[PDF] 2016 Sample Key Stage 1 Year 2 - English Test Braille Version.pdf | Plain Text

For test administration SAMPLE MODIFIED TEST Published December 2015 These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Some of the documents or procedures mentioned in these instructions, such as when the test must be administered, the opening instructions and the completion of the attendance register, will be applicable to a live test scenario only. Further information is available on GOV.UK at www.gov.uk/sta. English grammar, punctuation and spelling Administering the braille (UEB) version of the key stage 1 English grammar, punctuation and spelling test Paper 2: questions National curriculum tests Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 English grammar, punctuation and spelling sample test The key stage 1 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. Paper 2: questions The following information explains how to administer the UEB key stage 1 English grammar, punctuation and spelling sample test Paper 2: questions. There is information on GOV.UK about administering braille tests to pupils. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before the test begins. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This component consists of a single question booklet in UEB braille. • There is a printed transcript of the braille booklet to help administrators. • It is expected that the test will take approximately 20 minutes, plus up to 100% additional time (not strictly timed), to complete the test paper. • 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 not refer to the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a suitable way of recording their answers (such as a brailler, blue / black pen, dark pencil or word processor) and a pencil sharpener and rubber where applicable • braille paper (if the pupil is brailling their responses) 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. Administrators should ensure that pupils are able to locate all answer spaces correctly. You may explain or rephrase a question provided you do not give away subject-specific information. For example, if a question asks to ‘insert a pair of commas’, ‘insert’ may be explained but not ‘commas’. You must not give alternative explanations: e.g. explain ‘commands’ as ‘instructions’ or name punctuation. The notes for readers in the English grammar, punctuation and spelling test gives examples of how to read particular types of question in Paper 2: questions. The examples below illustrate how to deal with some common situations. Q. I don’t understand the question. A. Read the question again and pay attention to key words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the related context. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Guidance for specific questions • See the section on ‘What to say at the start of the test’ for how to introduce the 2 practice questions. • Q1 - Braillists should copy the short sentence, inserting the missing punctuation mark in their chosen place. • Q4 - Test administrators should give braillists a set of cards for this question. • Test administrators should place the 3 cards showing I will, you have, it is and did not on the table in a vertical list. • They should give braillists the other 4 cards showing i t ’s, I’ll, didn’t and you’ve. Braillists should match these cards to the cards placed on the table by the test administrator. • The test administrator should show the pupil how to do this by matching the card showing did not with the card showing didn’t. • Q10 - Braillists should write the 3 words with s or es on the end. • Q11 – Braillists should write the 3 nouns only. • Q12 – Braillists should simply write past or present for A, B and C Before the test begins • Cut out the 8 braille cards supplied, which are needed for question 4. • Review the list of pupils with particular individual needs, e.g. so you know how much additional time pupils are allowed or whether they may need rest breaks. Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK. • Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave the room with a pupil. • Ensure you understand how to deal with issues during the tests How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your first 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 print is illegible • an incorrect test has been administered • a fire alarm goes off • a pupil is unwell • a pupil needs to leave the test room during the tests • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure pupils are kept under test conditions and that they are supervised - if they have to leave the room, ensure they don’t talk about the test • speak to your test co-ordinator or a senior member of staff for advice on what to do next. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the start of the test • Check that spacing is appropriate. • Ensure each pupil has 1 UEB question booklet for Paper 2: questions SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

What to say at the start of the testIt is important to brief pupils fully at the start of each test. You should use these instructions to introduce Paper 2: questions. The wording of these instructions can be adapted, provided the meaning is retained. You should use words and phrases familiar to the pupils, and you may repeat them as many times as necessary to ensure that the pupils understand what to do. Explain to the pupils that this is the key stage 1 English grammar, punctuation and spelling test Paper 2: questions. Explain that the test will take around 20 minutes, with up to 100% additional time, but is not strictly timed. Tell the pupils that they should have Paper 2: questions booklet in front of them. Explain to the pupils that, if they want to change an answer, they should rub it out or put a line through the response they don’t want to be marked or use a series of ‘f or’ signs (all 6 braille dots). Ask the pupils to open their question booklets to braille page 1. Explain that there are two practice questions and that you will do the practice questions together with them. Practice question a Read the question to the pupils. Which word completes the sentence? Then read the sentence. We were ___(blank)___ on our projects. Write one. Then read the words out individually. Don’t read them as part of the sentence. A . worked B . works C . working D . work Explain that for this type of question they only need to write the letter of their chosen 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. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

