Non-interactive literacy benchmark test

Spelling section
In this task you are presented with 10 short sentences each with a missing word. To complete the task
you will need to listen to the missing word and then spell the missing word to complete the sentence.
NB - as this is the non-interactive version of the benchmark, the missing words are not audible.

Governing bodies are required to support the head and staff in ___________
planning for school improvement.

The form tutor will be _________ to talk to parents between 6 and 7 pm in

room 134.

The role will require __________ and proven management experience.

There will be temporary _____________ while the staff room is redecorated.

Parents should sign the slip to acknowledge _______ of school reports.

The software gives pupils _________ feedback.

Did you see the _____________ in last week's newspaper?

Some teachers thought that the hot weather had made the children _____________.

___________ in the decision making of the school is encouraged.

The school ____________ a range of special educational needs.

 Punctuation
In this task you are presented with a passage which has had most of the original punctuation removed.
To complete the task you will need to select and insert the correct punctuation.

Most of the original punctuation has been removed from the following passage.

. , : ; ? - ’ ' ' ‘ ’ ( ) new paragraph

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

What should teachers and parents be aware of

The Internet is a reflection of the people who make up our society it is not controlled by any particular organisation and
the standard or source of information cannot always be guaranteed. Individuals rights to freedom of speech and
freedom of choice must be observed, but balanced against the rights of younger users it is also advisable to guard
against the possibility of 'hacking' and computer viruses.

While schools and parents need to exercise caution in the access which they allow children to the Internet they should
not be deterred from using it its educational benefits outweigh any possible dangers which are comparatively minimal.
Schools have always helped learners to engage with society through clear support and guidance, and use of the
Internet should be no exception.

As with television and video parents carers and teachers should preview material or provide supervision, as well as
having a more general strategy in place for ensuring childrens safe use of the Internet. These strategies can use a
combination of measures

Reproduced with the permission of the National Grid for Learning.

Grammar
In this task you are presented with three incomplete passages. To complete the task you will need to
select the best of the given alternatives in order to complete the passage. You will need to choose the
phrase that is most appropriate for the passage.

Task A
Complete the following passage. Select the best of the given alternatives at the points at which there
are blank lines. You will need to check that you have made the best overall set of choices for
completing the passage.

This is part of a recommendation for a commendation certificate from a Class Tutor to a Head of Year.

Memo to: Head of Year

From: JG

Date: 21/6/00

Subject: Half-termly recommendations for my tutor group

I suggest Abdul Rashid for a commendation certificate. Abdul's successes this half-term include:

being consistently on time for registration;

completes homework and hands it in promptly;

completing and handing in promptly his homework;
completing homework and handing it in promptly;

acting as homework monitor for Ms Saheed.

As monitor he also checked for latecomers and made sure that the last of the books was handed in.

In addition, Abdul has been responsible for helping the lunch time assistants.

Finally,

having been very negative in the past, his change of attitude has been most encouraging this
term.
Abdul's attitude, having been very negative in the past, has been most encouraging this
term.
having been very negative in the past, Abdul has been most encouraging this term.
his attitude has been most encouraging this term. Having been very negative in the past
Task B

Complete the following passage. Select the best of the given alternatives at the points at which there
are blank lines. You will need to check that you have made the best overall set of choices for
completing the passage.

This is information displayed on a year group noticeboard about a school trip.

If you intend to visit the County History Museum next Thursday, you must attend a meeting in the hall
on Tuesday at 3.30pm.

You will need to return a signed parent/carer consent form

before you can take a part in the trip.

consenting for you to go on the trip.
giving you permission to go on the trip.
getting your permission to go on the trip.

Additionally,

you will need to bring the sum of £3.00.

bringing the sum of £3.00.
you will have brought the sum of £3.00.
you will also need bring the sum of £3.00

This will cover transport costs to and from the Museum, and the price of admission.

On the day of the visit,

they should bring packed lunches and a drink.

you should bring a packed lunch and a drink.
you will be bringing a packed lunch and drink.
pupils should bring a packed lunch and a drink
Task C
Complete the following passage. Select the best of the given alternatives at the points at which there
are blank lines. You will need to check that you have made the best overall set of choices for
completing the passage.

