[PDF] 2019 Key Stage 2 Year 6 - English Test Modified Large Print.pdf | Plain Text

STA/19/8213/MLp 2019 national curriculum tests Key stage 2 ENGLISH Modified large print English grammar, punctuation and spelling Paper 1: questions First name Middle name Last name Date of birth Day Month Year School name DfE number Note to markers : This paper should be marked using the standard mark schemes for KS2 English grammar, punctuation and spelling: Paper 1. There is additional guidance on marking some questions in this paper in the Key stage 2 English grammar, punctuation a nd spelling a mendments to mark schemes – MLP document.

STA/19/8213/MLp 2 BLANK PAGE

3 STA/19/8213/MLp Instructions Questions and answers You have 45 minutes, plus your additional time allowance, to complete this test. There are different types of question for you to answer in differen t ways. The space for your answer shows you what type of answer is needed.  Multiple -choice answers For some questions , you do not need to do any writing. Read the instructions carefully so that you know how to answer each question.  Short answers Some questions are followed by a line or box. This shows that you need to write a word, a few words or a sentence. Marks Each question has one mark. You should work through the booklet until you are asked to stop. Work as quickly and as carefully as you can. If you finish before the end, go back and check your work. You have 45 minutes, plus your additional time allowance, to answer the questions in this booklet.

STA/19/8213/MLp 4 1. Tick the sentence that must end with a question mark . Tick one . The teacher asked t hem what they were doing I wonder what time the next train arrives Did she play tennis on your team last year He asked if he could use my pen 2. Draw a line to match each word to the correct suffix. Use each suffix only once. Word Suffi x accomplish ful forgive ment joy ish fool ness

5 STA/19/8213/MLp 3. Tick one box in each row to show whether the sentence is a question or a command . Sentence Question Command Do your stretches before you exercise Do you prefer tennis or cricket Do the boys always go running in the morning Do take some water with you to football practice 4. Insert one comma in the correct place in the sentence below. Every night Dad and my brother take the dog for a walk.

STA/19/8213/MLp 6 5. Draw a line to match each prefix to the correct word to make a different word. Use each prefix only once. Prefix Word inter approval dis circle semi social anti action 6. Which sentence must not end with a n exclamation mark? Tick one . You really must wear a coat What a dreadful day I had What is the temperature now The wind is very strong today

7 STA/19/8213/MLp 7. Circle the correct word in each box to complete the sentences in Standard English . Pass me cartons, please. You sang that song very We always our homework on time. 8. Insert a relative pronoun to complete the sentence below. Everyone loved the music was played last night. them those good. well. did done

STA/19/8213/MLp 8 9. In which sentence is lock a verb? Tick one . Aisha closed the box and fastened the lock. Make sure you lock the gate before you leave. I think I need to buy a new bike lock. The lock can only be opened with this special key. 10. Insert a semi -colon in th e correct place in the sentence below. Frank would like to go to Cornwall next summer he might also visit France in the spring. 11. Insert a pair of brackets in the correct place in the sentence below. Using public transport such as buses and trains can reduce pollution.

9 STA/19/8213/MLp 12. What does the prefix multi - mean in the words multicultural, multipurpose and multicoloured? Tick one . some few all many 13. Which sentence is punctuated correctly? Tick one . I will be running – a half marathon 13 miles next week! I will be – running a half marathon – 13 miles next week! I will be running a half marathon 13 – miles – next week! I will be running a half marathon – 13 miles – next week!

STA/19/8213/MLp 10 14. Which word is an antonym of difficult? The problem was difficult to solve. Tick one . hard easy impossible challenging 15. Which sentence is the most formal ? Tick one . The way they played was terrible, wasn’t i t? I wish they’d put a little more effort in today! If only they’d tried a bit harder, they would’ve won. The team were defeated due to mistakes that they made.