What to say at the start of the test (continued)Practice question b Read the question to the pupils. Write one word to complete the sentence in the past tense. Then read the sentence. I ___(blank)___ to Scotland during the school holidays. Give pupils the opportunity to answer the question in their booklet. Explain to the pupils that for this type of question they only need to write their chosen word. Explain to the pupils that when the test starts they should try to answer the questions by themselves. Tell the pupils to try to answer all of the questions. Tell the pupils to read each question carefully so that they know what it is asking. Remind the pupils to check their work carefully. Tell the pupils that they must not talk to each other. Ask the pupils if they have any questions they want to ask you now. Start the test. What to do at the end of the test If any pupil needs a transcript, complete it with the 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 sample test mark schemes to mark the test, following both the general guidance and any specific guidance for each question. There are mark scheme amendments for this component. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 English grammar, punctuation and spelling: Administering the braille (UEB) version of the key stage 1 test Paper 2: questions Electronic version product code: STA/15/7403/PKe ISBN: 978-1-78315-976-5 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Transcription of the Braille v ersion Key stage 1 English Braille (UEB) Sample September 2015 Grammar, punctuation and spelling Paper 2: questions 2015 -5133

2015 -5133 2 [braille page 1] Practice questions a. Which word completes th e sentence? We were __ on our projects. A. worked B. works C. working D. work [braille page 2] b. Write one word to complete the sentence below in the past tense. I __ to Scotland during the school holidays. ........................................ ............................................................................................. 1. Copy the sentence below, inserting the missing punctuation mark. Can you play the drum [braille page 3] 2. Which word completes the sentence below? I hope __ we will play musical chairs at the party. A. when B. if C. that D. because [braille page 4] 3. A comma is missing from the sentence below. Aisha found some red blue and purple beads in the box. The comma should go after A. found B. red C. and D. beads [braille page 5] 4. Your teacher will give you cards for this question. Match the groups of words that have the same meaning. The teacher will do the first one for you.

2015 -5133 3 [braille page 6] 5. The children went home Josh had enjoyed his pa rty. Which punctuation mark is missing after the word 'home'? A. comma B. question mark C. apostrophe D. full stop [braille page 7] 6. Poppy held the baby rabbit gently in her arms. What type of word is 'gently'? A. an adjective B. an adverb C. a noun D. a verb [braille page 8] 7. The brave mouse marched up to the lion. What type of word is 'brave'? A. an adverb B. an adjective C. a verb D. a noun [braille page 9] 8. Read the sentences below. Growing Beans Place some damp cotton wool i n a jar. Push a bean seed down against the side of the jar. Wait for the bean seed to sprout. ,,,,,,,,,,,, [braille page 10] Which word best describes the sentences on page 9? A. statements B. questions C. commands D. exclamations

2015 -5133 4 [braille page 11] 9. Which sentence is a statement? A. What an interesting painting! B. Can you collect the crayons, please? C. James washed the paint brushes. D. Check that your tables are clean. [braille page 12] 10. Write s or es on the end of each word to ma ke each word a plural. A. fox B. card C. match 11. Find and copy the three nouns in the sentence below. A whale has an enormous heart that can weigh as much as a small car. [braille page 13] 12. Find and copy the verbs in the sentence below. Yester day was the school sports day and Jo wore her new running shoes. [braille page 14] 13. Which sentence is correct? A. Adam saw his friend in the park and wave. B. Adam saw his friend in the park and waved. C. Adam sees his friend in the park and wave. D. Adam sees his friend in the park and waved. [braille page 15] 14. Write 'past' or 'present' to show whether each sentence is in the past tense or the present tense. A. Becky was thinking. B. I am reading my book. C. Jo is going for a walk. [brail le page 16] 15. King Fred had a party at Greystone Palace on Sunday afternoon. Why do the words King Fred, Greystone Palace and Sunday start with capital letters?

