File Download Area

Information about "2016 Sample Key Stage 1 Year 2 - Mathematics Test Braille Version.pdf"

  • Filesize: 771.37 KB
  • Uploaded: 08/10/2019 16:21:25
  • Status: Active

Free Educational Files Storage. Upload, share and manage your files for free. Upload your spreadsheets, documents, presentations, pdfs, archives and more. Keep them forever on this site, just simply drag and drop your files to begin uploading.

Download Urls

  • File Page Link
    https://www.edufileshare.com/d30357020c27202e/2016_Sample_Key_Stage_1_Year_2_-_Mathematics_Test_Braille_Version.pdf
  • HTML Code
    <a href="https://www.edufileshare.com/d30357020c27202e/2016_Sample_Key_Stage_1_Year_2_-_Mathematics_Test_Braille_Version.pdf" target="_blank" title="Download from edufileshare.com">Download 2016 Sample Key Stage 1 Year 2 - Mathematics Test Braille Version.pdf from edufileshare.com</a>
  • Forum Code
    [url]https://www.edufileshare.com/d30357020c27202e/2016_Sample_Key_Stage_1_Year_2_-_Mathematics_Test_Braille_Version.pdf[/url]

[PDF] 2016 Sample Key Stage 1 Year 2 - Mathematics 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 and has not been included. 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. Mathematics Administering the braille (UEB) version of the key stage 1 mathematics Paper 1: arithmetic National curriculum tests Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 mathematics sample test The key stage 1 mathematics sample test consists of 2 papers. The papers must be administered in order. Pupils can have a break between the papers. However, test packs for each test must not be opened until the pupils are in the test room ready to complete the test. Paper 1: arithmetic The following information explains how to administer the braille version of the mathematics Paper 1: arithmetic. There is additional information on www.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 is administered. Please make sure you follow these instructions correctly in order to ensure that the test is properly administered. Format • This braille version of the key stage 1 mathematics Paper 1: arithmetic comprises of a single UEB braille script plus a text transcript. • It is expected that the test will take approximately 20 minutes, plus up to 100% additional time allowance, to complete (not strictly timed). • 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. • Please refer to the braille transcript rather than the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a suitable implement (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). Pupils are not allowed the following equipment in the test: • calculators • rulers • number apparatus e.g. ten base materials, number square, number lines etc. Assistance You must ensure that nothing you say or do during a test could be interpreted as giving pupils an advantage. If a pupil requests it, a question may be read to the pupil on a one-to-one basis. However, you can only read numbers and not mathematical symbols. This is to ensure that pupils are not given an unfair advantage by having the function inadvertently explained by reading its name. The examples below illustrate how to deal with some common situations. Q. What does this sign here mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. Does this mean take away? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. What does ‘of ’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Guidance for specific questions None required for Paper 1: arithmetic. Before the test begins • Review the list of pupils with any particular individual needs, e.g. how much additional time pupils are allowed or who may need a transcript made at the end of the test. Ensure you know how to administer these access arrangements correctly. • 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 • Check that seating is appropriately spaced. • Ensure each pupil has the correct version of mathematics Paper 1: arithmetic. What to say at the start of the test It is important to brief pupils fully at the start of each test. You should use these instructions to introduce mathematics Paper 1: arithmetic. The wording of these instructions can be adapted, provided the meaning is retained. Explain to the pupils that this is the key stage 1 mathematics Paper 1: arithmetic test. Tell the pupils they should have a test booklet in front of them. Tell the pupils to open their test booklet at page 1. Explain that you will do one practice question with them, and then they will complete the rest of the test by themselves. Find the practice question on page 1. Read the practice question. The practice questions says: 4 + 2 = ______ No w, write your answer. Give pupils the opportunity to answer the question. If any pupil is not sure what to do, explain what they need to do to answer the question. Explain to the pupils that they are now ready to start the test and answer the questions by themselves. Tell the pupils that they should try to answer all of the questions. Explain that, if they can’t answer a question, they should move to the next one and they can come back to that one later. Tell the pupils that 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 ‘f or’ braille signs (all 6 dots). Remind the pupils to check their work carefully. Explain to the pupils that, if they have any questions during the test, they should put their hand up and wait for someone to speak to them. Remind the pupils that you can’t help them answer any of the test questions. 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. Tell the pupils to find question 1. Start the test. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 mathematics: Administering the braille (UEB) version of the key stage 1 mathematics Paper 1: arithmetic Electronic version product code: STA/15/7393/PKe ISBN: 978-1-78315-966-6 © 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. 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 Paper 1: arithmetic, as well as the modified mark scheme amendments, following both the general guidance and any specific guidance for each question. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2015 - 541 3 p 1 Transcription of the Braille Version (UEB) Key stage 1 Mathematics Braille (UEB) Sample September 2015 Paper 1: arithmetic 2015 - 541 3