11 STA/19/8213/MLp 16. Tick one box to show where a hyphen is needed in the sentence below. The class teacher praised the well behaved and helpful group of year six children. 17. What word class is him in the sentence below? Josef’s friends rushed to meet him, desperate to see if he had won. Tick one . a preposition an adjective a pronoun a noun

STA/19/8213/MLp 12 18. Circle two words in the passage below that are synonyms of each other. Having queued for over an hour, Sanjit found that his tolerance was being severely tested. Most of the other children had lost patience and gone elsewhere. 19. What kind of clause is underlined in the sentence below? If they could afford to, the ancient Romans ate well. 20. Insert a dash in the correct place in the sentence below. I t was a very exciting lesson we learnt how parachutes work and designed one of our own.

13 STA/19/8213/MLp 21. What is the word class of the underlined word? Our school is bigger than theirs. Tick one . a co-ordinating conjunction a subordinating conjunction a possessive pronoun a relative pronoun 22. Insert a colon in the correct place in the sentence below. Joshua had mastered two new skateboarding skills he could do a perfect aerial jump and execute a complete 180 degree turn. 23. Add three commas in the correct places in the sentence below. She wore a dark red skirt a woollen jumper a scarf with matching hat thick socks and black boots.

STA/19/8213/MLp 14 24. Which sentence uses tense correctly? Tick one . We sat and ate our lunch once we had found a sunny picnic spot. Once we find a sunny picnic spot, we sat and ate our lunch. Once we had found a sunny picnic spot, we sit and eat our lunch. We sat and eat our lunch once we had found a sunny picnic spot. 25. Which sentence below is the most formal ? Tick one . Hope you can make it to my birthday party next week! It’s going to be great! The venue is yet to be confirmed. I’m still checking out a couple of places. 26. Circle the word that shows that the sentence below is a command . To see pictures of the rugby match, click here.

15 STA/19/8213/MLp 27. Label each box with subject (S) or object (O) . Sam baked cakes for charity and he sold them . 28. Rewrite the underline d verbs in the simple past . The sky begins to look darker as the storm approaches. 29. Which sentence is closest in meaning to the one below? My dad has had thi s bike for two years. Tick one . My dad no longer has this bike. My dad is having this bike for his birthday. My dad has this bike now. My dad will have a bike in two years’ time.

STA/19/8213/MLp 16 30. Circle the three adjectives in the sentence below. He made his way up the cobbled street, striding like the bold and determined man he was. 31. Which sentence is punctuated correctly? Tick one . Our parents always say “work hard and do your best.” Our parents always say, “work hard and do your best.” Our parents always say, “Work hard and do your best.” Our parents always say “Work hard and do your best.” 32. Which underlined word is an adverb? Tick one . The spring garden looks lovely. My little sister has a wobbly tooth. The clothes are folded neatly. Her brown hair is long and curly.

17 STA/19/8213/MLp 33. What word class do the underlined words belong to? You can have an apple or an orange for your snack. Since it is sunny, you can eat your snack o utside. Although I prefer oranges, apples are easier to eat. 34. Explain how the comma changes the meaning of the second sentence. 1. I asked if Jake Thomas and Lily were coming to the barbecue. 2. I asked if Jake, Thomas and Lily were comi ng to the barbecue.

STA/19/8213/MLp 18 35. Underline the adverbial in the sentence below. Last week, Ruby went swimming and played football. 36. Complete the sentence below with a relative clause . Remember to punctuate your answer correctly. His sister, , is learning to speak Polish. 37. How does the conjunction change the meaning of the second sentence? 1. We listened to the music after we ate our lunch. 2. We listened to the music while we ate our lunch.

19 STA/19/8213/MLp 38. Circ le the modal verb in the sentence below. Kate hoped that she would see goats and sheep at the farm. 39. Rewrite the sentence below in the passive . Remember to punctuate your answer correctly. The wind damaged the fence. 40. Insert two commas and a semi -colon in the correct places in the passage below. Last Wednesday we performed a play at school I invited my parents to come and watch. When I first went on stage I was so nervous that I nearly forgot my lines.