2015 -5133 5 [braille page 17] 16. These verbs are in the present tense. Write the verbs in the pa st tense. The first one has been done for you. A. visits. Past tense is visited. B. take. Past tense is __. C. smiles. Past tense is __. [braille page 18] 17. Write the words 'I am' as one word, using an apostrophe. 18. Joe wanted to buy a present. He asked his mum if Gran would like flowers. Write Joe’s question to his mum. Remember to use correct punctuation. :::::::::::: End of test © Crown copyright and Crown information 2015 STA/15/7323/BRp ISBN 978 -78315 -793 -8 (UEB )



2015 -5133 English KS1 GPaS Paper 2: questions – braille cards (UEB) Braille cards for question 4. I will ,i will You have ,you have it is it is did not did not it's it's I'll ,i'll didn't didn't you've you've

For test administration SAMPLE MODIFIED TEST Published December 2015 These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Some of the documents or procedures mentioned in these instructions, such as when the test must be administered, the opening instructions and the completion of the attendance register, will be applicable to a live test scenario only. Further information is available on GOV.UK at www.gov.uk/sta. English reading Administering the braille (UEB) version of the key stage 1 English reading test (Paper 1) Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 English reading sample test The key stage 1 English reading sample test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. Paper 1: combined reading prompt and answer booklet The following information explains how to administer the braille (UEB) key stage 1 English reading sample test Paper 1. There is information on GOV.UK about administering braille tests to pupils. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before the test begins. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This test consists of a combined reading and question booklet. • There is a printed transcript of the booklet to help administrators. • It is expected that the test will take approximately 30 minutes (plus up to 100% additional time). • It is at your discretion to choose when or if pupil(s) require a break during the test or whether, if appropriate, to stop the test early. • In this booklet the text and corresponding questions have been presented as facing pages wherever possible. • You must not refer to the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a suitable way of recording their answers (such as brailler, blue / black pen, dark pencil or word processor) and a pencil sharpener and rubber where applicable • braille paper (if the pupil is brailling their responses). No additional equipment is allowed. Assistance You may help pupils to identify and interpret any pictorial information within the test, but you must be careful that nothing you say or do during the test could be interpreted as giving pupils an advantage. You may ‘stop the clock’ while pupils examine any of these in the test. The English reading test must not be read to individuals or to a group, except for the practice text and practice questions. If a pupil asks a question about test content, you must not explain subject-specific terms or expressions. The examples below illustrate how to deal with a common situation. Q. I don’t understand the question. A. Read the question again and pay attention to the key words that tell you what to do. If any everyday context or words related to a question are unfamiliar to a pupil, you may describe the related context. Guidance for specific questions For question 20, there are 4 sentence cards provided. Cut out the cards beforehand and give them to the pupil when they reach this question. Help the pupil to order these sentences to match the events in the story – they can place them on the table in front of them in their chosen order. You must tell them that the first card is: They went in a boat. Before the test begins • Cut out the set of ordering cards for question 20. • Review the list of pupils with particular individual needs, e.g. so you know how much additional time pupils are allowed or whether they may need rest breaks. Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK. • Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave the room with a pupil. • Ensure you understand how to deal with issues during the tests. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

