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

STA/18/7964/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 Mathematics Braille Paper 1: arithmetic

STA/18/7964/B Tp 2 [braille page 1] In this booklet, ____ indicates a missing number. Practice question 5 + 1 = ____ ……….……………………………………………………………………………………….. 1. 2 + 7 = ____ ……….……………………………………………………………………………………….. 2. 37 + 5 = ____ ……….……………………………………………………………………………………….. 3. 10 + 20 = ____ ……….……………………………………………………………………………………….. 4. 18 – 8 = ____ ……….……………………………………………………………………………………….. 5. 88 – 4 = ____ ……….……………………………………………………………………………………….. 6. 3 × 10 = ____ ……….……………………………………………………………………………………….. [braille page 2] 7. 1 2 of 6 = ____ ……….……………………………………………………………………………………….. 8. 3 + 30 + 3 = ____ ……….……………………………………………………………………………………….. 9. 6 × 10 = ____ ……….……………………………………………………………………………………….. 10. 100 – 10 = ____ ……….……………………………………………………………………………………….. 11. 4 + 81 = ____ ……….……………………………………………………………………………………….. 12. 7 × 2 = ____ ……….……………………………………………………………………………………….. 13. ____ + 8 = 20 ……….………………………………………………………………………………………..

3 [braille page 3] 14. 54 + 22 = ____ ……….……………………………………………………………………………………….. 15. 8 ÷ 2 = ____ ……….……………………………………………………………………………………….. 16. 63 – 4 = ____ ……….……………………………………………………………………………………….. 17. 54 – 20 = ____ ……….……………………………………………………………………………………….. 18. 99 + 10 = ____ ……….……………………………………………………………………………………….. 19. 67 + 33 = ____ ……….……………………………………………………………………………………….. 20. 59 – 15 = ____ ……….……………………………………………………………………………………….. [braille page 4] 21. 17 + 48 = ____ ……….……………………………………………………………………………………….. 22. 1 4 of 24 = ____ ……….……………………………………………………………………………………….. 23. 98 – ____ = 28 ……….……………………………………………………………………………………….. 24. 120 ÷ 10 = ____ ……….……………………………………………………………………………………….. 25. 74 – 47 = ____ :::::::::::: End of test Braille transcript Print version product code: STA/18/7964 /BTp ISBN 978-1- 78644-687-9 Electronic PDF version product code: STA/18/7964 /BTp ISBN 978-1- 78644- 797-5 © Crown copyright 2018

For test administration Mathematics Administering the braille version of Paper 1: arithmetic 2018 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 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

2018 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 Friday 1 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 2018 key stage 1 access arrangements guidance. • Check there are enough administrators to maintain adequate 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 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: Five plus one 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 ‘6’, not ‘8 take away 2’. 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 Friday 1 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/18/8077/p ISBN: 978-1-78644-772-2 Electronic version product code: STA/18/8077/e ISBN: 978-1-78644-808-8 © Crown copyright 2018 Re-use of Crown copyright in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains material developed by the Standards and Testing Agency for 2018 national curriculum assessments and licensed under Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identied any third-party copyright information you will need to obtain permission from the copyright holders concerned.

STA/18/7965/BTp Transcript of the Braille Version 2018 national curriculum tests Key stage 1 Mathematics Braille Paper 2 : reasoning

STA/18/7965/BTp 2 [braille page 1] In this booklet ____ indicates a missing number. 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 ……….……………………………………………………………………………………….. [braille page 3] 1. 20 2 2 ……….………………………………………………………………………………………..

3 STA/18/7965/BTp Test administration guidance Practice. Look at the four lines. T hey are labelled P Q R and S. Write the letter of the line that is the longest. 1. Loo k at the three numbers. What is twenty ADD two ADD two? Write your answer. 2. I am thinking of a number. It has FOUR tens and TWO ones. Write my number.

STA/18/7965/BTp 4 [braille page 4] 3. P Q R S ……….……………………………………………………………………………………….. [braille page 5] 4. 13 20 marbles ____ marbles ……….……………………………………………………………………………………….. 5. ____ × ___ _ = 25 ……….……………………………………………………………………………………….. 1 2 1 4 1 3 3 4

5 STA/18/7965/BTp Test administration guidance 3. Look at the circle. Part of the circle is shaded. Now look at the four fractions. They are labelled P Q R and S. Write the letter of the fraction that shows the SHADED part of the circle. 4. Look at question 4. There are THIRTEE N marbles in a jar. The jar can hold TWENTY marbles. How many more marbles can fit in the jar? Write your answer. 5. Look at question 5. The SAME number can be written in both spaces to make the multiplication correct. Write this number.