This is taken from a discussion paper on provision for exceptional pupils.

As we have seen, one of the most important reasons for concern over the needs of exceptionally able
pupils in our schools, is that all children are entitled to an education which supports the development of
their full potential. In order to nurture the talents of exceptional pupils, a school needs to consider a
number of basic questions:

does our school have a policy or guidelines covering the needs of exceptional children?
has any in-service training on the issue taken place in recent years?
are we making use of assessment procedures especially designed to identify high ability?

is any special provision made for exceptional pupils either within normal classes and are they
withdrawn for particular activities?
what special provision that we made within normal classes or through withdrawal for
particular activities?
is any special provision made for exceptional pupils, either within normal classes or through
withdrawal for particular activities?
whether we made any special provision for exceptional pupils within the normal classes or
through withdrawal for particular activities?

Identifying exceptional pupils

We need to recognise that the identification of special abilities is highly complex. Even if sophisticated
assessment procedures are used,

it is likely that some of the most able pupils will not be identified at all.
it is unlikely that some of the most able pupils will end up getting missed out.
it is likely that some of the most able pupils have not been identified at all.
it can be likely that some of the most able pupils may not be identified at all.

We also need to recognise that identification of abilities takes time and creativity.

By offering enriched curriculum opportunities, so that children will show their talents is an
important strategy.
Providing an enriched curriculum, which offers opportunities for children to show their talents,
is an important strategy.
Providing an enriched curriculum which offers opportunities for children to show their talents
are important strategies.
in providing an enriched curriculum offering opportunities for children to show their talents is
an important strategy.

For example, one teacher discovered that one of her pupils had exceptional ability in language

when she asked for them to write a radio play.

after her asking Year 4 pupils to write a radio play.
from the time she had asked her Year 4 pupils to write a radio play.
when she asked her Year 4 pupils to write a radio play.
 Comprehension
In this task you are presented with an excerpt from a report and you will need to answer a number of
questions in relation to the excerpt. This includes selecting sentences which most accurately
summarise sections of the excerpt.

Task A
Comprehension

Read the following excerpt from the report on the Improving Primary Schools research project from
the LEA section of the DfES Standards website and then answer the questions.

Aim

1. In the context of a large body of research about the factors which make schools effective,
the LEA wanted to look more closely at the process of managing change to effect improvement.
2. Improving primary schools in Hampshire were identified by using their end of key stage
results The increase in average levels since 1995 for KS1 and 1996 for KS2 was used.
Confirmation was given by the attached adviser/inspector that the improvements indicated by the
data were the results of actions taken by the school.
3. The ten schools selected covered a wide range of size, type and location.
4. Each project headteacher was 'paired' with a colleague in another project school, usually a
different type of school in another location. Each prepared a paper on what they had done to effect
change in their own school. 'Research teams’ comprising the paired heads and two LEA
adviser/inspectors made visits to each project school. Interviews with headteachers and
observations took place in each school. School documentation was scrutinised and parents’, pupils’
and governors’ views sought. The LEA adviser/inspectors analysed the resulting data and identified
the common factors of the improving schools which were then presented to the project
headteachers for ratification.
5. The project appears to have elicited is a number of common factors which create the
conditions for effective change leading to school improvement. The headteachers involved all found
the experience to be a useful opportunity to reflect on practice.
6. The authority has already held two adviser/inspector sessions where the findings were
shared and where delegates planned how to use them with the current work on school
improvement across the service. Four county dissemination days are planned, which will include
the headteachers from the project schools. The LEA believes the case studies and research
conclusions from the project will be valuable training tools which will also inform its ongoing work on
school improvement. All schools will have copies of the project report and will be encouraged to use
them for self-evaluation purposes.

Material is produced with the permission of DfES, from data extracted from their website
http://www.dfes.gov.uk.

Matching texts to summaries

Select the sentence which summarises paragraph 4 most effectively.

• Research teams inspected project schools and advisers and inspectors analysed results.
• Common factors were identified by inspectors and presented to heads for confirmation.
• Heads from the project schools were paired and worked on a report of their attempts to bring
about improvements in their own schools.