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 first 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 print is illegible • an incorrect test has been administered • a fire alarm goes off • a pupil is unwell • a pupil needs to leave the test room during the tests • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure pupils are kept under test conditions and that they are supervised - if they have to leave the room, ensure they don’t talk about the test • speak to your test co-ordinator or a senior member of staff for advice on what to do next. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the start of the test • Ensure each pupil has 1 copy of the combined reading prompt and answer booklet. • Check that seating is appropriately spaced. Introducing Paper 1 of the reading test It is recommended that you spend at least 5 minutes introducing each section of the KS1 reading booklet Paper 1 to the pupils. The Paper contains lists of ‘Useful words’ and a number of practice pages, designed to help the pupils into each text and to introduce the question formats they will be required to answer throughout. These are designed to be read by the teacher with the pupils. Meanings of the useful words should be discussed with the group and they should be helped to recognise the words. The practice page at the beginning of each section also provides the opportunity to discuss setting and characters in the case of fiction, and content and context in the case of non-fiction. In the UEB version, one of the ‘Useful words’ on page 9 has been changed from horizon to distance in order to match the amended text on page 14. When discussing this word with braillists the test administrator should explain it in the context of ‘in the distance’. Test administrators will need to build in time to go through these practice pages with the pupils at specific intervals throughout the 30 minutes (plus any additional time allowed) spent on the Paper. Explain to the pupils at the start of the administration that you will spend some time going through the useful words and the practice pages for the first text in the booklet with them, and, after that, they will need to answer the questions quietly on their own. Tell the pupils to stop answering questions when they reach the end of that text and put their pens / pencils down. Explain that you will then go through the useful words and practice questions for the second text. Explain to the pupils that there will be a number of different ways to answer including: • writing the question number and their answer • writing the question number and their chosen letter. Ask the pupils if they have any questions about how to answer questions. Ask the pupils to look at the ‘Useful words’ on page 1 of the braille booklet. Talk about the letters and the sounds in each of the words, to ensure that the pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Introducing Paper 1 of the reading test (continued) The World of Ants Since braillists will not be able to see ants in the real world, you may explain to them that: ‘Ants are very small insects that live in groups in the ground. Ants are usually smaller than your fingernail and measure between 2mm and 25mm in length. They have six legs and move very quickly.’ Now direct the pupils to pages 2 and 3 of the braille booklet. Explain that there is information about ants and some questions on the facing page. Tell them that you will read the information on this page to them and then you will explain how they should answer the questions. Read the text about ants on braille page 2 and the questions on page 3 aloud (also on pages 2 and 3 in the transcript booklet): Practice A: What kind of animal is an ant? Explain that they will need to write A and then their answer. Allow the pupils time to think. Discuss their suggestions and explain that in this case they only need to write one word and that word is in the text. The correct answer is ‘an insect’. Explain where the answer is located in the text and how they would write their answer. Tell the pupils to look at question B and read it aloud. Practice B: Find and copy two places you might see ants. Explain that they will need to write two answers for question B. Allow the pupils time to think. Discuss their suggestions and allow them to write their answers down. Any two of the following would be required: ‘garden’, ‘park’, or ‘pavement’. ‘Underground’ is also an acceptable answer. Tell the pupils to continue reading the information and answering the questions on pages 4 to 9 on their own. Remind them to think carefully about the answers they write on the answer lines and which boxes they tick. Tell the pupils they will have up to 20 minutes (this takes into account the 100% additional time allowance) to finish reading the information and to answer the questions. After approximately 20 minutes, ask pupils to turn to page 9 of the booklet. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Introducing Paper 1 of the reading test (continued) Monster and Frog at Sea Ask the pupils to look at the ‘Useful words’ on page 9. Talk about the letters and the sounds in each of the words, to ensure that the pupils will recognise each of them when they meet them in the text. Ensure that the pupils understand the meaning of the vocabulary in the list. Now direct the pupils to braille page 10 of the booklet (page 5 in the transcript booklet). Explain that there is a story, Monster and Frog at Sea, on the top half of the page and questions below. Tell them that you will read the story on page 10 to them and then you will explain how they should answer the questions. Read the story on page 10 aloud to the pupils and discuss it with them. Tell the pupils to look at practice question C and read it aloud. Practice C: What kind of day was it? Explain that they will need to write C and the word or letter they think is the right answer. A. cloudy B . sunny C. cold D . wet 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 word or letter they think is correct. The correct answer is ‘sunny’. Tell the pupils to look at question D and read it aloud. Practice D: What was Monster doing? The correct answers are ‘laying on the sand’ or ‘sunbathing’. Explain that answers that refer to him being at the seaside would not be correct as this isn’t something he is doing. Explain that they will need to write their answer after the letter ‘D’. Allow the pupils time to think. Discuss their suggestions. Let the pupils record their answer on their braille paper. Tell the pupils to continue reading the story and answering the questions on pages 12 to 26 on their own. Remind them to think carefully about the answers they write. Tell the pupils they will have up to 40 minutes (includes the 100% additional time allowance) to finish the booklet on their own. What to do at the end of the test • If any pupil needs a transcript, complete it with the 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 test • Use the standard mark scheme to mark this test. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 English reading: Administering the braille (UEB) version of the key stage 1 English reading test (Paper 1) Electronic version product code: STA/15/7385/PKe ISBN: 978-1-78315-958-1 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Transcription of the Braille Version Key stage 1 English Braille (UEB) Sample September 2015 English reading Paper 1: reading prompt and question booklet 2015 - 5130

2 2015 - 5130 [Before the start of the test, the test administrator may expla in to a braillist that the first text is about ants. The test administrator should provide the following information: Ants are very small insects that live in groups in the ground. Ants are usually smaller than your finger nail. Most ants are between 2mm and 25mm long. They have 6 legs. They can move very quickly. ] [braille page 1] Useful words: grubs underground [diagram page 2, facing page 3] The World of Ants Ants are insects that are often seen in a garden, in a park or just on the pavement. They usually live underground. ............................................................................................................................. ........ [braille page 3] Practice questions a. What kind of animal is an ant? b. Find and copy two places you might see ants.