STA/18/7965/BTp 6 [braille page 6, facing page 7] Diagram for question 6 [braille page 7] 6. Look at the three lines on the opposite page. They are labelled P Q R Write the letters of the lines in order of their length, starting with the longest. ……….……………………………………………………………………………………….. [braille page 8, facing page 9] Diagram for question 7 [braille page 9] 7. Look at the diagram on the opposite page. The names of five shapes are listed below. They are labelled A B C D and E Write the letters of the names of the TWO shapes in the diagram. A triangle B square C rectangle D circle E hexagon ……….………………………………………………………………………………………..

7 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 6 and 7.

STA/18/7965/BTp 8 [braille page 10, facing page 11] Diagram for question 8 [braille page 11] 8. Look at the shape on the opposite page. It is made from four rectangles. Shade or mark of this shape. Use the separate copy of the diagram. ……….……………………………………………………………………………………….. [braille page 12, facing page 13] Diagram for question 9 [braille page 13] 9. Look at the diagram on the opposite page. It shows some shaded circles and some unshaded circles. Mark the third shaded circle. Use the separate copy of the diagram. ……….……………………………………………………………………………………….. 10. Sita has ten bags. She puts 10 balls in each bag. How many balls are in the bags altogether? ……….……………………………………………………………………………………….. [braille page 14] 11. Kemi goes to four clubs each week. The times they last are listed below. Swimming 45 minutes Art 2 hours Music 75 minutes Drama 1 hour Which club lasts the longest? ……….……………………………………………………………………………………….. 12. Ajay's plant was 11 centimetres tall. It grows 7 centimetres taller. How tall is the plant now? ____ cm ……….……………………………………………………………………………………….. 3 4

9 STA/18/7965/BTp Test administration guidance 8. There is a separate copy of the diagram. The child may use any method to indicate their response, e.g. pins or pointing. 9. There is a separate copy of the diagram. The child may use any method to indicate their response, e.g. pins or pointing.

STA/18/7965/BTp 10 [braille page 15] 13. Amy uses 3 tens and 4 ones to make a number. Look at the four numbers below. 43 30 34 41 Write the number Amy makes. ……….……………………………………………………………………………………….. 14. Look at t he chart below. It shows the number of stickers four children have. Key: = is one sticker Kemi = = = = = = Amy = = = Ben = = = = = = = Sam = = ………… Kemi has more stickers than Sam. How many more? ……….……………………………………………………………………………………….. [braille page 16] 15. A classroom has 6 tables. Each table has 5 children sitting at it. Complete the number sentence below to show how many children there are altogether. ____ × ___ _ = ____ children ……….……………………………………………………………………………………….. 16. A shopkeeper has 20 fish and 5 fish bowls. He puts the same number of fish in each bowl. How many fish go in each bowl? ____ fish ……….………………………………………………………………………………………..

11 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 13, 14, 15 and 16.

STA/18/7965/BTp 12 [braille page 17, facing page 18] Diagram for question 17 [braille page 18] 17. Look at the four shapes on the opposite page. They are labelled P Q R S Write the letter of the shape that does NOT have a line of symmetry. ……….……………………………………………………………………………………….. 18. Ajay has 20p in 2p coins. How many 2p coins does Ajay have? ____ coins ……….………………………………………………………………………………………..

13 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 17 and 18.

STA/18/7965/BTp 14 [braille page 19] 19. Look at the three numbers below. 5 40 8 Use only these numbers to make a different number sentence each time. One is done for you. 5 × 8 = 40 a) ____ × ___ _ = ____ b) ____ ÷ ____ = ____ ……….………… …………………………………………………………………………….. [braille page 20, facing page 21] Diagram for question 20 [braille page 21] 20. Look at the diagram on the opposite page. It shows part of a number line. Write the number shown by the arrow. ……….……………………………………………………………………………………….. 21. At an airport, o ne plane lands every minute. How many planes land in 1 hour? ____ planes ……….………………………………………………………………………………………..

15 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 19, 20 and 21.