Pairs of heads and inspectors worked to identify common factors in schools which
were improving.
 Task B
Read the following excerpt from the report on the Improving Primary Schools research project from
the LEA section of the DfES Standards web site and then answer the questions.

Aim

1. In the context of a large body of research about the factors which make schools effective,
the LEA wanted to look more closely at the process of managing change to effect improvement.
2. Improving primary schools in Hampshire were identified by using their end of key stage
results The increase in average levels since 1995 for KS1 and 1996 for KS2 was used.
Confirmation was given by the attached adviser/inspector that the improvements indicated by the
data were the results of actions taken by the school.
3. The ten schools selected covered a wide range of size, type and location.
4. Each project headteacher was 'paired' with a colleague in another project school, usually a
different type of school in another location. Each prepared a paper on what they had done to effect
change in their own school. 'Research teams’ comprising the paired heads and two LEA
adviser/inspectors made visits to each project school. Interviews with headteachers and
observations took place in each school. School documentation was scrutinised and parents’, pupils’
and governors’ views sought. The LEA adviser/inspectors analysed the resulting data and identified
the common factors of the improving schools which were then presented to the project
headteachers for ratification.
5. What the project appears to have elicited is a number of common factors which create the
conditions for effective change leading to school improvement. The headteachers involved all found
the experience to be a useful opportunity to reflect on practice.
6. The authority has already held two adviser/inspector sessions where the findings were
shared and where delegates planned how to use them with the current work on school
improvement across the service. Four county dissemination days are planned, which will include
the headteachers from the project schools. The LEA believes the case studies and research
conclusions from the project will be valuable training tools which will also inform its ongoing work on
school improvement. All schools will have copies of the project report and will be encouraged to use
them for self-evaluation purposes.

Material is produced with the permission of DfES, from data extracted from their website
http://www.dfes.gov.uk.

Selecting headings and sub-headings

Select the most appropriate and informative title for this text.

Improving Primary Schools

Schools Research
Project Results
LEA adviser/inspectors’ advice
English and mathematics results in KS1 and KS2

Select the most appropriate and informative sub-headings to place above the paragraphs listed below.

Paragraph 2

Improving primary schools

Which schools were involved?
Schools in Hampshire
 Paragraph 4

What happened?
Pairing headteachers
School observations

Paragraph 5

Innovative findings
Common factors
Outcomes

Paragraph 6
LEA conclusions
Dissemination and next steps
Project report

Task C
Read the following excerpt from the report on the Improving Primary Schools research project from
the LEA section of the DfES Standards web site and then answer the questions.

Aim

1. In the context of a large body of research about the factors which make schools effective,
the LEA wanted to look more closely at the process of managing change to effect improvement.
2. Improving primary schools in Hampshire were identified by using their end of key stage
results The increase in average levels since 1995 for KS1 and 1996 for KS2 was used.
Confirmation was given by the attached adviser/inspector that the improvements indicated by the
data were the results of actions taken by the school.
3. The ten schools selected covered a wide range of size, type and location.
4. Each project headteacher was 'paired' with a colleague in another project school, usually a
different type of school in another location. Each prepared a paper on what they had done to effect
change in their own school. 'Research teams’ comprising the paired heads and two LEA
adviser/inspectors made visits to each project school. Interviews with headteachers and
observations took place in each school. School documentation was scrutinised and parents’, pupils’
and governors’ views sought. The LEA adviser/inspectors analysed the resulting data and identified
the common factors of the improving schools which were then presented to the project
headteachers for ratification.
5. The project appears to have elicited is a number of common factors which create the
conditions for effective change leading to school improvement. The headteachers involved all found
the experience to be a useful opportunity to reflect on practice.
6. The authority has already held two adviser/inspector sessions where the findings were
shared and where delegates planned how to use them with the current work on school
improvement across the service. Four county dissemination days are planned, which will include
the headteachers from the project schools. The LEA believes the case studies and research
conclusions from the project will be valuable training tools which will also inform its ongoing work on
school improvement. All schools will have copies of the project report and will be encouraged to use
them for self-evaluation purposes.

Material is produced with the permission of DfES, from data extracted from their Website
http://www.dfes.gov.uk.