3 2015 - 5130 [diagram page 4, facing page 5] Ants underground Who lives inside? Inside the nest lives a big queen ant. Most of the ants who live in the nest are bu sy worker ants. [braille page 5] Queen ant The queen ant spends all her time laying eggs. ............................................................................................................................. ........ 1. Which word in the text desc ribes what worker ants are like? A. sleepy B. noisy C. busy D. fast [braille page 6] 2. What does the queen ant do? A. keeps the nest clean B. lays eggs C. moves eggs D. finds food Queen ant eggs Worker ants

4 2015 - 5130 [diagram page 7, facing page 8] An ant nest An ant nest Ants build their nests with hundreds of tiny rooms joined up by tunnels. [braille page 8] Worker ants and grubs Worker ants are always busy. They like to keep their nest clean and tidy. Some feed and clean the queen. Othe rs take her eggs to a special room where they hatch into grubs. ............................................................................................................................. ........ 3. What joins the rooms in an ant nest together? 4. Give t wo jobs that the worker ants do. 5. What happens to the eggs in the special room? [braille page 9] Useful words: oars distance Worker ant Grubs

5 2015 - 5130 [braille page 10, facing page 11] Monster and Frog at Sea One hot sunny day Monster and Frog went to the seaside. Mons ter lay on the sand, sunbathing. But Frog was bored and restless. "If we had a boat," said Frog, "we could sail away to sea and have an adventure. We could be explorers!" Frog was always looking for adventure. Monster wasn't. ............................ ......................................................................................................... [braille page 11] Practice questions c. What kind of day was it? A. cloudy B. sunny C. cold D. wet d. What was Monster doing? [braille page 12, facing page 13] So Monster was not very happy when a little empty boat came drifting towards them. But it cheered Frog up. "This must be our lucky day," he said. "Come on, Monster." "I've never been in a boat," said Monster. The two friends climbed i n and Frog pulled hard on the oars. ............................................................................................................................. ........ [braille page 13] 6. Why did Frog say, "This must be our lucky day"? A. Monster lik ed boats. B. A boat drifted towards them. C. They were by the sea. D. It was a sunny day. 7. Why was Monster worried?

6 2015 - 5130 [braille page 14, facing page 15] "Where are we going?" Monster asked nervously. "To that island," said Frog, pointing towards a ti ny spot in the distance. "It's a long way," said Monster. "I don't think I like boats." Monster was beginning to feel seasick. ............................................................................................................................. .. ..... [braille page 15] 8. What could Frog see in the distance? A. a boat B. the sun C. an island D. a beach 9. Find and copy one word which tells you that Monster was not feeling well in the boat. [braille page 16, facing page 17]] After a while, Frog spotted something floating in the water. It was a large basket. Frog lifted the heavy basket into the boat. One end of the boat tipped up in the air. The other end sank down into the water. The water started to come in. Monster scooped out the wate r as fast as he could. But the boat was sinking. "Monsters don't swim," said Monster. [braille page 17] "Don't worry," said Frog. "We haven't far to go." .................................................................................................. ................................... 10. Frog spotted something floating in the water. What does the word "spotted" mean in this sentence? A. smelt B. heard C. felt D. saw 11. Why did the boat start to sink?

7 2015 - 5130 [braille page 18, facing page 19] Just in time they reached the island, and carried the basket ashore. Frog lifted the lid. "This is definitely our lucky day," he said. It was somebody's picnic ... "This is what I call an adventure," said Frog. Monster ate and ate until he was full up. He str etched out in the shade of a palm tree. Frog felt tired too. Soon they were both fast asleep. ............................................................................................................................. ........ [braille page 19] 12. How do you know that Frog was excited? 13. What did Frog find inside the basket? 14. Where did Monster go to sleep? [braille page 20, facing page 21] When they woke up the sun had nearly disappeared and it was getting dark. "Our boat has drifted off!" sai d Frog. "This adventure gets better and better!" he said. "Cast away on a desert island!" "I wish I had never come on this adventure," said Monster, almost in tears. "Don't worry, old friend," said Frog. "I will think of something." ..................... ................................................................................................................ [braille page 21] 15. How can you tell that it was late when Monster and Frog woke up? 16. How did Monster feel when he woke up? A. cheerful B. tired C. bored D. upset

