9.1Making sure pupils are ready for the tests
It may be helpful to prepare pupils for any aspects of the tests that are unfamiliar to them. For example, teachers could give pupils opportunities to:
- work independently (if they usually work cooperatively)
- see the layout and design of previous years' tests
- complete work within a time limit.
It may also be helpful to explain to pupils in advance:
- how much time they will have to complete the tests, see section 7
- the type of instructions they will need to follow in the tests
- that there may be some questions in the tests that they cannot answer
- that if they are struggling with reading the mathematics and science tests, they can put up their hand and ask for help
- that if they are struggling with spelling a word, they cannot ask for help but should do their best and carry on.
If pupils' responses do not relate to the writing prompt given in the test, they will not have access to the full range of marks for composition and effect. Therefore, pupils must not learn or practise pieces of writing or phrases to reproduce in the English writing test. If several pupils in a class write using similar or identical words, phrases, content or form, their work may be reviewed for maladministration.
In the reading paper, only general instructions may be read to pupils. No other aspects of the test should be read to pupils.
Over time, the English reading test has included a range of texts. Past examples include stories, poems, explanations, descriptions, interviews and accounts. Teachers should focus on developing the skills involved in understanding and responding to a whole range of texts.
In the longer and shorter writing tasks, the test administrator must read out the writing prompt in full. However, they must not explore pupils' ideas on the title or structure the content of pupils' responses.
In the spelling test, the test administrator must use the teacher's version of the test to read the complete passage aloud, including the words in the gaps; they must then read the passage aloud again, indicating the words pupils are required to spell and giving them time to write the words in the gaps.
Rubbers are allowed, except in the mental mathematics test. Teachers may wish to discourage excessive rubbing out as this is time-consuming and because pupils may be awarded marks for visible working. Teachers should encourage pupils to draw a line through perceived/actual incorrect responses.
Teachers may wish to reject these practices in their preparations for the tests if this is not their normal classroom practice.