Identifying possible readership or audience

The following groups all might be potential audiences for the article.
 Select the three of the following six types of potential reader who would find the excerpt most directly
relevant.

• Governors

• Headteachers

• Educational publishers

• Primary teachers

• Special Educational Needs teachers

• LEA inspectors

Sequencing information

Complete the sequence to outline as informatively and accurately as possible five major stages in the
project.

Your selection should reflect the sequence of activities described in the excerpt.

FIRST SECOND THIRD FOURTH FIFTH

LEA identifies school improvement as an under researched field

LEA decides to study factors in school improvement

Group performance indicators are agreed

10 schools with a record of improvement identified

Heads of improving schools paired with heads of failing schools

Heads work in pairs to review history of changes in their schools

Heads and advisers conduct fieldwork in project schools

Consultation with parents and governors

LEA plans dissemination and publication of results

Advisers analyse results to identify common factors

Further case studies

Answer keys
Spelling section
Governing bodies are required to support the head and staff in development planning for school
improvement.

The form tutor will be available to talk to parents between 6 and 7 p.m. in Room 134.

The role will require initiative and proven management experience.

There will be temporary inconvenience while the staff room is redecorated.

Parents should sign the slip to acknowledge receipt of school reports.

The software gives pupils immediate feedback.

Did you see the advertisement in last week's newspaper?

Some teachers thought that the hot weather had made the children argumentative.

Involvement in the decision making of the school is encouraged.

The school accommodates a range of special educational needs.

Punctuation section
What should teachers and parents be aware of?

The Internet is a reflection of the people who make up our society.It is not controlled by any particular
organisation and the standard or source of information cannot always be guaranteed. Individuals'
rights to freedom of speech and freedom of choice must be observed, but balanced against the rights
of younger users. It is also advisable to guard against the possibility of 'hacking' and computer viruses.

While schools and parents need to exercise caution in the access which they allow children to the
Internet, they should not be deterred from using it.Its educational benefits outweigh any possible
dangers, which are comparatively minimal. Schools have always helped learners to engage with
society, through clear support and guidance, and use of the Internet should be no exception.

As with television and video, parents, carers and teachers should preview material or provide
supervision, as well as having a more general strategy in place for ensuring children's safe use of the
Internet. These strategies can use a combination of measures.

[Taken from the Superhighway Safety pack on the National Grid for Learning.]
Grammar section

Task A

Complete the following passage. Select the best of the given alternatives at the points at which there
are blank lines. You will need to check that you have made the best overall set of choices for
completing the passage.

This is part of a recommendation for a commendation certificate from a Class Tutor to a Head of Year.

Memo to: Head of Year

From: JG

Date: 21/6/00

Subject: Half-termly recommendations for my tutor group

I suggest Abdul Rashid for a commendation certificate. Abdul's successes this half-term include:

being consistently on time for registration;

completes homework and hands it in promptly;

completing and handing in promptly his homework;

completing homework and handing it in promptly;

acting as homework monitor for Ms Saheed.

As monitor he also checked for latecomers and made sure that the last of the books was handed in.

In addition, Abdul has been responsible for helping the lunch time assistants.

Finally,

having been very negative in the past, his change of attitude has been most encouraging this
term.

Abdul's attitude, having been very negative in the past, has been most encouraging
this term.

having been very negative in the past, Abdul has been most encouraging this term.
his attitude has been most encouraging this term. Having been very negative in the past.

Task B
Complete the following passage. Select the best of the given alternatives at the points at which
there are blank lines. You will need to check that you have made the best overall set of choices
for completing the passage.

This is information displayed on a year group noticeboard about a school trip.

 If you intend to visit the County History Museum next Thursday, you must attend a meeting in the hall
on Tuesday at 3.30pm.

You will need to return a signed parent/carer consent form

before you can take a part in the trip.

consenting for you to go on the trip.

giving you permission to go on the trip.

getting your permission to go on the trip.

Additionally,

you will need to bring the sum of £3.00.

bringing the sum of £3.00.

you will have brought the sum of £3.00.
you will also need bring the sum of £3.00

This will cover transport costs to and from the Museum, and the price of admission.