8 2015 - 5130 [braille page 22, facing page 23] Frog lifted the lid of the basket again. Inside was a huge red balloon. "We could float home," said Frog. Frog blew up the balloon until it was full of air. Then he tied the balloon to t he basket. "I've never been in a balloon before," said Monster. Neither had Frog, but he didn't tell Monster that. ............................................................................................................................. ........ [bra ille page 23] 17. How did Frog think they could get home? 18. Frog had not been in a balloon before, but he did not tell Monster because … A. he didn't want to talk to Monster. B. he didn't want to go in the balloon. C. he didn't want Monster to worry. D. he didn't have time to say anything. [braille page 24, facing page 25] Monster climbed into the basket and Frog jumped in after him. The balloon and the basket began to rise high into the air and float over the sea. "Frog …" said Monster, nervous ly "when we get home … how do we get down?" "Leave it to me," Frog said. "I will think of something. I'm ever so good at adventures." ......................................................................................................................... ............ [braille page 25] 19. What was Monster worried about when they were floating over the sea? A. how to find the way home B. how to get down again C. how to find more food D. how to learn to swim [braille page 26] 20. Your teacher will gi ve you four sentence cards for this question. Put the sentences in the order they happen in the story. The first one will be done for you. :::::::::::: End of test © Crown copyright and Crown information 2015 STA/15/7309/BRp ISBN 978 - 1 - 78315 - 794 - 5 (UEB )

Braille cards for question 20. They found a big basket. They fell asleep on an island. ,they found a big basket4 ,They fell asleep on an island4 English KS1 Paper 1: reading prompt and question booklet – braille cards (UEB) 1 of 2

Braille cards for question 20. They went in a boat. The boat drifted away from them. ,they went in a boat4 ,the boat drifted away from them4English KS1 Paper 1: reading prompt and question booklet – braille cards (UEB) 2 of 2

