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STA/19/8200/BTp Transcription of the Braille Version 2019 national curriculum tests Key stage 1 English reading Braille Paper 1: r eading prompt and answer booklet My Big Brother Jayjay What Is A Cowboy ?

STA/19/8200 /BTp 2 [braille page 1] Contents My Big Brother Jayjay .................................................................................................. 2 What Is A Cowboy? ..................................................................................................... 14 [braille page 2 , facing page 3 ] My Big Brother Jayjay I was happy. My big brother Jayjay was happy. It was nearly half term. Then Mum rushed into the room. "J ayjay! Jasmine! I need to talk to you about next week. I know it is holiday time, but I have to go to work," she said. "I need to know that you can be a good girl for J ayjay. He will be in charge." ………………………………………………………………………………………………………… [braille page 3] Practice questions a . Why was J ayjay looking after Jasmine? A. Mum was going to work. B. Mum was going on holiday. C. Jasmine was ill. D. Jasmine was going on holiday. b . Who is telling the story? [braille page 4, facing page 5] On Monday, we had a very good day. We went to the fair in the park. I won a huge, pink teddy. On Wednesday, we went to the circus in a big tent. It was so lovely! We saw acrobats swinging high above our heads. On Friday, J ayjay said, "Let's do something for Mum. She has been working all week." "Can we do a picture in the garden?" I asked. ………………………………………………………………………………………………………… [braille page 5] 1. Your teacher will give you cards for this question. Match the cards to show what Jasmine and Jayjay did on each day. 2. What did Jasmine and Jayjay see at the circus?

STA/19/8200 /BTp 3 [braille page 6, facing page 7] "Let's find the paints," said J ayjay. "Can we paint the shed wall?" I asked. "Yes," said J ayjay. "It is a really boring colour!" Jayjay fetched the stepladder . He said, "These steps are a bit wobbly. I will paint the top bit." He climbed up and painted a basketball net and a red ball going into it. I painted some beautiful flowers and some grass. ………………………………………………………………………………………………………… [braille page 7] 3. Why did J ayjay agree to paint the shed wall? 4. Why did Jayjay paint the top of the shed? A. Jasmine didn't like painting. B. The steps were dangerous. C. He knew what to paint. D. Mum would like what he painted. [braille page 8, facing page 9] When we finished, our painting was really bright and colourful. Then J ayjay said, "Hold these brushes very carefully. I will get something to clean them." I wanted to see the top of our picture so I climbed the steps. They wobbled! I dropped the brushes! ………………………………………………………………………………………………………… [braille page 9] 5. Why did Jasmine climb the steps? 6. Why did Jasmine drop the brushes? A. The steps moved. B. Jayjay told her to. C. The brushes were dirty. D. Mum was angry. [braille page 10, facing page 11] Red, white, green and yellow droplets flicked all over the sky at the top of our lovely painting! Great splashes of paint landed on my clothes. "Mum will be furio us!" I wailed. We rubbed and scrubbed as much as we could. We did not hear Mum come home. Then we saw her. I wanted to hide from her really cross face. ………………………………………………………………………………………………………… [braille page 11] 7. What happened when Jasmine dropped the br ushes? 8. Find and copy two words that tell you how J ayjay and Jasmine tried to clean off the paint.

STA/19/8200 /BTp 4 [braille page 12, facing page 13] "Jasmine! You have got paint all over your hair," she shouted. But then she saw t he painting. Her face changed. "Whatever made you think of doing that?" she said. "It is fantastic and I love the sparkling fireworks at the top!" Jayjay grinned. "It was Jasmine's idea to add some extra colour," he said. We all laughed. ………………………………………………………………………………………………………… [braille page 13] 9. When Mum came home, where did she first see the paint? 10. How did Mum feel when she first saw Jasmine? 11. What did Mum describe as "spark ling fireworks"? A. the sky that J ayjay painted B. the basketball net and red ball C. the flowers that Jasmine painted D. the splashes of paint [braille page 14, facing page 15] What Is A Cowboy? A long time ago, there were lots of cowboys in North America. Some were young and some were old; most were men and very few were women. They rode horses and looked after cows. ………………………………………………………………………………………………………… [braille page 15] Practice questions c. Most cowboys were... A. men. B. girls. C. women. D. boys. d . What animals did cowboys look after? [braille page 16, facing page 17] An American Cowboy A cowboy had special clothes and tools to help him in his job. 1. A s tetson: a hat with a wide brim to keep sun and rain off the face 2. A bandana: a scarf that can be pulled over the face in dust storms 3 . A big , shiny, metal buckle on the trouser belt 4 . Boots to help when riding horses 5 . A lasso: a rope used to catch cows ………………………………………………………………………………………………………… [braille page 17] 12. Which two pieces of clothing did cowboys use to protect their faces from the weather? 13. Write one item that cowboys used for working with animals.

STA/19/8200 /BTp 5 [braille page 18, facing page 19] A cowboy's job Two hundred years ago in North America, a huge area of grass covered most of the land. Because people wanted to eat meat, they kept cows on this land. Cowb oys were needed to move the cattle from one place to another. This could take months, so the cowboys lived and worked together and became friends. ………………………………………………………………………………………………………… [braille page 19] 14. What covered most of the land in North America two hundred years ago? 15. What job did the cowboys do? 16. Why did cowboys become friends with each other? [braille page 20, facing page 21] Cowboys and their horses Cowboys also became close to their horses. They could not do their job without horses and so a special bond grew between a cowboy and his horse. Horses had to carry bags, bedding, water bottles and a cowboy. [braille page 21] Cowboys travelled so far with their horses that this became a song they often sang: Oh, I am a Texas cowboy, Far away from home. If ever I get back to Texas, I never more will roam. [ Texas is a place in North America where many cowboys were from. ] ………………………………………………………………………………………………………… [braille page 22] 17. Why did horses have to be strong? 18. Where is the cowboy in the song from?