STA/19/8213/MLp 20 41. Circle the three nouns in the sentence below. The fire gave the room a cosy feeling. 42. Which sentence uses the passive? Tick one . The school proposed building a ne w playground. The issue was discussed at a council meeting. The council voted in favour of the proposal. They started building the new playground last week. 43. Write the contracted form of the underlined words in the box below. We shall not do that again!

21 STA/19/8213/MLp 44. Complete the sentence by writing a word formed from the root word music on each line. Every member of the Jones family was , but only Mr Jones was a professional . 45. What is the grammatical term for the underlined words in the sentence below? The new paintbrushes are in the box. 46. Circle each word that should begin with a capital letter in the sentence below. when we visited the museum in b irmingham, gareth arranged to travel by train with aunt laura.

STA/19/8213/MLp 22 47. Circle the three determiners in the sentence below. William didn’t have any cereal in the house, so he went out to buy some cornflakes. 48. Insert an apostrophe in the correct place in the sentence below. P u p i l s c o a t s s h o u l d b e h u n g o n t h e p e g s . 49. Circle the three prepositions in the sentence below. After the game, Omar and Alisha walked home with their grandparents, who lived across the road. 50. Circle the co -ordinating conjunction in the sentence below. If you want to enter the competition, you can send your idea by email or by post.

23 STA/19/8213/MLp End of test

STA/19/8213/MLp ISBN 978-1-78957- 051-9 2019 key stage 2 English grammar, punctuation and spelling Paper 1: questions Print version product code: STA/19/8213/MLp ISBN 978 -1-78957-051-9 Electronic PDF version product code: STA/19/8213/MLe ISBN 978-1-78957- 065-6 © Crown copyright 2019 For more copies Additional copies of this modified large print test paper can be ordered by contacting the STA’s modified test agency on 0300 303 3019 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. Exceptions – third- party copyright content in test materials You must obtain permission from the r elevant copyright owners, as listed in the ‘2019 key stage 2 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 material. Third-party content These materials contain no third -party copyright content. If you have any queries regarding these test materials, contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

Print: STA/19/8245/p ISBN: 978-1-78957-160-8 Electronic: STA/19/8245/e ISBN: 978-1-78957-172-1 © 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 2 For test administration English grammar, punctuation and spelling Administering the modified large print (MLP) version of Paper 1: questions Pack contents:   Administration instructions for the MLP key stage 2 English grammar, punctuation and spelling test Paper 1: questions (overleaf)   1 copy of the MLP Paper 1: questions CONFIDENTIAL: This pack must be kept secure and unopened until the start of the test on Monday 13 May 2019. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2019 modified test administration guidance before opening this pack. MONDAY 13 MAY 2019