For test administration SAMPLE MODIFIED TEST Published December 2015 These test administration instructions reflect guidance for the live test in 2016. As this document supports the sample test materials, any guidance on security and maladministration procedures is not applicable. Some of the documents or procedures mentioned in these instructions, such as when the test must be administered, the opening instructions and the completion of the attendance register, will be applicable to a live test scenario only. Further information is available on GOV.UK at www.gov.uk/sta. English reading Administering the braille (UEB) version of the key stage 1 English reading test (Paper 2) Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 English reading sample test The key stage 1 English reading test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. However, test packs must not be opened until the pupils are in the test room ready to complete the test. Paper 2: reading booklet and reading answer booklet The following information explains how to administer the braille (UEB) key stage 1 English reading sample test Paper 2. There is information on GOV.UK about administering braille tests to pupils. If you have any questions you should check with your headteacher or key stage 1 test co-ordinator before the test begins. Pupils should be given the opportunity to attempt Paper 2 but administrators can stop a pupil at any stage of the test, if they feel that is appropriate for that particular pupil. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This test consists of a reading booklet and a separate question booklet. • There are printed transcripts of the booklets to help administrators. • It is expected that the test will take approximately 40 minutes, plus up to 100% additional time (not strictly timed). • 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. • There are no practice questions in this paper. • You must not refer to the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a suitable way of recording their answers (such as brailler, blue / black pen, dark pencil or word processor) and a pencil sharpener and rubber where applicable • braille paper (if the pupil is brailling their responses). No additional equipment is allowed. Assistance You may help pupils to identify and interpret any pictorial information within the test, but you must be careful that nothing you say or do during the test could be interpreted as giving pupils an advantage. You may ‘stop the clock’ while pupils examine any of these in the test. The English reading test must not be read to individuals or to a group, except for practice text and practice questions. If a pupil asks a question about test content, you must not explain subject-specific terms 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 key words that tell you what to do. If any everyday context or words related to a question are unfamiliar to a pupil, you may describe the related context. Guidance for specific questions For question 7, there are 2 sets of cards provided. Test administrators should place the 3 cards showing frightened the king, scared the chickens and terrified the elephants on the table in a vertical list. Then give the pupil the 3 other character cards showing fox , ants and river. Braillists need to match these character cards to the 3 placed on the table by the administrator. For question 17, there are 2 further sets of cards provided. Test administrators should place the 3 cards that say use the same thing more than once, turn an object into something else and use less of something on the table in a vertical list. Then give the pupil the 3 other character cards showing Re-use, Reduce and Recycle. Braillists need to match these cards to the 3 placed on the table by the administrator. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Before the test begins • Cut out the sets of ordering cards for questions 7 and 17. • Review the list of pupils with particular individual needs, e.g. so you know how much additional time pupils are allowed or whether they may need rest breaks. Ensure you know how to administer these access arrangements correctly. Please refer to the Access Arrangements Guidance available online at GOV.UK. • Check that there are enough administrators to maintain adequate supervision for the test. You should consider the possibility of at least 1 test administrator needing to leave the room with a pupil. • Ensure you understand how to deal with issues during the tests. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your first 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 print is illegible • an incorrect test has been administered • a fire alarm goes off • a pupil is unwell • a pupil needs to leave the test room during the tests • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure pupils are kept under test conditions and that they are supervised - if they have to leave the room, ensure they don’t talk about the test • speak to your test co-ordinator or a senior member of staff for advice on what to do next. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the start of the test • Ensure each pupil has a copy of the reading booklet and a copy of the reading question booklet. • Make sure that seating is appropriately spaced. Introducing Booklet 2 of the reading test Booklet 2 does not contain a list of useful words nor practice questions and no pages should be read aloud to the pupils. Explain to the pupils that the question types will be the same as those already seen in Booklet 1 of the reading test. Ask the pupils if they have any questions about the types of question in the booklet. Tell the pupils that they will have 40 minutes, plus up to 100% additional time allowance, to complete the test, but it is not strictly timed. Tell the pupils they should try to get through as many questions as possible and, if they can’t answer a question, they should move to the next one and come back to that one later. Tell the pupils, if they want to change an answer, they should put a line through the response they don’t want to be marked or use a series of ‘for’ braille signs (all 6 dots). Tell the pupils that they will be working on their own, meaning they should think of their own answers and not discuss them with others. Explain that they must read the questions carefully and they should check their work. If they have any questions during the test, tell the pupils that they should put their hand up and wait for someone to come over, but the test administrator cannot help them answer any of the test questions or read any of the words to them. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 English reading: Administering the braille (UEB) version of the key stage 1 English reading test (Paper 2) Electronic version product code: STA/15/7387/PKe ISBN: 978-1-78315-960-4 © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to the licence. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. Introducing Booklet 2 of the reading test (continued)Tell the pupils that there must be no talking. Ask the pupils if they have any questions. Tell the pupils they will have up to 40 minutes (plus up to 100% additional time allowance) to finish the booklet on their own. What to do at the end of the test • If any pupil needs a transcript, complete it with the 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 test • Use the standard mark scheme to mark this test. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Transcription of the Braille Version Key stage 1 English Braille (UEB) Sample September 2015 Paper 2: reading booklet The Blackbird and his Wife Plastics and the Environment 2015 -5131

2015 -5131 2 [braille page 1] Contents The Blackbird an d his Wife ................................ ................................ ................. 2 Plastics and the Environment ................................ ................................ ............. 16 [braille page 2] The Blackbird and his Wife Once upon a time there lived a blackbird and his wife. They sang so sweetly that everyone passing beneath the tree would stop and listen. It was the most beauti ful music; it was as though gold and silver rain were falling into your ears. [braille page 3] One day the king was passing and he heard the two birds singing. He said to his servants, "Catch those birds! I will keep them in a silver cage and they will sing to me." So the servants set a trap, but they only caught one of the birds: the blackbird's wife. They put her into a silver cage and hung her over the [braille page 4] king's bed. But she was so sad that she wouldn't sing at all. As for the blackbi rd, when he saw that his wife had been trapped, he was angry. He took a sharp thorn for a sword and took half a walnut shell and wore it as a helmet. With the other half, he made himself a little drum. [braille page 5] Soon he was marching towards the p alace, beating the drum: rat -tat -tat. On the way he met a fox. "Where are you going, Mr Blackbird?" "To fight the king!" "I'll come with you. For years he's hounded me and hunted me." "Come with me," said the blackbird. [braille page 6] Next the bl ackbird met some ants. "Where are you going, Mr Blackbird?" "To fight the king!" "We'll come with you. For years he's poisoned us and poured hot water onto our nests." "Then come with me." Next the blackbird met a river.