STA/19/8200 /BTp 6 [braille page 2 3, facing page 2 4] Cowboys in films Cowboys came in many different shapes and sizes, but all cowboys had to be able to ride horses. There are many films about cowboys. Cowboy films often show cowboys who are handsome, clean and young, having lots of adventures. In real life, cowboys were often quite old. They were covered in dust and had little time to wash or shave. Usually their horses were more handsome than they were! ………………………………………………………………………………………………………… [braille page 24] 19. What skill did all cowboys need? 20. Real cowboys are different from cowboys in films. Choose three letters from the list below to show what cowboys in films are like. A. handsome B. clean C. dirty D. have adventures E. old ::::::::::::

STA/19/8200 /BTp 7 Braille cards for question 1. English KS1 Paper 1: reading and prompt question booklet – braille cards 1 of 2 Monday Wednesday Friday , Monday , Wednes day , Fr i day Braille cards for question 1 continued. English KS1 Paper 1: reading prompt and question booklet – braille cards 2 of 2 did something for Mum went to the fair went to the circus di d s omet hi ng f or , mum went t o t he f ai r went t o t he c i r c us

Braille transcript Print version product code: STA/19/8200/BTp ISBN 978-1-78957 -082 -3 Electronic PDF version product code: STA/19/8200/BTe ISBN 978 -1-78957 -094 -6 © Crown copyright 2019

2019 national curriculum tests Key stage 1 For test administration English reading Administering the braille version of Paper 1: reading prompt and question booklet Pack contents:   Administration instructions for the braille version of the key stage 1 English reading Paper 1: reading prompt and question booklet (overleaf)   1 copy of the braille reading prompt and question booklet   1 copy of the printed transcript of the braille version of the English reading prompt and question booklet   1 copy of the sentence cards (1 page of card tagged at the back of the booklet) The English reading 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 English reading test The key stage 1 English reading test consists of 2 papers. The papers must be administered in order. Pupils do not have to sit both papers on the same day. If both papers are administered on the same day, pupils may benet from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. Test packs must not be opened until the pupils are in the test room ready to complete your school’s rst administration of the test. All test materials, including unused test papers, must be stored securely until Monday 3 June. Paper 1: reading prompt and question booklet The following information explains how to administer the braille version of the key stage 1 English reading test Paper 1. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 1 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure that the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 1 consists of a single reading prompt and question booklet in braille. • There is a printed transcript of the braille booklet to help test administrators. • It is expected that the standard version of the test will take approximately 30 minutes to complete, but it is not strictly timed. Pupils using braille tests are automatically entitled to up to 100% additional time. • It is at your discretion to choose when, or if, pupils require a break during the test or whether, if appropriate, to stop the test early. • In this booklet, the text and corresponding questions have been presented as facing pages wherever possible. On braille pages 20, 21 and 22 the text and corresponding questions will not all t onto facing pages and the text is presented on braille pages 20 and 21, with corresponding questions following on braille page 22. Test administrators may refer pupils back to the text on pages 20 and 21 when answering these questions. • The paper includes some practice questions for you to use to introduce the contexts and question types to pupils. Test administrators should allow additional time to go through the practice questions with pupils. • You must refer to the printed transcript rather than the standard test questions when administering this test. Equipment Each pupil will need the equipment specied below: • a suitable way of recording their answers, such as a brailler, blue/black pen, pencil or word processor (i.e. the way they usually write in class) • braille paper (if the pupil is brailling their responses). Pupils may use the following, if this is normal classroom practice: • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. Pupils may use monolingual English electronic spell checkers, provided they do not give denitions of words, or highlighter pens if this is normal classroom practice. Pupils must not use dictionaries. Assistance • You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil reviews an answer again. • You may help pupils to locate pages/paragraphs in the text, as well as the questions in the booklet. • The English reading test must not be read to individuals or to a group, except for the general instructions below, and the practice text and practice questions. • If a pupil asks a question about test content, you must not explain any words or expressions. The example below illustrates how to deal with a common situation: Q. I don’t understand the question. A. Read the question again and pay attention to the words that tell you what to do.

Page 3 of 8 Guidance for speci c questionsPractice question a. Braillists do not need to write down the whole sentence, simply the letter of their chosen answer. Test administrators may use this example of a multiple-choice question to familiarise braillists with how to answer such questions. The correct answer is A. Q1. Cards are provided for this question. The cards should be detached from the back of the braille test paper and carefully cut out before the test is administered. Test administrators should place the three labels Monday, Wednesday and Friday in a vertical list on the table in front of the pupil. Then give the pupil the three sentence cards did something for Mum, went to the fair and went to the circus. Braillists should match their three sentence cards to the day labels on the table to show what Jasmine and Jayjay did each day. Q4, Q6, Q11 and Q20. Braillists should write down the letter of their chosen answer. Practice question c. Braillists should write down the letter of their chosen answer. Before the test begins • Detach the set of brailled cards at the back of the braille booklet. Cut out the cards and keep them to one side until the pupil reaches Q1. • Make sure you have the printed transcript of the braille booklet. • Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. • Ensure that you know how to administer any access arrangements correctly by referring to the 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 1 braille copy of the combined reading prompt and question booklet. How to introduce the test • It is recommended that you spend at least 5 minutes introducing each section of the paper to the pupils. • The paper contains a number of practice pages to familiarise the pupils with each text and to introduce the question formats they will be required to respond to throughout. These are designed to be read by the teacher with the pupils. • The practice pages at the beginning of each section also provide the opportunity to discuss setting and characters in the case of ction, and content and context in the case of non-ction. • Test administrators will need to plan time to go through the practice pages with the pupils at specic intervals throughout the test. This section continues on the next page.