2019 Key stage 2 English grammar, punctuation and spelling test The following information explains how to administer the modied large print (MLP) version of the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format The key stage 2 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. Test packs must not be opened until pupils are in the test room ready to complete the test, unless early opening is required to meet individual pupils’ needs. Paper 1: questions consist of a single question paper. Pupils will have 45 minutes, plus up to 100% additional time, to complete the test paper. Equipment Each pupil will need the equipment specied below: • a blue/black pen or dark pencil. Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out. Pupils are not allowed: • dictionaries • electronic spell checkers • bilingual word lists or electronic translators. Assistance • You must ensure that nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating that an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • Administrators should ensure that pupils are able to locate all answer spaces correctly. • You may explain or rephrase a question provided you do not give away subject-specic information. For example, if a question asks to ‘insert a pair of commas’, ‘insert’ may be explained but not ‘commas’. • The notes for readers in the English grammar, punctuation and spelling test gives examples of how to read particular types of question in Paper 1. The examples below illustrate how to deal with some common situations. Q. I don’t understand the question. A. Read the question again and underline key words that tell you what to do. Q. What does ‘comma’ mean? A. I can’t tell you, but think hard and try to remember. We can talk about it after the test. • You must not explain any subject-specic terminology. If any other word in a question is unfamiliar, you may explain it or show them objects to help them understand. Guidance for speci c questions No additional guidance is needed to administer the MLP version of Paper 1: questions. Before the test begins Review the list of pupils with particular individual needs, e.g. pupils who may need a rest break, a scribe or a transcript made at the end of the test. Ensure you know how to administer any access arrangements correctly. Please refer to the 2019 key stage 2 access arrangements guidance. It is important that the pupils’ names on their tests match the names on the test attendance register. Check with your test co-ordinator whether any pupil in your group is known by a di erent name in school, or has changed their name since pupil registration. This is so you can ensure the pupil writes the correct name on their test paper. Write the school’s name and DfE number on a board that is visible to all pupils. Leave space on the board to write the start and nish times of the test. What to do at the start of the test Check that seating is appropriately spaced and that no pupil can see another pupil’s answer booklet. Check that pupils do not have mobile phones or other disruptive items. Check that pupils do not have any materials or equipment that may give them extra help. Ensure each pupil who needs it has 1 MLP copy of Paper 1: questions. Write the start and nish times on a board so that all pupils can see them. How to introduce the test It is important to brief pupils fully at the start of each test. Use this script to introduce Paper 1: questions. This is the key stage 2 English grammar, punctuation and spelling test Paper 1: questions. You should have Paper 1: questions in front of you. You will need a blue or black pen or dark pencil. Write your name, school name and DfE number on the front of your test paper. [If any pupil’s name di ers from the name provided during pupil registration, instruct the pupil to write both names on the paper.] Open your test paper to page 3. I will read the instructions to you. In this booklet, your grammar, punctuation and vocabulary are tested. There are di erent types of question for you to answer in di erent ways. The space for your answer shows you what type of answer is needed. Write your answer in the space provided. Read the instructions carefully so that you know how to answer each question. Some questions are followed by a line or a box. This shows that you need to write a word, a few words or a sentence. For some questions, you do not need to do any writing. Each question is worth one mark. You will have 45 minutes, plus your additional time allowance, to answer the questions in this booklet. You should try to answer all of the questions. If you can’t answer a question, move on to the next one and return to it later if you have time. Pay particular attention to any instructions within test questions. If you want to change your answer, put a line through the response you don’t want the marker to read. If you have to use a rubber, make sure you rub out your answer completely before writing a new one. If you have any questions during the test, you should put your hand up and wait for me/someone to come over to you. Remember, I can’t help you to answer any of the test questions. You must not talk to each other. Are there any questions you want to ask me now? I will tell you when you have 5 minutes left. I will tell you when the test is over and to stop writing. You may now start the test. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the print is illegible • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure the pupils are kept under test conditions and that they are supervised • if the pupils have to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice on what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the end of the test If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test, under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers, including spelling, are not corrected or amended. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script, including any unused test material. Return them immediately to the senior member of sta who is responsible for collating the tests. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including any unused test papers, must be stored securely until Monday 3 June 2019.

STA/19/8214/MLp 2019 national curriculum tests Key stage 2 ENGLISH Modified large print English grammar, punctuation and spelling Paper 2: spelling First name Middle name Last name Date of birth Day Month Year School name DfE number Note to markers : This paper should be marked using the standard mark schemes for KS2 English grammar, punctuation and spelling: Paper 2 . There is additional guidance on marking some questions in this paper in the Key Stage 2 English grammar, punctuation and spelling amendments to mark schemes – MLP document

STA/19/8214/MLp 2 Spelling task 1. The dragon is an imaginary . 2. There was food for everyone. 3. My little brother is in class. 4. Playing in the snow made my fingers . 5. We learned how to do in mathematics. 6. Charlie with relief. 7. is easier with a compass. 8. Khalid was a boy. 9. Gran us a snack when we arrived. 10. Do your stretches so you don’t pull a . 11. Maria looked at the box. 12. She found the to try something new.

