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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 modified large print (MLP) 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 MLP version of the mathematics Paper 1: arithmetic. There is additional information on www.gov.uk about administering MLP 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 test consists of one MLP test paper. • 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. • You must not refer to the standard test questions when administering this test. Equipment Pupils will need the equipment specified below: • a blue / black pen or a dark pencil • a rubber (optional). If rubbers are not provided, you should tell pupils that they may cross out any answers they wish to change. 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 and that no pupil can see another pupil’s test paper. • Ensure each pupil has a copy of the test paper for MLP 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 write their name on the front of their test booklet. Tell the pupils to open their test booklet at page 3. 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 3. Read the practice question. The practice questions says: 4 + 2 = ______ Now, write your answer in the space. Give pupils the opportunity to answer the question in their booklet. 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. Explain to the pupils that there is space on the test paper if they need to do any working out. 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. 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 come over. 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. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

Sample 2016 key stage 1 mathematics: Administering the modified large print (MLP) version of the key stage 1 mathematics Paper 1: arithmetic Electronic version product code: STA/15/7391/PKe ISBN: 978-1-78315-964-2 © 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 say at the start of the test (continued)Ask the pupils if they have any questions they want to ask you now. Tell the pupils to turn to page 4 and find question 1. 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 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 - 5401 Key stage 1 MATHEMATICS Modified large print SAMPLE September 2015 Paper 1: arithmetic First name Middle name Last name Note for marking : This paper should be marked using the MODIFIED LARGE PRINT mark scheme amendments – MLP.

2015 - 5401 2 BLAN K PAGE

2015 - 5401 3 Practice question 4 + 2 =

2015 - 5401 4 1. 5 + 7 = 2. 19 – 9 =

2015 - 5401 5 3. 89 + 10 = 4. 17 – 6 =

2015 - 5401 6 5. 15 + 3 + 3 = 6. 39 – 8 =

2015 - 5401 7 7. + 5 = 9 8. 46 + 7 =

2015 - 5401 8 9. 8 + 5 + 4 = 10. 36 + 24 =

2015 - 5401 9 11. 87 – 40 = 12. 50 – = 20

2015 - 5401 10 13. 8 10 = 14. 2 0 = × ×

2015 - 5401 11 15. 3 3 = 16. 12 2 = ×

2015 - 5401 12 17. 35 5 = 18. of 20 = 1 4

2015 - 5401 13 19. 43 + 38 = 20. 86 – 21 =

2015 - 5401 14 21. of 30 = 22. 70 – 18 = 1 2

2015 - 5401 15 23. 65 + = 93 24. of 21 = 1 3

2015 - 5401 16 25. of 40 = END OF TEST 3 4

2015 - 5401 17 BLANK PAGE

STA/15/7313/MLp ISBN 978 - 1 - 78 315 - 783 - 9 2015 - 5401/d Sample key stage 1 mathematics test Paper 1: arithmetic Print version product code: STA/15/731 3 / ML p ISBN: 978 - 1 - 78315 - 7 83 - 9 Elec tronic PDF version product code: STA/15/731 3 / MLp ISBN: 978 - 1 - 78315 - 7 83 - 9 For more copies Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications. © 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 O pen G overnment L icence v3.0 which can be found on the national archive s website and accessed via the following link: www.nationalarchives.gov.uk/doc/open - government - licence. W hen you use this informatio n under the Government Open 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. Exceptions - third party copyrig ht content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘ 2016 sample test materials copyright report ’ , for re - use of any third party copyright content which we have identified in the test materials, as l isted 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 regard ing these test materials contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

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. Mathematics Administering the modified large print (MLP) 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 tests consist 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 MLP version of the sample Paper 2: reasoning. There is additional information on www.gov.uk about administering MLP 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 test consists of a single test paper. • It is expected that the reasoning paper will take approximately 35 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. • 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. • You must not refer to the standard questions. Equipment Pupils will need the equipment specified below: • a blue / black pen or a dark pencil • a sharp dark pencil for mathematical drawing • a rubber (optional). If rubbers are not provided, you should tell pupils that they may cross out any answers they wish to change • ruler (showing centimetres). 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 spell checkers. Pupils are not allowed the following equipment in the test: • calculators • 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 ‘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 ‘

Guidance for specific questionsIf you need to make further adaptation to question 11, do not change the length of the line that is to be measured (it must be exactly 11cm). There are two models provided for question 14. For question 21 pupils may indicate the lines of symmetry by any appropriate method, e.g. by pointing or using pins and bands. Before the test begins • Review the list of pupils with any particular individual needs e.g. pupils who may need a scribe or a transcript made at the end of the test. Ensure that you know how to administer any access arrangements correctly. • Check that there are enough administrators to maintain supervision and support 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 seating is appropriately spaced and that no pupil can see another pupil’s test paper. • Ensure each pupil has a copy of the test paper for MLP mathematics Paper 2: reasoning. 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 2: reasoning. 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 2: reasoning. Tell the pupils that they should have a test booklet in front of them. Tell the pupils to write their name on the front of their test booklet. Ask the pupils to open their test booklet at page 2. Explain that Amy and Abdul are two children who are in these questions. Explain that there are different children mentioned in other questions as well. Their names are Sam, Ben and Sita. 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. SAMPLE MATERIALS - DO NOT USE FOR LIVE TEST ADMINISTRATION

