the information on p.4 before using the standard mark schemes to mark Paper 2. General guidance to be applied throughout the braille papers  You should make every effort to understand what the pupil has written in an answer, without reading into the answer anything that the pupil did not intend.  Some pupils with visual impairment find it difficult to get their answers across clearly. It may take you longer to read their answers. Apply the mark schemes, but be sympathetic to their difficulties. Any unambiguous indication of the correct answer should be credited.  Throughout the test, where question responses are labelled with letters or letters and numbers, pupils may write the letter or letter and number of their chosen answer rather than writing out their answer in full, for example B, D, 1C, 2A.  Some braille questions are worded differently from the standard version, but the differences are sufficiently small that the standard mark scheme can still be applied . For example , pupils may write the answer rather than circle the answer.

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