2015 -5131 3 [braille page 7] "Where are you going, Mr Blackbird?" "To fight the king!" "Can I come with you? For years he's drained me and dirtied me." "Come with me." And they marched along until they came to the king's palace. Rat -tat -tat! They marched up the golden steps to the door, and [braille page 8] knocked. A servant opened the door. The blackbird drew his sword and said, "I've come to fight the king!" The servant led him to the king, sitting on his golden throne. "What do you want?" said the king. "I want my wife." "Well, you shan't have her!" [braille page 9] "Then," said the blackbird, "You and I are at war." He began to beat his drum: rat -tat -tat. The king laughed to his servants. "Take this cheeky bird to the hen -house and throw him in. The chickens will have pecked him to pieces by morning." So the blackbird was locked inside the hen -house. [braille page 10] Straightaway he called the fox, who came and snarled and snapped at the chickens who were terrified. All night they huddled in the corner, quivering and quaking. The next morning, there was the blackbird, marching backwards and forwards, beating his drum: rat -tat -tat. [braille page 11] When the king heard that the blackbird was still alive, he was angry. "Tonight," he shouted, "throw him in with the elephants ─they'll have trampled him to a pulp by morning!” So on the second night he was locked in the elephant compound. Straightaway he called the ants. [braille page 12] Soon they were crawling up the elephants' trunks and into their ears, tickling and stin ging until the elephants lay on the ground, quivering and quaking and begging to be left alone! The next morning, there was the blackbird, beating his little drum: rat -tat -tat. This time the king was beside himself with rage.

2015 -5131 4 [braille page 13] "Tonight ," he bellowed, "that blackbird will be tied to my bed, and I will watch him carefully!" So on the third night he was tied to the king's bedpost. In the middle of the night, the blackbird called the river. Straightaway the river came flowing. It covered the floor, it poured under the door, it [braille page 14] flowed through the palace. The king's bed began to float, his blankets were wet, his pyjamas clung to his skin. Soon he was quivering and quaking, shivering and shaking. "Very w -well, Mr Blackbird ," he trembled, "I give in. Take your wife and g -go." And the king opened the door of the cage. [braille page 15] The blackbirds flew out of the window, over the rooftops, over the fields and the forests until they came to their tree. And as the bright s un rose into the sky they sang together, and if you'd been listening it would have been as though gold and silver rain had fallen into your ears. [braille page 16] Plastics and the Environment What is a plastic? Plastic is a material we all use every da y. The first plastics were made more than 100 years ago from parts of plants. Plastics can be useful for people but bad for the planet. Here are some of the reasons. [braille page 17] Good points: Plastics can be shaped into almost anything. Plasti cs are light and cheap to make. Plastics can be produced in different colours. Plastics do not rot. [braille page 18] Bad points: Plastics can be difficult to recycle. Plastics can give off poisonous fumes when they melt. Plastics are made fro m oil, which is running out. Plastics do not rot.

2015 -5131 5 [braille page 19] The problem with plastics. Some plastics can last for a long time without wearing out, but this means that it is very difficult to get rid of them when they are not needed. They may r emain in rubbish dumps for hundreds of years. These dumps, called landfill sites, can be smelly, ugly and harmful to our planet. [braille page 20] Plastic today and in the future. Plastics are now made from oil, coal and natural gas. We are using these things so fast that the Earth's supplies may run out. Scientists are investigating new ideas for making plastics from plants such as sweet potato, bamboo and flax. [braille page 21] What you can do to help. Re -use. You can re -use lots of plastic object s. Plastic bottles can be re -used many times, rather than throwing them away after each drink. Unwanted plastic goods, such as CDs and toys, can be donated to charity shops. [braille page 22] Reduce. Another thing we can do to help is to use less plast ic. For example, many people are using fewer plastic bags for their shopping. Recycle. Recycling is a good way to get rid of unwanted plastics. Recycled waste materials are used again to [braille page 23] make new products. However, this can be difficu lt as different types of plastic need to be recycled in different ways. Some plastics can be melted and used to make more plastic products such as bags and bottles. Others can be made into fibres (strands of material) for clothing. :::::::::::: These m aterials contain no third party copyright content. © Crown copyright and Crown information 2015 STA/15/7311/BRp ISBN 978 -1-78315 -796 -9 (UEB)