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

Page 5 of 8 Instructions for reading text 1: My Big Brother Jayjay What to say at the start of reading text 1 • Read out the name of the rst text to the pupils. My Big Brother Jayjay • My Big Brother Jayjay does not have a list of ‘Useful words’. Look at page 2 in your braille booklet. Continue reading page 2 (transcript page 2). There is a story on this page and some questions about it on the following page (page 3 in your braille booklet, transcript page 2). I’m going to read the story to you and then I’ll explain how you should answer the questions. • Read the story on page 2 (transcript page 2) aloud to the pupils and discuss what is happening in the narrative. • Tell the pupils to turn over to question a on page 3 (transcript page 2). Read it aloud. (a) Why was Jayjay looking after Jasmine? A. Mum was going to work. B . Mum was going on holiday. C. Jasmine w as ill. D . Jasmine was going on holiday. You need to write down your answer for question a. • Allow the pupils time to think about the answer and then discuss the options with them. Encourage the pupils to read through all the choices again before making a decision. Tell the pupils to write the letter of their chosen answer on their braille paper. • Tell the pupils to look at question b. Read it aloud. (b) Who is telling the story? You need to write down your answer. • Give the pupils some time to think. You should then discuss their selections, noting di erent ways of expressing the correct answer and explaining that it is perfectly acceptable to use di erent words to explain the same idea. Let the pupils ll in the answer on their braille paper. You now have 30 minutes to nish reading the story and answer the questions on pages 5 to 13 in your braille booklet on your own. You should think carefully about the answers you give. • After approximately 30 minutes, ask pupils to turn to page 14.

Page 6 of 8 Instructions for reading text 2: What Is A Cowboy? What to say at the start of reading text 2 • Read out the name of the text to the pupils. What Is A Cowboy? There is some information on this page and some questions about it on the following page (page 15, transcript page 4). I will read the information on the page to you and then I’ll explain how you should answer the questions. • Read the text on page 14 (transcript page 4) aloud to the pupils and discuss the content. • Tell the pupils to turn over to page 15 for question c (transcript page 4). Read it aloud. (c) Most cowboys were... A. men. B . girls. C. w omen. D . boys. Write down your answer for question c. • Allow pupils time to think about the answer and then discuss the options with them. Encourage pupils to read through all the choices again before making a decision. Tell pupils to write the letter of their chosen answer on their braille paper. • Tell the pupils to go to question d. Read it aloud. (d) What animals did cowboys look after? You need to write your answer for question d on your braille paper. • Allow pupils time to think. You should then discuss their selections and let pupils write the answers on their braille paper. You now have 30 minutes to nish reading the information and answer the questions on pages 17 to 24 in your braille booklet on your own. You should think carefully about the answers you give.

Page 7 of 8 How to deal with issues during the testIt is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the dots have been printed incorrectly • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make sure the pupils are kept under test conditions and that they are supervised • if the pupils have to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice about what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with once the test is over. What to do at the end of the test • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test, under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers are not corrected or amended. • All test materials, including printed transcripts, must be stored securely until Monday 3 June. Marking the tests • Use the key stage 1 test mark schemes and the amended mark schemes for braille to mark the test, following both the general guidance and any specic guidance for each question.

Administering the braille version of Paper 1: reading prompt and question booklet Print version product code: STA/19/8250/p ISBN: 978-1-78957-177-6 Electronic version product code: STA/19/8250/e ISBN: 978-1-78957-187-5 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.

STA/19/8202/BTp Transcription of the Braille Version 2019 national curriculum tests Key stage 1 English reading Braille Paper 2: reading booklet Liam the Park Keeper Dora the Storer

STA/19/8202/BTp 2 [braille page 1] Contents Liam the Park Keeper .................................................................................................. 2 Dora the Storer ............................................................................................................ 12 [braille page 2] Liam the Park Keeper Meet Liam the park keeper Do you like being out in the open air? Liam does! He works as a park keeper, which means he is outside all day long. He can listen to the birds and look at the beautiful trees and plants. [braille page 3] Liam has to keep his areas of the park looking their best for visitors, especially the rose garden. It's a very demanding job, but Liam enjoys it. Liam's daily tasks depend on the weather and the time of year. His main tasks include: clearing away dead plants [braille page 4] getting rid of weeds digging the soil putting in new plants keeping bugs under control cutting shrubs and clipping hedges raking up leaves cutting the grass. [braille page 5] Through the seasons Liam's jobs change throughout the seasons. Spring is the time to care for the lawn and old flower beds. Flowers are planted in spring ready for summer. From spring until autumn, the grass needs to be cut once a week. [braille page 6] During summer, Liam's main job is keeping the displays looking their best. Flower beds are watered every day and weeded. As the flowers grow old and fade away, Liam cuts away the old parts. In autumn, Liam plants bulbs ready for spring. He collects fallen leaves and gives the lawn some well -needed treatment. [braille page 7] In winter, he digs over the empty flower beds to keep the soil in good condition. He also creates new beds. The winter frost helps to break up the soil. [braille page 8] What Liam likes about his job For Liam, the very best part of being a park keeper is being outside. Liam likes being outside and being active. He would feel very restless if he had to sit at a desk all day. Gardening keeps him fit, too. [braille page 9] Liam likes planting things and watching them grow. Every day , he sees how the park's visitors enjoy the gardens, and this gives him a real sense of achievement. He also likes being able to enjoy the park quietly in his spare time. Liam enjoys time with the other park keepers. They do many jobs as a team, and