2015 - 541 3 p 1 Transcription of the Braille Version [ braille page 1] In this book, # -- shows a missing number. Practice question. 4 + 2 = # -- …………………………………………………………………………………….………… 1. 5 + 7 = # -- …………………………………………………………………………………….………… 2. 19  9 = # -- …………………………………………………………………………………….………… 3. 89 + 10 = # -- …………………………………………………………………………………….………… 4. 17  6 = # -- ……………………………………………………………………… …………….………… 5. 15 + 3 + 3 = # -- …………………………………………………………………………………….………… 6. 39  8 = # -- …………………………………………………………………………………….…………

2015 - 541 3 p 2 [braille page 2] 7. # -- + 5 = 9 …………………………………………………………………………………….………… 8. 46 + 7 = # -- …………………………………………………………………………………….………… 9. 8 + 5 + 4 = # -- …………………………………………………………………………………….………… 10. 36 + 24 = # -- …………………………………………………………………………………….………… 11. 87  40 = # -- …………………………………………………………………………………….………… 12. 50  # -- = 20 …………………………………………………………………………………….………… 13. 8 × 10 = # -- ……………………………………… …………………………………………….………… 14. 2 × 0 = # -- …………………………………………………………………………………….………… 15. 3 × 3 = # -- …………………………………………………………………………………….…………

2015 - 541 3 p 3 [braille page 3] 16. 12 ÷ 2 = # -- …………………………………………………………………………………….………… 17. 35 ÷ 5 = # -- ………………………………………………………………………………… ….………… 18. of 20 = # -- …………………………………………………………………………………….………… 19. 43 + 38 = # -- …………………………………………………………………………………….………… 20. 86  21 = # -- …………………………………………………………………………………….………… 21. of 30 = # -- ……… …………………………………………………………………………….………… 22. 70  18 = # -- …………………………………………………………………………………….………… 23. 65 + # -- = 93 …………………………………………………………………………………….………… [braille page 4] 24. of 21 = # -- …………………………………………………………………………………….………… 25. of 40 = # -- :::::::::::: End of test © Crown copyright and Crown information 2015 STA/15/7312/BRp ISBN 978 - 1 - 78315 - 797 - 6 (UEB) 1 4 1 2 1 3 3 4

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 and has not been included. 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. Mathematics Administering the braille (UEB) version of the key stage 1 mathematics Paper 2: reasoning National curriculum tests Key stage 1 SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

2016 Key stage 1 mathematics sample test The key stage 1 mathematics sample test consists of 2 papers. The papers must be administered in order. Pupils can have a break between the papers. However, test packs for each test must not be opened until the pupils are in the test room ready to complete the test. Paper 2: reasoning The following information explains how to administer the braille version of the mathematics Paper 2: reasoning. There is additional information on www.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 is administered. Format • This braille version of the key stage 1 mathematics Paper 2: reasoning comprises a single UEB braille script plus a text transcript. There are two models with this paper. • It is expected that the reasoning paper will take approximately 35 minutes, plus up to 100% additional time to complete (not strictly timed). • 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. • The paper includes a practice question and 5 aural questions. • After the aural questions, the time for the remainder of the paper should be approximately 30 minutes. • Please refer to the braille transcript rather than the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a suitable implement (such as a brailler, blue / black pen, dark pencil or word processor) and a pencil sharpener and rubber where applicable • a suitable tactile ruler to measure centimetres • braille paper (if the pupil is brailling their responses). The pupil may use the following, if this is normal classroom practice: • pins and bands to help record responses on diagrams • stylus and floppy mat to help with drawing on plastic film. Pupils may use the following equipment, if this is normal classroom practice, provided they only give word for word translations: • bilingual dictionaries or electronic translators • bilingual word lists • monolingual English electronic spellcheckers • technological and electronic aids, including low-vision aids such as closed-circuit television or JOCR scanners. Pupils are not allowed the following equipment in the test: • calculators • number apparatus e.g. ten base materials, number squares, number lines etc. Assistance You must ensure that nothing you say or do during a test could be interpreted as giving pupils an advantage. • If the pupil requests it, a question may be read to the pupil on a one-to-one basis. • If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure pupils are not given an unfair advantage by having the function inadvertently explained by reading its name. • At a pupil’s request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Assistance (continued)The examples below illustrate how to deal with some common situations. Q. What does ‘fraction’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. Q. What does ‘>’ or ‘