On the day of the visit,

they should bring packed lunches and a drink.

you should bring a packed lunch and a drink.

you will be bringing a packed lunch and drink.

pupils should bring a packed lunch and a drink.

Task C
Complete the following passage. Select the best of the given alternatives at the points at which there
are blank lines. You will need to check that you have made the best overall set of choices for
completing the passage.

This is taken from a discussion paper on provision for exceptional pupils.

As we have seen, one of the most important reasons for concern over the needs of exceptionally able
pupils in our schools, is that all children are entitled to an education which supports the development of
their full potential. In order to nurture the talents of exceptional pupils, a school needs to consider a
number of basic questions:

• does our school have a policy or guidelines covering the needs of exceptional children?
• has any in-service training on the issue taken place in recent years?
• are we making use of assessment procedures especially designed to identify high ability?
1. is any special provision made for exceptional pupils either within normal classes and
are they withdrawn for particular activities?
2. what special provision that we made within normal classes or through withdrawal for
particular activities?
3. is any special provision made for exceptional pupils, either within normal classes or through
withdrawal for particular activities?
4. whether we made any special provision for exceptional pupils within the normal classes or
through withdrawal for particular activities?

Identifying exceptional pupils

We need to recognise that the identification of special abilities is highly complex. Even if sophisticated
assessment procedures are used,

1. it is likely that some of the most able pupils will not be identified at all.
2. it is unlikely that some of the most able pupils will end up getting missed out.
3. it is likely that some of the most able pupils have not been identified at all.
4. it can be likely that some of the most able pupils may not be identified at all.

We also need to recognise that identification of abilities takes time and creativity.

1. By offering enriched curriculum opportunities, so that children will show their talents is an
important strategy.
2. Providing an enriched curriculum, which offers opportunities for children to show
their talents, is an important strategy.
3. Providing an enriched curriculum which offers opportunities for children to show their talents
are important strategies.
4. in providing an enriched curriculum offering opportunities for children to show their talents is
an important strategy.

For example, one teacher discovered that one of her pupils had exceptional ability in language

1. when she asked for them to write a radio play.

2. after her asking Year 4 pupils to write a radio play.
3. from the time she had asked her Year 4 pupils to write a radio play.
4. when she asked her Year 4 pupils to write a radio play.

Comprehension section

Task A

Matching texts to summaries

Select the sentence which summarises paragraph 4 most effectively.

Research teams inspected project schools and advisers and inspectors analysed results.
Common factors were identified by inspectors and presented to heads for confirmation.
Heads from the project schools were paired and worked on a report of their attempts to bring
about improvements in their own schools.
Pairs of heads and inspectors worked to identify common factors in schools which
were improving.
Task B
Selecting headings and sub-headings

Select the most appropriate and informative title for this text.

Improving Primary Schools*

Schools Research
Project Results
LEA adviser/inspectors’ advice
English and mathematics results in KS1 and KS2

Select the most appropriate and informative sub-headings to place above the paragraphs listed below.

Paragraph 2

Improving primary schools

Which schools were involved?*
Schools in Hampshire

Paragraph 4

What happened?*
Pairing headteachers
School observations

Paragraph 5

Innovative findings
Common factors
Outcomes*

Paragraph 6

LEA conclusions
Dissemination and next steps*
Project report

Task C
Identifying possible readership or audience

The following groups all might be potential audiences for the article.

Select the three of the following six types of potential reader who would find the excerpt most directly
relevant.

Governors

M Headteachers
 Educational publishers

M Primary teachers

Special Educational Needs teachers

M LEA inspectors

Sequencing information

Complete the sequence to outline as informatively and accurately as possible five major stages in the
project.

Your selection should reflect the sequence of activities described in the excerpt.
FIRST
LEA identifies school improvement as an under researched field
SECOND
FIRST LEA decides to study factors in school improvement
Group performance indicators are agreed
SECOND 10 schools with a record of improvement identified
Heads of improving schools paired with heads of failing schools
THIRD Heads work in pairs to review history of changes in their schools
FOURTH Heads and advisers conduct fieldwork in project schools
Consultation with parents and governors
LEA plans dissemination and publication of results
FIFTH Advisers analyse results to identify common factors
Further case studies are scheduled