STA/19/8202/BTp 3 [braille page 10] Liam likes being able to talk to the others while he works. What Liam doesn't like about his job The weather can make Liam's job much harder. There's snow and ice in winter, and it rains most of the year round. Liam likes his job least in the middle of summer, when it can be [braille page 11] almost too hot to do anythi ng. Another problem is that it can be dirty work. It's easy to get cuts and scratches from the roses and other plants, and there are itchy insect bites to worry about in the summer. :::::::::::: [braille page 12] Dora the Storer Dora was a woman who liked things. She didn't go out looking but somehow she always spotted them, lost or thrown away, just the very things she knew would come in useful one day. Birdcages and bookcases, bicycles and balls, Dora found and kept them all. [braille page 13] The one thing that Dora did not have was space. Dora had no space left in her house to put things. Dora had no space to cook things. Dora had no space to sit or eat. "I must find more space," she said, as she clambered carefully out of bed. Later that morning, a slip of paper squeezed in through the letter box. [braille page 14] Dora finally found her glasses and this is what she read: Jumble Sale for a very good cause Bring all your old things Please be generous Come to the Village Hall on Saturday 20th May fr om 11am to 2pm. ,,,,,,,,,,,, [braille page 1 5] Dora rushed around the house gathering up things she did not want . "I must be generous," she said. "I must take everything. It is for a very good cause." Dora put her things in an old pram and pushed it to and from the jumble sale hall. But as time went on, it got harder and harder to part with her precious finds. She could not help [braille page 16] sniffing when she said goodbye to the bicycles and she cried as she wheeled away the lampshade. Dora was exhausted when she got home. But when she looked around her house, she was pleased to see that there was so much space. There was also a lovely carpet on the floor that she hadn't seen for years. [braille page 1 7] But all that night, Dora couldn't get to sleep. She lay in the empty darkness thinking of all her precious things. She was sure they must be feeling unloved and unwanted. She could al most hear them calling to her, 'Come back and save us! ' [braille page 18] When the sun came up, Dora dressed quickly and raced up to the hall. She could see her things through the window, waiting to be sold. "I'll get them back," said Dora, "if I have to buy them all . At least I'm the first in the line." Six hours later, Dora was still waiting. [braille page 19] "Hello," said a voice. "Have you been here long?" Dora turned to see a woman with a little boy smiling up at her.

4 "I want to look too," said the boy, so Dora lifted him up. "Ooh, Mum!" he shouted. "There's a bike in there." [braille page 20] Then an old man hurried up and peered in through the window too. "Look at that lampshade!" he cried. "Just what I always wanted." More and more people joined the line and peeped in through the window. They all saw things they wanted. "How useful! How beautiful!" they cried. Dora said nothing, but she began to smile. [braille page 21] When the doors were opened and everyone rushed in, Dora was the first inside – but she didn't buy a thing. She just watched and smiled as all her things were sold, and proudly pushed and carried off to their new homes. :::::::::::: Braille transcript Print version product code: STA/19/8202/BTp ISBN 978-1-78957 -084 -7 Electronic PDF version product code: STA/19/8202/BTe ISBN 978 -1-78957 -096 -0 © Crown copyright 2019

STA/19/8201/BTp Transcription of the Braille Version 2019 national curriculum tests Key stage 1 English reading Braille Paper 2: reading answer booklet Liam the Park Keeper Dora the Storer

STA/19/8201/BTp 2 [braille page 1] Questions 1 – 9 are about Liam the Park Keeper (pages 2 – 11) [braille page 2] (page 2) 1. Liam works... A. outside all of the time. B. at a desk when it is cold outside. C. at a desk all of the time. D. outside when it is sunny. [braille page 3] (page 3) 2. Which area of the park does Liam keep particularly nice for visitors? (page 3) 3. Liam can find his work difficult. Find and copy one word that tells you that Liam's work is difficult. [braille page 4] (page 3) 4. Liam's daily tasks can change. What two things can make his tasks change? A. the team B. the trees C. the visitors D. the weather E. the season [braille page 5] (page 6) 5. As the flowers grow old and fade away ... This means that the flowers... A. turn into weeds. B. become brighter in colour. C. begin to die away. D. are ready for planting. [braille page 6] (page 7) 6. What does the winter frost help to do? (pages 8 – 9) 7. Being a park keeper is a good job for Liam. Why? [braille page 7] (page 9) 8. What makes Liam feel proud and gives him ' a real sense of achievement'? A. keeping fit and active B. watching the shrubs and plants grow C. working as a team with the other park keepers D. watching visitors enjoy the gardens