3 STA/19/8214/MLp 13. Jade and Jamie had a . 14. Our class made a model . 15. The school provided an education for its pupils. 16. people give to charity. 17. Everyone sang the loudly. 18. I burnt my on the hot soup. 19. Sarah spilled water all over the table. 20. The criminal tried to the police. End of test

STA/19/8214/MLp ISBN 978-1-78957- 052-6 2019 key stag e 2 English grammar, punctuation and spelling Paper 2: spelling Print version product code: STA/19/8214/ MLp ISBN 978 -1-78957-052-6 Electronic PDF version product code: STA/19/8210 /MLe ISBN 978-1-78957- 066-3 For more copies Additional copies of this m odified large print test paper can be ordered by contacting the STA’s modified test agency on 0300 303 3019 © 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. Exceptions – third- party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2019 key stage 2 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 material. Third -party content These materials contain no third -party copyright content. If you have any queries regarding these test materials, contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

Print: STA/19/8246/p ISBN: 978-1-78957-161-5 Electronic: STA/19/8246/e ISBN: 978-1-78957-173-8 © 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 2 For test administration Pack contents:   Administration instructions for the MLP key stage 2 English grammar, punctuation and spelling test Paper 2: spelling (overleaf)   1 copy of the MLP Paper 2: spelling English grammar, punctuation and spelling Administering the modified large print (MLP) version of Paper 2: spelling CONFIDENTIAL: This pack must be kept secure and unopened until the start of the test on Monday 13 May 2019. Early opening, up to 1 hour before the test starts, is only allowed if access to the contents is needed to make adaptations to meet individual pupils’ needs. Early opening of more than 1 hour is only allowed if permission has been granted by STA. Please ensure you have read and understood the 2019 modified test administration guidance before opening this pack. MONDAY 13 MAY 2019

2019 Key stage 2 English grammar, punctuation and spelling test The following information explains how to administer the modied large print (MLP) version of the key stage 2 English grammar, punctuation and spelling test Paper 2: spelling. Modied test administration guidance is available at www.gov.uk/sta. If you have any questions, you should check with your headteacher or key stage 2 test co-ordinator before you administer the test. You will need a copy of the test transcript from the standard version of the test. Please make sure you follow these instructions correctly to ensure the test is properly administered. Failure to administer the test correctly could result in a maladministration investigation. Format The key stage 2 English grammar, punctuation and spelling test consists of 2 papers. The papers must be administered in order. Pupils may have a break between the papers. Test packs must not be opened until the pupils are in the test room ready to complete the test, unless early opening is required to meet individual pupils’ needs. This component of the test consists of an answer booklet for pupils to complete and a test transcript to be read by the test administrator. You will need a copy of the test transcript from the standard version of the test. Pupils will have approximately 15 minutes to complete the test, plus up to 100% additional time, but it is not strictly timed. Equipment Each pupil will need the equipment specied below: • a blue/black pen or dark pencil. Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out. Pupils are not allowed: • dictionaries • electronic spell checkers • bilingual word lists or electronic translators. Assistance • Pupils should not require any assistance during the administration of Paper 2: spelling. • You must ensure nothing you say or do during the test could be interpreted as giving pupils an advantage, e.g. indicating an answer is correct or incorrect, or suggesting the pupil looks at an answer again. • You should take care not to overemphasise spelling when reading out the words that pupils need to spell. Guidance for speci c questions No additional guidance is needed to administer the MLP version of Paper 2: spelling. Before the test begins Make sure you have the printed transcript of Paper 2: spelling. Review the list of pupils with any particular individual needs, e.g. pupils who may need a rest break, a scribe or a transcript made at the end of the test. Ensure you know how to administer any access arrangements correctly. Please refer to the 2019 key stage 2 access arrangements guidance. It is important that the pupils’ names on their tests match the names on the test attendance register. Check with your test co-ordinator whether any pupil in your group is known by a di erent name in school, or has changed their name since pupil registration. This is so you can ensure the pupil writes the correct name on their test paper. Write the school’s name and DfE number on a board that is visible to all pupils. What to do at the start of the test Check that seating is appropriately spaced and that no pupil can see another pupil’s answer booklet. Check that pupils do not have mobile phones or other disruptive items. Check that pupils do not have any materials or equipment that may give them extra help. Ensure each pupil who needs it has 1 MLP copy of Paper 2: spelling. How to introduce the test It is important to brief pupils fully at the start of each test. Use this script to introduce Paper 2: spelling. This is the key stage 2 English grammar, punctuation and spelling test Paper 2: spelling. You should have Paper 2: spelling in front of you. You will need a blue or black pen or dark pencil. Write your name, school name and DfE number on the front of your test paper. [If any pupil’s name di ers from the name provided during pupil registration, instruct the pupil to write both names on the paper.] If you want to change your answer, put a line through the response you don’t want the marker to read. If you have to use a rubber, make sure you rub out your answer completely before writing a new one. If you have any questions during the test, you should put your hand up and wait for someone to come over to you. Remember, I can’t help you answer any of the test questions. You must not talk to each other. Please use the transcript from the standard version of the test to administer the test. How to deal with issues during the test It is impossible to plan for every scenario. Whatever action you take, pupil safety must always be your rst consideration. In the following circumstances, you will need to stop the test either for an individual pupil, a group of pupils or for the whole cohort: • test papers are incorrectly collated or the print is illegible • an incorrect test has been administered • a re alarm goes o • a pupil is unwell • a pupil needs to leave the room • a pupil is caught cheating. If you need to stop the test: • make a note of the time • make sure the pupils are kept under test conditions and that they are supervised • if the pupils have to leave the room, ensure they do not talk about the test • speak to your test co-ordinator or a senior member of sta for advice on what to do next • consider contacting the national curriculum assessments helpline on 0300 303 3013 for further advice. You should brief your headteacher on how the incident was dealt with, once the test is over. What to do at the end of the test If you need to make a transcript of a test script, complete it with the individual pupil at the end of the test, under test conditions. Particular care should be taken to ensure accurate transcriptions are made and the pupil’s answers, including spelling, are not corrected or amended. Ensure you inform your senior member of sta /test co-ordinator if you have made a transcript, or if a pupil has used a scribe, word processor or other electronic or technical device. This is so they can complete the appropriate online notication. Make sure you have collected every test script including any unused test material. Return them immediately to the senior member of sta who is responsible for collating the tests. Do not look at, annotate or review pupils’ answers in any way (unless it is necessary to make a transcript). If you amend or tamper with pupils’ answers, it will be considered maladministration and results could be annulled. Do not keep or photocopy test scripts for any reason. All test materials, including any unused test papers, must be stored securely until Monday 3 June 2019.