STA/18/7965/BTp 16 [braille page 22] 22. Look at the six numbers below. 5 15 25 35 45 55 Use four of these numbers to complete the two number sentences below. a) ____ + ____ = 60 b) ____ + ____ = 60 ……….……………………………………………………………………………………… .. [braille page 23] 23. Look at the list of six coins below. 5p 10p 10p 10p 20p 20p Sam has 55p Ben has 10p less than Sam. Write the coins that Ben has. Choose your answer from the list of coins. ……….……………………………………………………………………………………….. 24. Biscuits cost 20p each. Cakes cost 25p each. Sam buys 3 biscuits and 1 cake. How much does Sam spend altogether? Show your working. ____p ……….………………………………………………………………………………………..

17 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 22, 23 and 24.

STA/18/7965/BTp 18 [braille page 24, facing page 25] Diagram for question 27 [braille page 25] 25. Amy buys one pear for 35p She pays with a 50p coin. How much change does Amy get? ____p ……….……………………………………………………………………………………….. 26. Look at the number pattern below. 5 10 15 ___ _ 25 30 ____ Write the two missing numbers. ……….……………………………………………………………………………………….. 27. Look at the scales on the opposite page. They measure temperature. The temperature on the playground is lower than the temperature in th e classroom. How much lower? ____°C ……….………………………………………………………………………………………..

19 STA/18/7965/BTp Test administration guidance There is no specific guidance for questions 25, 26 and 27.

STA/18/7965/BTp 20 [braille page 26, facing page 27] Diagram for question 29a Diagram for question 29b [braille page 27] 28. ____ + ____ = 26 Write the same number in both spaces to make the sum correct. ……….……………………………………………………………………………………….. 29. You have a separate copy of the diagram for this question. a) Look at the first line on the opposite pag e. How long is the line? Use your ruler. ____ cm b) Look at the second line on the opposite page. How long is the line? Use your ruler. ____ cm ……….……………………………………………………………………………………….. [braille page 28] 30. Ben has 7 bags of grapes. Each bag has 10 grapes. Ben gives 25 grapes to his friends. How many grapes does he have left? Show your working. ____ grapes ……….……………………………………………………………………………………….. 31. 13 + 6 = 10 + ___ _ Write the missing number. ……….……………………………………………………………………………………….. 32. ____ – ____ = 2 Write two numbers that are greater than 20 to make the subtraction correct. :::::::::::: End of test

21 STA/18/7965/BTp Test administration guidance 29. There is a separate copy of the diagram. The child will need a tactile ruler.

STA/18/7965/BTp 22 Diagram and film copies for question 8 Diagram for question 9 Diagram and film copies for question 29 Diagram for question 29a Diagram for question 29b

23 STA/18/7965/BTp Blank page

24 Braille transcript Print version product code: STA/18/7965/BTp ISBN 978-1- 78644-688-6 Electronic PDF version product code: STA/18/7965/BTp ISBN 978-1-78644- 798-2 © Crown copyright 2018

For test administration Mathematics Administering the braille version of Paper 2: reasoning 2018 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 The mathematics 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 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 Friday 1 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 lines. They are labelled P, Q, R and S. Write the letter of the line that is the longest. • 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? • 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 three numbers. What is twenty add two add two? Write your answer. Question 2 I am thinking of a number. It has four tens and two ones. Write my number. Question 3 Turn to page 4. Look at the circle. Part of the circle is shaded. Now look at the four fractions. They are labelled P, Q, R and S. Write the letter of the fraction that shows the shaded part of the circle. Question 4 Look at question four. There are thirteen marbles in a jar. The jar can hold twenty marbles. How many more marbles can t in the jar? Write your answer. Question 5 Look at question ve. The same number can be written in both spaces to make the multiplication correct. Write this number.

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 6 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.

Administering the braille version of Paper 2: reasoning Print version product code: STA/18/8078/p ISBN: 978-1-78644-773-9 Electronic version product code: STA/18/8078/e ISBN: 978-1-78644-809-5 © 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. 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 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.