STA/19/8201/BTp 3 [braille page 8] (pages 3 – 10) 9. Which of these sentences are true and which are false? a) Liam does the same jobs every day. True or false? b) Liam sometimes cuts the grass and the bushes. True or false? c) Liam always works alone. True or false? [braille page 9] Questions 10 – 18 are about Dora the Storer (pages 12 – 21) [braille page 1 0] (page 12) 10. Look at the beginning of the story. What was different about Dora's things? A. She bought them in the shop. B. Someone gave them to her. C. She made them herself. D. They had been thrown away. [braille page 11] (page 12) 11. What sort of things did Dora choose to collect? A. expensive things B. colourful things C. things that might be useful D. things that she could sell [braille page 12] (page 13) 12. It was difficult to get the piece of paper through Dora's letter box. Find and copy one word that tells you this. (pages 14 – 15) 13. Why did Dora want to give things to the jumble sale? Write two reasons. [braille page 13] (pages 17 – 18) 14. Dora cried as she pushed her pram away for the last time. Why was she sad? [braille page 14] (page 17) 15. During the night, Dora decided to... A. bring back everything she had taken to the jumble sale. B. go to the jumble sale to buy new things. C. make sure her things were sold at the jumble sale. D. take even more things to the jumble sale.

4 [braille page 15] (page 18) 16. Find and copy two words from the text below that show Dora was in a rush to get back to the hall the next morning. When the sun came up, Dora dressed quickly and raced up to the hall. She could see her things through the window, waiting to be sold. [braille page 1 6] (pages 19 – 20 ) 17. The boy and the old man wanted to buy something at the jumble sale. a) What did the boy want to buy? b) What did the old man want to buy? [braille page 1 7] (pages 20 – 21) 18. Why did Dora decide not to buy her things back? A. She thought that the jumble sale was too busy. B. She did not see anything she liked. C. She saw that other people wanted her thi ngs. D. She did not have enough money to buy her things back. [braille page 18 ] :::::::::::: End of test Braille transcript Print version product code: STA/19/8201/BTp ISBN 978-1-78957 -083 -0 Electronic PDF version product code: STA/19/8201/BTe ISBN 978 -1-78957 -095 -3 © Crown copyright 2019

For test administration English reading Administering the braille version of Paper 2: reading booklet and reading question booklet 2019 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille version of the key stage 1 English reading Paper 2: reading booklet and reading question booklet (overleaf)   1 copy of the braille reading question booklet   1 copy of the braille reading booklet   1 copy of the printed transcript of the braille version of the English reading Paper 2: reading booklet and reading question booklet The English reading 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 English reading test The key stage 1 English reading test consists of 2 papers. The papers must be administered in order. Pupils do not have to sit both papers on the same day. If both papers are administered on the same day, pupils may benet from a break between papers. Both papers can be administered to the whole class, smaller groups of pupils or on an individual basis. Test packs must not be opened until the pupils are in the test room ready to complete your school’s rst administration of the test. All test materials, including unused test papers, must be stored securely until Monday 3 June. Paper 2: reading booklet and reading question booklet The following information explains how to administer the braille version of the key stage 1 English reading test: Paper 2. 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. Pupils should be given the opportunity to attempt Paper 2 but administrators can stop an individual pupil at any stage of the test, if the pupil is struggling. Please follow these instructions correctly to ensure that the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format • Paper 2 consists of a reading booklet and a separate question booklet. • There are printed transcripts of the braille booklets to help test administrators. • It is expected that the standard version of the test will take approximately 40 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 a pupil requires a break during the test or whether, if appropriate, to stop the test early. • This paper does not include practice questions or lists of useful words. • You must refer to the printed transcript rather than the standard test questions when administering this test. Equipment Each pupil will need the equipment specied below: • a suitable way of recording their answers, such as a brailler, blue/black pen, pencil or word processor (i.e. the way they usually write in class) • braille paper (if the pupil is brailling their responses). Pupils may use the following, if this is normal classroom practice: • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. Pupils may use monolingual English electronic spell checkers, provided they do not give denitions of words, or highlighter pens if this is normal classroom practice. Pupils must not use dictionaries. Assistance • You may help pupils to locate pages/paragraphs in the text, as well as the questions in the reading question booklet, but you must be careful that nothing you say or do could be interpreted as giving pupils an advantage. For example, indicating that an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • The English reading test must not be read to individuals or to a group, except for the general instructions. • If a pupil asks a question about test content, you must not explain any words or expressions. The example below illustrates how to deal with a common query: Q. I don’t understand the question. A. Read the question again and pay attention to the the words that tell you what to do. Guidance for speci c questions Minor changes have been made to the wording and layout of some braille text both in the reading booklet and the question booklet. Q1, Q5, Q8, Q10, Q11, Q15 and Q18. Braillists should write down the letter of their chosen answer. Pupils need to write two letters for Q4. Q9. Braillists should write True or False for parts a, b and c.