What to say at the start of the test (continued) Ask the pupils to open their question booklet at page 1. Explain that Amy, Abdul, Sam, Ben and Sita are some children who are in these questions. Explain to the pupils that you will read aloud some questions for them to answer. Explain that you will read each question twice only, leaving a short gap in between. Tell the pupils that they must listen very carefully when you read the questions. Tell the pupils that you will explain how to write answers to each question and that they will have plenty of time to work out the answers. Tell the pupils that they must work on their own and they must not call out the answers. 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). Ask the pupils to turn to page 1 of the booklet. Explain that there is a practice question on page 1. When reading the question to the pupils, remember to repeat the question. Repeat the bold text only. This is a practice question for us to do together. Help the pupils to locate the question where necessary. Look at the circles. Ho w many circles are there? W rite your answer. Before proceeding, ensure that the pupils know where they should have written their answer, the number they should have written down and then discuss methods the pupils used to work out their answer. Explain to the pupils that you will now read out questions 1 to 5. Tell the pupils that they should try to answer all of the questions. If they can’t answer a question, they should move onto the next one and come back to that one later. Remind the pupils that you can’t help answer these next questions. Tell the pupils that they should try to work them out on their own. Ask the pupils if they have any questions they want to ask you before you start. Then read questions 1 to 5, allowing time for pupils to write their answers. When reading the question to the pupils, remember to repeat the question. Repeat the bold text only. At the end of each question, allow sufficient time for pupils to complete what they can. Question 1 Question 1 What number is one less than twenty-four? Write your answer. Question 2 Question 2 How many tens are there in ninety-six? Write your answer. Question 3 Question 3 Look at the four units in question 3. Which unit is the capacity of a bottle: two centimetres, two kilograms, two degrees Celsius or two litres? Write the unit. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Question 4Question 4 Amy has a sheet of paper. She cuts the sheet into halves. How many pieces of paper does she have now? Write your answer. Question 5 Look at question 5 Sam’s arm is fifty centimetres long. Ben’s arm is forty centimetres long. How much longer is Sam’s arm than Ben’s arm? Write your answer. What to say at the start of the test (continued) Explain to the pupils that is the last question that you will read to them all. Tell the pupils, that when you tell them, they will need to read the questions in the booklet. Explain that for some questions they will need to write their answer as a number. For other questions, they may need to write their answer on a diagram or picture. Tell the pupils that they have approximately 30 minutes to complete the rest of the paper (allow additional time of up to 100%). Tell the pupils to start working. 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 that the pupil’s answers are not corrected or amended. Marking the test • Use the key stage 1 sample test mark schemes to mark Paper 2: reasoning, as well as the modified mark scheme amendments, following both the general guidance and any specific guidance for each question. Sample 2016 key stage 1 mathematics: Administering the braille (UEB) version of the key stage 1 mathematics Paper 2: reasoning Electronic version product code: STA/15/7394/PKe ISBN: 978-1-78315-967-3 © 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

2015 - 5412 p 1 Transcription of the Braille Version (UEB) Key stage 1 Mathematics Braille (UEB) Sample September 2015 Paper 2: reasoning 2015 - 5412

2015 - 5412 p 1 Transcription of the Braille Version [braille page 1] In this book, # -- shows a missing number. In this book you will re ad the names of five children. They are called Amy, Abdul, Sam, Ben and Sita. Practice question. …………………………………………………………………………………….………… 3. 2 cm 2 kg 2  C 2 l itre …………………………………………………………………………………….………… 5. 50 cm 40 cm ………………………………………………………………………………… ….…………

2015 - 5412 p 2 [braille page 2, facing page 3] Diagram for question 6 [braille page 3] 6. Look at the shapes on the opposite page. They are labelled A B C and D Write the letter of the hexagon. . …………………………………………………………………………………….………… 7. Sita has 7 boxes. She puts 2 shoes in each box. How many shoes are there altogether? # -- shoes …………………………………………………………………………………….………… 8. The number thirty - eight can be written in digits as 38 a) Write the number 40 in words. b) Write the number ninety - four in digits. …………………………………………………………………………………….…………

2015 - 5412 p 3 [braille page 4, facing page 5] Diagram for question 11 [braille page 5] 9. In this question -- stands for a missing letter. Look at the pattern of letters below. G S S G S S -- -- S G Write the t wo missing letters. …………………………………………………………………………………….………… 10. The pattern of numbers below has two missing numbers. 0 3 6 # -- 12 # -- 18 Write the two missing numbers. # -- and # -- …………………………………………………………………………………….………… 11. Use a ruler to measure the le ngth of the line on the opposite page. You have a separate copy of this diagram. # -- cm …………………………………………………………………………………….………… [braille page 6] 12a. Look at the list of numbers below. 12 30 41 68 Write the odd number. 12b. Look at the list of number s below. 19 23 35 70 Write the even number. …………………………………………………………………………………….………… 13. Ben has a box of 10 crayons and 3 extra crayons. He has 13 crayons altogether. Abdul has 5 boxes of 10 crayons and 4 extra crayons. How many crayons does Abdul have altogether? # -- crayons …………………………………………………………………………………….…………