2019 national curriculum tests Key stage 2 English grammar, punctuation and spelling Amendments to mark schemes Modified large print (MLP)

Introduction This guidance is for markers who have been allocated MLP scripts of th e 2019 key stage 2 English grammar, punctuation and spelling test. The standard version of the key stage 2 English grammar, punctuation and spelling test mark schemes should be used in conjunction with the additional guidance in this document. Markers should refer to the standard mark schemes when marking MLP test papers unless an alternative is given in this guidance. Amendments to the mark scheme The standard mark schemes can be applied to all questions in the MLP versions of Paper 1: questions and Paper 2: spelling. General guidance to be applied throughout the MLP papers  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 children have missed any answer lines or spaces within the text, their answers may be elsewhere on the page. Any unambiguous indication of the correct answer should be credited, working within the parameters of the mark scheme.  Markers should contact their supervisors if they have any problems applying the mark scheme to MLP scripts, or with specific responses. All supervisors have contact details of markers who will provide specialist advice.

2019 key stage 2 English grammar, punctuation and spelling: amendments to mark schemes – MLP Electronic PDF version product code: 978-1-78957-201-8 ISBN: STA/19/8264/e © Crown copyright and Crown information 2019 Re- use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, these test materials are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the national Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third-party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2019 key stage 2 tests copyright report’, for reuse of any third-party copyright content which we have identified in the test materials, as listed below. Alternatively, you should remove the unlicensed third-party copyright content and/or replace it with appropriately licensed materials. Third -party content These materials contain no third-party copyright content.