Before the test begins • Make sure you have the printed transcript of the braille booklet. • Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. • Ensure you know how to administer any access arrangements correctly. 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 1 braille copy of the reading booklet and 1 braille copy of the reading question booklet. How to introduce the test • You should use these instructions to introduce this paper. The wording of these instructions can be adapted, provided the meaning is retained. This is the English reading test Paper: 2. Paper 2 doesn’t contain any practice questions and I’m not going to read any of the pages aloud to you this time. There will be dierent types of question to answer, including: • writing an answer on a line • choosing the correct answer from a list • deciding if a sentence is true or false. This test will take around 80 minutes. This includes your additional time allowance. Try to answer as many questions as you can. If you can’t answer a question, you should move on to the next one and come back to it later on if you have time. If you start to nd the reading or the questions too hard, you should stop working. If you want to change an answer, you should put a line through the answer you don’t want to be marked or use a series of ‘for’ braille signs (all 6 dots). You need to work quietly on your own. You need to think of your own answers and you must not discuss them with anyone else. Read the questions carefully and check your work. If you have any questions during the test, put your hand up and wait for me/someone to come over to you. Remember, I/we can’t help you answer any of the test questions or read any of the words to you. Do you have any questions? Write your name on the front of your braille paper. 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 about what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with once the test is over. What to do at the end of the test • Follow your school’s procedure for collecting and storing the pupils’ test scripts. • If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers are not corrected or amended. • All test materials, including printed transcripts, must be stored securely until Monday 3 June. Marking the tests • Use the key stage 1 test mark schemes and the amended mark schemes for braille to mark the test, following both the general guidance and any specic guidance for each question. Administering the braille version of Paper 2: reading booklet and reading question booklet Print version product code: STA/19/8251/p ISBN: 978-1-78957-178-3 Electronic version product code: STA/19/8251/e ISBN: 978-1-78957-188-2 © 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.

2019 national curriculum tests Key stage 1 English reading Amendments to mark schemes Modified large print (MLP)

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) version of the 2019 key stage 1 English reading national curriculum test. This guidance should be used in conjunction with the standard version of the key stage 1 English reading test mark schemes . You should refer to the standard mark schem es when marking the MLP test papers , unless additional guidance is given in this document . Amendments to the mark schemes Amendments to mark schemes are only provided where the content of the standard mark scheme s has been altered. A mendments to mark schemes are not provided where the only change has been to divide a question into subsections or to alter the layout of a question. M ark schemes have been amended for the following questions: Paper 1 There are no amendments to the mark schemes. Read the general guidance below before using the standard mark schemes to mark questions in Paper 1. Paper 2 Question 9. A dditional marking guidance is provided for question 16. General guidance to be applied throughout the MLP papers  You should make every effort to understand what the pupil has written, without reading into the answer anything that the pupil did not intend.  Be sympathetic to the fact that the handwriting of pupils with visual impairment may be of inconsistent size and formation. They may also have difficulty circling or ticking their answers. Award marks where there is a clear and unambiguous indication of the correct answer.  If pupils have missed any answer lines or spaces within the text, their answers may be found elsewhere on the page. Any unambiguous indication of the correct answer should be credited, working within the parameters of the mark schemes.

 Questions that appear as horizontal tick boxes in the standard version of the test may have been changed to vertical orientation in the MLP version in order to make it easier for pupils to track across the page. The correct answer s will be the same as in the standard mark schemes. Amendments to mark schemes for Paper 2: reading booklet and reading answer booklet When marking the test, you should refer to the table below, which shows where replacement questions have been added and explains how the MLP question numbers correspond to the standard question numbers. All questions should be marked in accordance with the standard mark schemes unless otherwise indicated. Q Information for marking 9 This is a replacement question. Award 1 mark for 2 correct; award 2 marks for 3 correct. Liam does the same jobs every day: false Liam sometimes cuts the grass and the bushes: true Liam always works alone: false 16 Markers should be aware that children with visual impairment may have difficulty circling words precisely and should be sympathetic to this, awarding a mark for unambiguous answers.

2019 key stage 1 English reading: Amendments to mark schemes – MLP and braille Electronic PDF version product code: STA/19/8260/e ISBN: 978-1-78957-197-4 © 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 N ational 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 this licence. Exceptions - third-party copyright content in test materials You must obtain permission from the relevant copyright 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 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 assessments helpline on 0300 303 3013 or email assessments@education.gov.uk

2019 national curriculum tests Key stage 1 English reading Amendments to mark schemes Braille

Introduction This guidance details the amendments made to the standard mark schemes for questions which have been adapted or replaced in the braille version of the 2019 key stage 1 English reading national curriculum test. This guidance should be used in conjunction with the standard version of the key stage 1 English reading mark schemes. You should refer to the standard mark schemes when marking the braille 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 has been altered. Amendments to mark schemes are not provided where the only change has been to divide a question into subsections or to alter the layout of a question. Mark schemes have been amended for the following questions: Paper 1 Practice question a Questions 1, 4, 6 and 11 Practice question c Quesiton 20 Paper 2 Questions 1, 4, 5, 8, 9, 10, 11, 15 and 18 General guidance to be applied throughout the braille papers  You should make every effort to understand what the pupil has written, 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 to the standard versions of the same questions, but the differences are sufficiently small that the standard mark schemes can still be applied. For example, pupils may write an answer rather than circle it. Amendments to mark schemes for Paper 1: read ing prompt and question booklet Minor changes have been made to the wording and layout of some braille questions. All questions should be marked in accordance with the standard mark schemes unless otherwise indicated. Additional marking guidance is provided below. Q Inf ormation for marking Practice question a Braillists need not write down the whole sentence, simply the letter of their chosen answer. The correct r esponse for this question is A. 1 Braillists will physically match each of the three ‘day’ cards with the three ‘place’ cards. Award 1 mark for all three correctly matched pairs : Monday – went to the fair Wednesday – went to the circus Friday – did something for Mum 4 The correct response for this question is B . 6 The correct response for this question is A . 11 The correct response for this question is D . Practice question c The correct response for this question is A . 20 The three correct responses for this question are A , B and D .