2015 - 5412 p 4 [braille page 7] 14. Look at the two shapes. Show me one face that is square. …………………………………………………………………………………….………… 15. A shop sells sweets. A toffee costs 2p A lolly costs 5p A jelly co sts 10p Abdul spends exactly 20p on a bag of these sweets. Look at the list of bags of sweets below. Bag A: 1 lolly and 1 jelly Bag B: 1 jelly and 1 lolly and 1 lolly Bag C: 1 lolly, 1 toffee and 1 jelly Write the letter of the bag Abdul buys. ……………… …………………………………………………………………….………… [braille page 8, facing page 9] Diagram for question 16 [braille page 9] 16. Look at the diagram on the opposite page. Sita cuts a pizza into four equal slices. She eats one slice. Wha t fraction of the pizza does she eat? …………………………………………………………………………………….………… 17. Sam is collecting cards. He wants to collect 100 cards altogether. Last week he collected 50 cards. This week he collects 30 cards. How many more cards does he need? # -- cards …………………………………………………………………………………….…………

2015 - 5412 p 5 [braille page 10, facing page 11] Diagram for question 18

2015 - 5412 p 6 [braille page 11] 18. The chart on the opposite page shows the number of animals at a farm. a) How many sheep and cows are t here altogether? b) There are more ducks than horses. How many more? …………………………………………………………………………………….………… 19a. Look at the list of six coins below. 50p 20p 20p 10p 10p 5p Write three of these coins that make 90p altogether. [braille page 12] 19 b. Look at the list of six coins below. 50p 20p 20p 10p 10p 5p Write four of these coins that make 90p altogether. …………………………………………………………………………………….………… [braille page 13, facing page 14] Diagram for question 20 [braille page 14] 20. Look at the number line on the opposite page. Write the number shown by the arrow. …………………………………………………………………………………….…………

2015 - 5412 p 7 [braille page 15, facing page 16] Diagram for question 21 [braille page 16] 21. Look at the two shapes on the opposite page. Draw a line of symmetry on each of the shapes. Use the separate copy of the diagram. …………………………………………………………………………………….………… 22. Amy plants 4 rows of carrots. There are 3 carrots in each row. A rabbit eats 2 of the carrots. How many carrots are left? Sho w your working. # -- carrots …………………………………………………………………………………….………… [braille page 17] 23. Amy did the calculation below. 57 – 31 = 26 Now write an addition to check Amy's answer. # -- + # -- = # -- …………………………………………………………………………………….………… 24. Write two nu mbers to make the sum below correct. 70 + # -- + # -- = 83 …………………………………………………………………………………….………… 25. Look at the four times below. 9:25 8:25 8:35 8:43 Which time shows twenty - five past eight? …………………………………………………………………………………….…………

2015 - 5412 p 8 [braille page 18] 26. Amy makes 20 cakes. She shares the cakes between 5 plates. Look at the four calculations below. 20 + 5 = 25 20 – 5 = 15 20 ÷ 5 = 4 20 × 5 = 100 Write the calculation that shows how many cakes are on each plate. ………………………………………………………………………… ………….………… 27. Sita has 50 raisins. She gives 23 to Ben. She gives 15 to Amy. How many raisins does Sita have left? Show your working. # -- raisins …………………………………………………………………………………….………… [braille page 19] 28. In this question -- stands for a missing symbol. Look at the list of three symbols below. < > = Write the missing symbol in each sentence below. a) 58 -- 94 b) 94 -- 94 …………………………………………………………………………………….………… [braille page 20] 29. The calculations 8 + 2 and 2 + 8 have the same answer. D o the three pairs of calculations below have the same answer? Write yes or no for each one. a) 8 × 2 and 2 × 8 b) 8 – 2 and 2 – 8 c) 8 ÷ 2 and 2 ÷ 8 …………………………………………………………………………………….…………

2015 - 5412 p 9 30. Look at the four fractions below. Write the two fractions that are equal. …………………………………………………………………………………….………… [braille page 21] 31. Write the missing number. 3 × 8 = 2 × # -- :::::::::::: End of test Diagram copies for question 11 Diagram and film copies for question 21 © Crown copyright and Crown information 2015 STA/15/7313/BRp ISBN 978 - 1 - 78315 - 798 - 3 (UEB) 1 2 1 3 2 4 3 4