If you have any queries regarding these test materials, contact the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov.uk

2019 national curriculum tests Key stage 2 English grammar, punctuation and s pelling Amendments to mark schemes Braille

Introduction This guidance details the amendments made to the standard mark scheme for questions which have been adapted or replaced in the braille version of the 2019 key stage 2 English grammar, punctuation and s pelling national curriculum test. The standard version of the key stage 2 English grammar, punctuation and s pelling mark schemes, should be used in conjunction with the additional guidance in this document. Markers should refer to standard mark schemes when marking the braille test papers unless an alternative is given in this guidance. Amendments to the mark scheme Amendments to mark schemes are only provided where the content of standard mark schemes is altered. Amendments to mark schemes are not provided where the only change has been to further divide the question into subsections or where the layout of the question is different. M ark schemes have been amended in some respects for the following questions: Paper 1 Questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 21, 24, 25, 30, 32, 34, 36, 40 , 46 Paper 2 There are no amendments to the mark schemes for the spelling component: the standard mark schemes can be applied for all spellings. General guidance to be applied throughout the braille papers  You should make every effort to understand what the child has written in an answer, without reading into the answer anything that the child did not intend.  Some children with visual impairment find it difficult to get their answers across clearly. It may take you longer to read their answers. Apply the mark schemes, but be sympathetic to their difficulties. 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 version, but the differences are sufficiently small that you should still be able to apply the standard mark scheme. For example, pupils may write the answer rather than circle the answer.

Marking the braille test scripts Braille scripts will normally be marked by specialist braille markers who will be provided with the physical copy to be marked. Markers should contact their supervisors if they have any problems applying the mark scheme to braille scripts, or with specific responses. Mark scheme amendments 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, e.g. B, D, 1C, 2A. Q Requirement 1 C 2 A2 B4 C1 D3 3 a) C b) Q c) Q d) C 4 night 5 A2 B3 C4 D1 6 C 7 a) those b) well c) did 9 B 10 summer 11 such, trains 12 D 13 D 14 B 15 D 16 B 17 C 20 lesson 21 C 22 skills 23 skirt, jumper, hat 24 A 25 C 27 a) S b) O c) S d) O 29 C

31 C 32 C 40 a) Wednesday, stage (in either order) 42 B

2019 key stage 2 English grammar, punctuation and spelling: amendments to mark schemes – braille Electronic PDF version product code: 978-1-78957-201-8 ISBN: STA/19/8264/e © Crown copyright and Crown information 2019 Re- use of Crown Copyright and Crown information in test materials Subject to the exceptions listed below, these test materials are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the terms of the Open Government Licence v3.0 which can be found on the national Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: ‘Contains public sector information licensed under the Open Government Licence v3.0’ and where possible provide a link to this licence. Exceptions - third-party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2019 key stage 2 tests copyright report’, for reuse of any third-party copyright content which we have identified in the test materials, as listed below. Alternatively, you should remove the unlicensed third-party copyright content and/or replace it with appropriately licensed materials. Third -party content These materials contain no third-party copyright content. If you have any queries regarding these test materials, contact the national curriculum assessment helpline on 0300 303 3013 or email assessments@education.gov.uk

STA /19/8211/MLp 2019 national curriculum tests Key stage 2 ENGLISH Modified large print Reading booklet These test materials have an additional front cover for packaging purposes. Test administrators should ensure that this additional cover is removed before th e pupil starts the test.



STA/19/8211/MLp 2019 national curriculum tests Key stage 2 ENGLISH Modified large print Reading booklet Reading Booklet The Park Fact Sheet: About Bumblebees Music Box

2 STA/19/8211/MLp BLANK PAGE

3 STA/19/8211/MLp Contents The Park ................................ ................................ ............................... 4 – 6 Fact Sheet: About Bumblebees ................................ ......................... 7 – 9 Music B ox ................................ ................................ ........................ 10 – 1 2