What to say at the start of the test (continued)Tell the pupils that they must work on their own and they must not call out the answers. Explain to the pupils that, if they make a mistake, they should cross it out or rub it out and write their new answer clearly. Additionally, where necessary, you can show the pupils how to change their answers if they think they have made a mistake. Explain that some questions will have boxes for them to write their answers in and they can do any working out in the white spaces around the boxes if they need to. Where necessary, you can show the pupils how to draw a tick, circle or cross to indicate the answer. Ask the pupils to turn to page 3 of the booklet. Explain that there is a practice question on page 3. 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. L ook at the circles. How many circles are there? W rite your answer in the box. 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. Allow the pupils to change their answers to the correct one by crossing out or rubbing out, to make sure they know the way to correct errors. 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 them answer these next questions. Tell the pupils that they should try to work them out on their own. Ask 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 Turn over the page. 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 4Look at the next page. Question 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 Question 5 Look at the lengths. 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 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 in some places there will be an answer box. In other places, 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 turn to the next page and 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 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 modified large print (MLP) version of the key stage 1 mathematics Paper 2: reasoning Electronic version product code: STA/15/7392/PKe ISBN: 978-1-78315-965-9 © 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 - 5402 Key stage 1 MATHEMATICS Modified large print SAMPLE September 2015 Paper 2: reasoning First name Middle name Last name Note for marking: This paper should be marked using the MODIFIED LARGE PRINT mark scheme amendments – MLP.

2015 - 5402 2 In thi s book you will read the names of five children. They are called Amy Abdul Sam Ben Sita

2015 - 5402 3 Practice question circles 1.

2015 - 5402 4 2. tens 3. 2 cm 2 kg 2 ° C 2 litre

2015 - 5402 5 4. pieces of paper 5. 50 cm 40 cm cm

2015 - 5402 6 6. Look at the shapes below. Tick ( ) the hexagon. 

2015 - 5402 7 7. Sita has seven boxes. She puts 2 shoes in each box. How many shoes are there altogether? sho es 8. Complete the table below. words digits thirty - eight 38 40 ninety - four

2015 - 5402 8 9. Look at the pattern of letters below. G S S G S S S G Write the two missing letters in the pattern. 10. The patter n of numbers below has two missing numbers. 0 3 6 12 18 Write the two missing numbers in the pattern.

2015 - 5402 9 11. Use a ruler to measure the length of the line below. cm

2015 - 5402 10 12 a) Look at this list of od d and even numbers. 12 30 41 68 Write the odd number. b) Look at this list of odd and even numbers. 19 23 35 70 Write the even number.

2015 - 5402 11 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 14. Look at the two shapes. Show me one face that is a square.

2015 - 5402 12 15. A shop sells sweets. A toffee co sts 2 p A lolly costs 5 p A jelly costs 10 p Abdul spends exactly 20 p on a bag of these sweets. Look at the three bags of sweets below. Tick ( ) the bag of sweets he buys. lolly jelly lolly lolly jelly lolly jelly toffee 

2015 - 5402 13 16. The picture below shows a pizza. Sita cuts a pizza into four equal slices. She eats one slice. What fraction of the pizza does she eat?

2015 - 5402 14 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 - 5402 15 BLANK PAGE TURN OVER FOR NEXT QUESTION

2015 - 5402 16 18. The diagram below shows the number of animals at a farm.

2015 - 5402 17 a) How many sheep and cows are there altoget her? animals b) There are more ducks than horses. How many more?

2015 - 5402 18 19 a) Look at the list of six coins below. 50 p 20 p 20 p 10 p 10 p 5 p Write three of these coins that make 90 p altogether. b) Look at the list of six coins below. 50 p 20 p 20 p 10 p 10 p 5 p Write four of these coins that make 90 p altogether.

2015 - 5402 19 20. Look at the number line below. Write the number shown by the arrow.

2015 - 5402 20 21. Draw a line of symmetry on each of the shapes below.

2015 - 5402 21 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? Show your working. carrots

2015 - 5402 22 23. Amy did this calculation. 57 – 31 = 26 Now write an addition to check Amy’s answer. + = 24. Write a digit in each box to make the addition below correct. 7 + = 8 3

2015 - 5402 23 25. Look at the four times below. 9:25 8:25 8:35 8:43 Which time shows twenty - five past eight?

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