2018 national curriculum tests Key stage 1 Mathematics Amendments to mark schemes Modified Large Print (MLP)

Page 2 of 6 Introduction This guidance details the amendments made to the standard mark schemes for questions that have been adapted or replaced in the modified large print (MLP) ver sion of the 2018 key stage 1 Mathematics test. This guidance should be used in conjunction with the standard version of the 2018 key stage 1 mathematics test mark schemes . Markers should 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 divide the question into subsections or to alter the layout of the question. The mark schemes have been amended for the following questions: Paper 1 There are n o amendments to the mark scheme s . Read th e additional guidance on page 3 of this document before using the standard mark schemes to mark questions in Paper 1. Paper 2 6, 9, 13, 17, 26 and 29

Page 3 of 6 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 may 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 .  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.  Tick boxes arranged horizontally in the standar d version 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 6 Amendments to the mark schemes for Paper 2: reasoning Qu. Requirement Mark Additional guidance Written questions 6 Letters put in the correct order as shown: R S P Q 1m All letters must be in the correct order for the award of the mark. Accept any other clear way of indicating the correct answer. 9 The third black bead indicated as shown: 1m Accept any clear way of indicating the correct answer, e.g . circling the third black bead. Do not award the mark if more than one bead has been indicated, un less it is clear that the third black bead is the pupil ’ s final choice. 13 34 (ticked or indicated) 1m Accept any other clear way of indicating the correct answer. Do not award the mark if more than one number is indicated, unless it is clear that the correct number is the pupil’s final choice. 

Page 5 of 6 Qu. Requirement Mark Additional guidance Written questions 17 The correct shape ticked as shown: 1m Accept any other clear way of indicating the correct answe r, e.g. circling or putting a cross on the correct shape. Do not award the mark if more than one shape is indicated, unless it is clear that the correct shape is the pupil’s final choice. 26 Two correct numbers given in the correct order: 20 3 5 1m Both numbers must be correct and are given in the correct order for the award of the mark. Award the mark if the pupil has written the numbers within the sequence, but only if they have written them in the correct order i.e. 20 35 29 (a) 7 (cm) (b) 3 (cm) 1m Both parts must be correct for the award of the mark. Accept for part (a) any number between: 6.5(cm) – 7.5(cm) in clusive. Accept for part (b) any number between: 2.5(cm) – 3.5(cm) in clusive. 

Page 6 of 6 2018 key stage 1 mathematics test amendments to mark schemes – MLP Electronic PDF version product code: STA/18/7 8086/e ISBN: 978 - 1 - 78644 - 817 - 0 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 te st 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 attri bution: ‘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. A lternatively, 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 national curriculum tests Key stage 1 Mathematics Amendments to mark schemes Braille

Page 2 of 8 Introduction This guidance details the amendments made to the standard mark schemes for questions that have been adapted or replaced in the braille vers ion of the 2018 key stage 1 m athematics test. This guidance should be used in conjunction with the standard version of the 2018 key stage 1 mathematics test mark sc hemes . You should r efer 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 divide the question into subsections or to alter the layout of the question. The mark schemes have been amended for the following questions: Paper 1 There are no amendments to the mark scheme s . 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, 5, 6, 7, 9, 13, 17, 26 , 28 and 29

Page 3 of 8 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.  Pupils with visual impairment may 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 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 corresponding number of their chosen answer rather than writing out their answer i n full, for example B, D, 1C, 2A.  Some braille questions are worded differently from the standard version, but the differences are sufficiently small that the standard mark scheme can still be applied. For example, pupils may write the answer rather than circle the answer.

Page 4 of 8 Amendments to the mark schemes for Paper 2: reasoning Qu. Requirement Mark Additional guidance Aural questions 3 R (written) 1m Accept any other clear way of indicating the correct fraction. Do not award the mark if additional fractions are indicated or written, unless it is clear that the correct fraction is the pupil ’ s final choice. 5 Award the mark for the answer of: 5 1m Written questions 6 Letters put in the correct order as shown: R P Q 1m All letters must be in the correct order for the award of the mark. Accept any other clear way of indicating the correct answer. 7 C (written) D (written) 1m Both letters must be correct for the award of the mark. Accept any other clear way of indicating the correct shapes .

Page 5 of 8 Written questions 9 The third black bead indicated as shown: 1m Accept any clear way of indicating the correct answer, e.g. circling the third black bead or tickin g below the third black bead . Do not award the mark if more than one bead has been indicat ed , un less it is clear that the third black bead is the pupil ’ s final choice. 13 34 1m Accept any other clear way of indicating the correct answer. Do not award the mark if more than one number is written , unless it is clear that the correct number is the pupil’s final choice. 17 R (written) 1 m Accept any other clear way of indicating the correct shape . Do not award the mark if more than one shape is indicated or written, unless it is clear that the correct shape is the pupil’s final choice. 26 Two correct numbers given in the correct order: 20 3 5 1m Both numbers must be correct and given in the correct order for the award of the mark. 

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