Amendments to mark schemes for Paper 2: reading booklet and reading question booklet Minor changes have been made to the wording and layout of some braille questions. All questions should be marked in accordance with the standard mark schemes unless otherwise indicated. Additional marking guidance is provided below. Q Information for marking 1 The correct response for this question is A . 4 The correct responses for this question are D and E. 5 The correct response for this question is C . 8 The correct response for this question is D . 9 Braillists will indicate True or False for a, b and c . Award 1 mark for 2 correct; award 2 marks for 3 correct. The correct responses are: a. False b. True c. False 10 The correct response for this question is D . 11 The correct response for this question is C . 15 The correct response for this question is A . 18 The correct response for this question is C .

2019 key stage 1 English reading: Amendments to mark schemes MLP and braille Electronic PDF version product code: STA/19/8260/e ISBN: 978-1-78957-197-4 © 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 this licence. Exceptions - third-party copyright content in test mate rials You must obtain permission from the relevant copyright 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 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 assessments helpline on 0300 303 3013 or email assessments@education.gov.uk

Transcription of the Braille version 2019 national curriculum tests Key stage 1 English grammar, punctuation and spelling Braille Paper 2: short questions STA/19/8205 /BTp

2 STA/19/8205/BTp [braille page 1] Practice questions a. Write one word to complete the sentence below. I want to be a teacher ____ I grow up. b. What is needed in the sentence below? the boys raced to the park. A. a capital letter B. a question mark C. a comma D. an apostrophe ..................................................................................................................................... [braille page 2] 1. Your teacher will give you cards for this quest ion. Join two words to make new words. The first one will be done for you. [braille page 3] 2. The punctuation marks are missing from the sentences below. Which sentence is a question? A. I have finished my puzzle B. Find me a new puzzle C. Where is my puzzle D. What a tricky puzzle this is [braille page 4] 3. Which is the correct word to complete the sentence below? We will go cycling ____ we arrive home in time. A. that B. or C. but D. if [braille page 5] 4. Which sentence is punctuated correctly? A. There are some foxes living in the woods B. there are some foxes living in the woods C. There are some foxes living in the woods. D. there are some foxes living in the woods. [braille page 6] 5. Which word can have the letters un in front of it to make another word? A. tie B. big C. hot D. sit [braille page 7] 6. Show your teacher one word in the sentence below that can be replaced with the word but. Paul and Anil went to music club and Joe went home.

3 STA/19/8205/BTp [braille page 8] 7 . Our school play was amazing I loved the costumes. An exclamation mark is missing from the sentences above. Show your teacher where the exclamation mark should go. [braille page 9] 8. Em ily run to school and met Li at the gate. The verb "run" is in the wrong tense. Rewrite the verb run to complete the sentence in the correct tense. [braille page 10] 9. Which sentence has the correct punctuation? A. We saw sheep cows, and birds on our walk . B. We saw sheep, cows and birds on our walk. C. We saw sheep cows and birds , on our walk. D. We saw, sheep cows and birds on our walk. [braille page 11] 10. Write down the two adjectives in the sentence below. The new supermarket is the biggest in town. [braille page 12] 11. Which sentence needs one more capital letter? A. They moved house last March. B. They live in a city called Chester. C. Their friend is called ben Edwards. D. Their school play is on Tuesday. [braille page 1 3] 12 . Find and copy the noun in the sentence below. The talented dancer moved gracefully. 13 . The green parrot fl ew to the top of the tree. What type of word is "flew"? A. an adjective B. a noun C. an adverb D. a verb [braille page 1 4] 14 . One question mark and one full stop are missing from the sentences below. Show your teacher where the question mark and full stop should go. Can you swim yet Tom can swim without a float [braille page 1 5] 15 . Complete the sentence by adding a suffix to the word light to make an adverb. It was raining light____ at playtime today.

4 STA/19/8205/BTp [braille page 1 6] 16. Use only the words in the list below to write a statement. flower the grow will Remember to use correct punctuation. [braille page 17] 17 . Choose the correct words to complete the sentences below. a) ____ going on a treasure hunt. A. Were B. We're b) Shall we start looking for ____? A. clues B. clue's [braille page 18] c) ____ team found the treasure first. A. Robs B. Rob's 18. Write one verb to complete the sentence below. Fred is ____ to the t eacher. [braille page 19] 19 . Write "past" or "present" to show whether each sentence is in the past tense or the present tense. a) Samir enjoys cooking. b) Eva laughed at the joke. c) Poppy caught the ball. :::::::::::: End of test

5 STA/19/8205/BTp English KS1 Paper 2: short questions – braille cards Braille cards for question 1. 1 of 2 white Word 1 tooth rain space wh i t er ai n t oot hs pac e English KS1 Paper 2: short questions – braille cards Braille cards for question 1 continued. 2 of 2 Word 2 ship coat board paste s hi pboar dc oat pas t e

Braille transcript Print version product code: STA/19/8205/ BTp ISBN 978-1-78957 -085 -4 Electronic PDF version product code: STA/19/8205/BTe ISBN 978 -1-78957 -097 -7 © Crown copyright 2019