4 STA/19/8211/MLp [Ajay has just arrived at Joe’s house before school. Joe’s mother is the warden who looks after the local park.] The Park Ajay was just about to tuck into his tea and toast dripping in sour rhubarb jam when there was a loud clatter from the letterbox as an important - looking brown envelope landed on the mat. ‘Bit early for the post isn’t it?’ Mum said. ‘Ooh, it says Special Delivery.’ Mum opened it, and unfolded the letter. Joe knew instantly that something was wrong. He could see it on M um’s face. ‘What is it, Mum?’ Joe asked. ‘Yeah, Mrs P, what’s happened?’ Ajay asked too. ‘It’s the park . . . they’ve shut it down.’ For a second no one said a word. Joe and Ajay looked at each other, then back at Joe’s mum. Her face was pale, her jaw dr opped open. She stared at the letter, her eyes watery and ready to spill over with tears. ‘Shut the park!’ Joe said furiously. ‘They can’t do that, it’s. . . it’s the park!!’ ‘Yeah, everyone loves that place!’ Ajay joined in. ‘You boys best get to schoo l, or you’ll be late,’ said Mum, her voice all shaky. ‘But what about. . .?’ Joe started to say.

5 STA/19/8211/MLp ‘You leave that to me, I don’t want you worrying.’ Mum tried to smile, but it didn’t reach her eyes. If she was trying to reassure Joe, it wasn’t working. H e knew his mum needed that job – how else was she supposed to put sweet - and - sour spaghetti on the table? ‘Don’t worry, Mum, I’ll . . . I’ll think of something.’ Joe’s mum just nodded, turning away to wipe her eyes. Joe and Ajay grabbed their bags and rel uctantly headed out of the door. Neither of them said anything for what seemed like ages. ‘You all right, man?’ Ajay asked, breaking the silence. ‘I don’t know . . . I can’t believe they’ve closed the park. I mean, why?!’ Joe said in disbelief. ‘Dunno,’ Ajay shrugged. ‘But I know a man who might,’ he said , pointing down the road. As they turned the corner at the top of Joe’s street they saw a man in the distance. He had a ladder and toolbox and was busy hammering a sign into the park gates. This made Joe ’s blood boil. If Mum had been there she would have given him what for – no one hammers anything into anything without her say - so first. ‘Oi!’ Ajay yelled, ‘w hat are you doing?’ Joe read the sign: ‘Under development . ’ ‘What’s going on?’ Joe asked. ‘Why have you closed the park?’ The man stopped what he was doing and shrugged . ‘They don’t tell me anything, I’m just the bloke who hammers things.’

6 STA/19/8211/MLp Joe read the rest of the sign: Underneath the notice was a drawing of a posh building, tall and made of glass. It had pictures of smiling people chatting and drinking coffee outside. Joe and Ajay looked through the park gates and could already see diggers moving in, ready to tear the playground apart. ‘This can’t be happening ,’ Joe muttered, blinki ng back the tears. This was the place where he and Ajay hung out. Where they used to plot how they were going to become mega rich, and plan what to do if the world got taken over by zombies. This was the place where Joe and Ajay used to play football – or rather where Ajay would kick the ball and Joe would try to get out of the way of it before it hit him in the face. And now it was going to be turned into flats! Why wasn’t anyone stopping this? UNDER DEVELOPMENT This notice hereby declares that St George ’s P ark is closed with immediate effect and that, from 1st of July, this park will be redeveloped and a new block of luxury flats will be built – The Department of Progress

7 STA/19/8211/MLp Fact Sheet: About Bumblebees 1. At the Bumblebee Conservat ion Trust, we are passionate about saving bees. Here is why. 2. Save our bees Bumblebees are among the most loved and familiar of garden insects. The sight and sound of them buzzing from flower to flower is an essential part of summertime, bu t sadly these fat, furry little creatures are struggling to survive. At the time of writing, 24 bumblebee species are found in the UK, but unfortunately, in the last 80 years, two UK species have become extinct and others have declined sharply. In our mod ern world of paved gardens and intensive farming, our bumblebees find themselves hungry and homeless. The reason for this is simple and clearly visible: there are now far fewer flowers to provide bees with the pollen and nectar that they need to survive. B ut all is not lost – you can take action today to help save these hardworking pollinators. This fact sheet explains how.

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