For test administration English grammar, punctuation and spelling Administering the braille version of Paper 2: questions 2019 national curriculum tests Key stage 1 Pack contents:   Administration instructions for the braille key stage 1 English grammar, punctuation and spelling Paper 2: questions (overleaf)   1 copy of the braille Paper 2: questions   1 copy of the printed transcript of the braille version of Paper 2: questions The optional English grammar, punctuation and spelling test can be administered during May 2019. The confidentiality and integrity of the test must be maintained until Monday 3 June . The test must not be shared or made available outside your school before this date. Please ensure you have read and understood the 2019 modified test administration guidance before administering the test. CONFIDENTIAL

Page 2 of 8 2019 key stage 1 English grammar, punctuation and spelling test The key stage 1 English grammar, punctuation and spelling test consists of 2 papers. However, there is no braille version of Paper 1: spelling. If appropriate, pupils can sit the standard version of the spelling test. 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: questions The following information explains how to administer the braille version of the key stage 1 English grammar, punctuation and spelling test Paper 2: questions. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before you administer the test. Please follow these instructions correctly to ensure the test is properly administered. Format • Paper 2: questions consists of a single question booklet. • There is a printed transcript of the braille booklet to help test administrators. • It is expected that the standard version of the test will take approximately 20 minutes to complete, but it is not strictly timed. Pupils using braille tests are automatically entitled to up to 100% additional time. • It is at your discretion to choose when, or if, pupils require a break during the test or whether, if appropriate, to stop the test early. • You must refer to the printed transcript rather than the standard test questions when administering this test. Equipment Each pupil will need the equipment specied below: • a suitable way of recording their answers, such as a brailler, blue/black pen, dark pencil or word processor (i.e. the usual way they write in class) • braille paper (if the pupil is brailling their responses). Pupils may use the following, if this is normal classroom practice: • technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners. No additional equipment is allowed. Assistance • You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, for example indicating that an answer is correct or incorrect, or suggesting the pupil reviews an answer again. • You must not explain any subject-specic terminology. If any other word in a question is unfamiliar to pupils, you may explain it, or show them objects to help them understand. • You must not give alternative explanations, for example explain ‘commands’ as ‘instructions’ or name punctuation. The document ‘Notes for readers in the English grammar, punctuation and spelling test’, which can be found at www.gov.uk/government/publications/notes-for-readers-in-the-english- grammar-punctuation-and-spelling-test-short-answer-questions, gives examples of how to read particular types of question in Paper 2. The examples below illustrate how to deal with some common situations: Q. I don’t understand the question. A. Read the question again and pay attention to the words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test.

Page 3 of 8 Guidance for specic questions The ‘How to introduce the test’ section tells you how to introduce the 2 practice questions. Practice question a. Braillists do not have to copy the sentence but simply their chosen word. Practice question b. Braillists do not need to write down the whole word but simply the letter of their chosen answer. Test administrators may use this example of a multiple-choice question to familiarise braillists with how to answer such questions. The correct answer is A. Q1. Cards are provided for this question. The cards should be detached from the back of the Braille answer booklet and cut out before the test is administered. Test administrators should place the four words white , rain , tooth , and space in a vertical list on the table and should give the braillist the four words ship , board , coat and paste . Braillists should match their four words to the words on the table to make new words. The test administrator should match the rst one - whiteboard - for them as an example. Q2, Q3, Q4, Q5, Q6, Q9, Q11, Q12, Q13. Braillists should write down the letter of their chosen answer. Q6. Braillists do not have to copy the word. They may show the test administrator which word is their answer by giving the answer orally, by physically pointing to the word or by placing blutak in their chosen location. Q7. Braillists do not have to copy the sentences. They may show the test administrator where the missing exclamation mark should go by describing the position orally, by physically pointing to the place or by placing blutak in their chosen location. Q8. Braillists may write out the whole sentence or simply write the verb in the correct tense. Q10. Braillists do not have to write the complete sentence but simply their chosen adjectives. Q14. Braillists do not have to copy the sentences. They may show the test administrator where the missing question mark and fullstop should go by describing the positions orally, by physically pointing to the places or by placing blutak in their chosen locations. Q15. Braillists do not have to write the complete sentence but simply their chosen adverb. Q16. Test administrators may draw attention to the four words listed - ower, the, grow , will. Q17. Test administrators may point out to braillists that this question is in three parts. Q18. Braillists do not have to copy the sentence but simply their chosen word. Q19. Braillists do not have to copy the sentences but simply write past or present for a., b. and c. Before the test begins • Make sure you have the printed transcript of the braille booklet. • Review the list of pupils with particular individual needs and consider whether they may need rest breaks or other access arrangements. • Ensure you know how to administer any access arrangements correctly by referring to the 2019 key stage 1 access arrangements guidance. • Read ‘Notes for readers in the English grammar, punctuation and spelling test’. What to do at the start of the test • Check that seating is appropriately spaced. • Check that pupils do not have mobile phones or other disruptive items. • Check that pupils do not have any materials or equipment that may give them extra help. • Ensure each pupil who needs it has 1 braille question booklet for Paper 2: questions. How to introduce the test • It is important to brief pupils fully at the start of each test. Use these instructions to introduce Paper 2: questions. This section continues on the next page.

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

Page 5 of 8 How to deal with issues during the 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 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, including spelling, are not corrected or amended. Marking the tests • Use the key stage 1 test mark schemes and the amended mark schemes for braille to mark the test, following both the general guidance and any specic guidance for each question.

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