Guidelines and Special Considerations for the Application, Preparation, Organisation And

Guidelines and special considerations for the application, preparation, organisation and invigilation of examinations for:

Key Stage 3 Statutory National Curriculum Tests

Optional Tests for Years 7 and 8

A nd

Year 7 Progress Tests

for

Pupils with Visual Impairment

1.

**Information on the application for and the administration of National Curriculum examination papers in English, Mathematics and Science should be read in conjunction with the ‘Key Stage 3 Assessment and Reporting Arrangements’ (ARA) booklet.

**Each October all high schools in England receive several copies of the Assessment and Reporting Arrangements. All school staff involved in the application for and the administration of the Key Stage 3 Tests for visually impaired pupils should have access to a copy.

NB: New editions of the Assessment and Reporting Arrangements for Key Stage 3 are published each year. It is important not to rely on previous years versions as amendments may be made each year. To save checking through the whole booklet each year, all amendments are listed and can be downloaded from the QCA website at .

**Papers for visually impaired pupils are produced by the Modified Test Agency (statutory) [MTA(S)]. They are available in modified large print (MLP), enlarged print (EP) and Braille. Test materials are produced so that they can be used independently in a formal assessment situation without unfairly advantaging or disadvantaging a pupil.

**Documentation for ordering tests is sent to Head Teachers in September. This will include a PIN which is unique to the school and enables access to the school’s own online order form. On line ordering is the only method by which modified test papers can be applied for.

2.

SECTION 1

ACCESS ARRANGEMENTS

**Access arrangements are designed to ensure that the majority of Key Stage 3 pupils can access the Key Stage 3 tests.

**Schools must consider access arrangements in advance of the Key Stage 3 tests. Each visually impaired pupil should be considered individually. Access arrangements should comply with the pupil’s Individual Education Plan, with their needs based on the usual method of working and on normal classroom practice. Any agreed support given must not change the test questions and the answers must be the pupil’s own.

**IMPORTANT: The application for special arrangements for visually impaired pupils should be made in consultation with the Specialist Teacher for the Visually Impaired (STVI). The STVI will provide the school with an information sheet which gives details of all special considerations and requirements. This information should be used when making the online application.

**Because papers are ordered online it is not possible to send evidence of a pupil’s visual impairment and the MTA(S) does not consider it necessary or wish to receive any additional paper work. Schools can receive a monitoring visit by the National Assessment Agency (NAA) or Local Education Authority (LEA) staff during the week of the tests. They are at liberty to inspect the pupil’s IEP to check that access arrangements are appropriate and reflect normal classroom practice.

WITH REFERENCE TO ORDERING MODIFIED TEST PAPERS:

(Refer to sections on ‘Modified Large Print Test Materials’ – KS3 ARA booklet.

Ordering modified tests:

Modified test materials for pupils with visual impairment are ordered via the test orders section on the National Assessment Agency website (NAA) at They are available for pupils who:

• have a statement
• whose needs are being met at ‘School Action Plus’ of the SEN Code of Practice
• have a medical condition based on visual impairment (this must be supported by a doctor’s certificate).

WITH REFERENCE TO TEST PAPERS PRODUCED IN MODIFIED LARGE PRINT (MLP) AND ENLARGED PRINT (EP)

** ‘MLP’ test papers are differentiated with some text modifications. Diagrams are simplified or removed and models may be supplied. Text is at point 18 and papers are reproduced as B4* black and white booklets. ‘EP’ test papers are a straight copy of the standard examination paper enlarged to B4*. Text is at point 14 and neither text nor diagrams are modified.

*NB: B4 is 250 x 365mm and is the size between A4 and A3.

For most visually impaired pupils ‘MLP’ test papers should be applied for. ‘EP’ test papers are NOTusually recommended as the text is too small and the diagrams too detailed.If it is felt

3.

necessary to compare MLP and EP test papers to decide which is the most appropriate the MTA(S)can send single test papers. Examples can also be examined online at

• Some past papers are available for practice, which may help in deciding on the most appropriate paper and also allows the candidate and subject teacher to become familiar with the B4 booklet prior to the examination. This is a free service. Papers that are available are provided in sets and can be obtained by telephoning the MTA(S) helpline 0870 3216727.
• Only one copy of a test paper should be ordered. Extra copies of any test format will not be supplied.

WITH REFERENCE TO TEST PAPERS PRODUCED IN BRAILLE:

**All test papers will be produced using the updated British Braille Code (2004)

**Schools can re-key the tests into grade 1, or an appropriate mix of grades 1 and 2 for pupils who are still learning Braille.

**A number of modifications are made to the tests to make them accessible to Braille users. Some text modifications are made and diagrams are modified or removed. Where diagrams are essential to access a question, tactile diagrams are created on thermoform and heat swell paper. They are enlarged and simplified as much as possible, retaining the essential features of the diagram. Additional labels may be provided to help braillists access the diagrams. 3D models may be supplied for some questions.

**If a pupil is required to draw, a number of options are available; e.g. marking lines on a plastic film with a stylus; marking grid squares with a cross or other mark; putting pins into a grid on a pin board; using pins and bands for lines on a graph board; fixing a shape on to a diagram.

**All Braille papers are accompanied by a print transcript. Test administrators should refer to the print transcript and not the standard test when administering the Braille tests.

WITH REFERENCE TO THE INDIVIDUAL ENGLISH, MATHS AND SCIENCE TESTS:

The following guidance documents must be read to ensure that the modified large print tests and Braille versions are administered correctly. The STVI must also have access to these documents as soon as they arrive.

**A Modified Test Administrators Guide (MTAG) will be dispatched to schools with the confirmation of order letters. This booklet can be opened immediately.

**Modified Subject-Specific Guidance Booklets (MSSGs) accompany each subject paper: i.e. one each for English, Science and Maths. These can be opened one day before the tests. The opening date is printed on the paper. The booklets detail the amendments made to the standard mark scheme for questions which have been adapted in the MLP versions and should be used in conjunction with:

• The standard key stage 3 subject-specific mark schemes
• The key stage 3 subject-specific MLP key issues for markers.

**A Standard Test Administrators’ Guide (TAG) accompanies each subject. The guides are specifically to enable test administrators to be familiar with the ‘Standard’ tests and the standard ‘Subject Specific Guidance’ as well as with the Assessment and Reporting Arrangements booklet.

4.

WITH REFERENCE TO THE DELIVERY OF AND CHECKING THE MODIFIED TEST MATERIALS:

(Refer to section on ‘Delivery of modified test materials – KS3 ARA booklet)

• Approximately three months prior to the tests a confirmation of the order for modified versions of the tests will be sent to the school. A copy of the relevant Modified Test Administrators’ guide will accompany the confirmation.

• **IMPORTANT: Modified tests are dispatched separately from the standard tests. They will arrive individually wrapped in tamper-proof bags and bearing the pupils’ name. Subject-specific guidance on how to administer the modified versions of the tests will be included in the package.

As soon as the modified tests arrive at school the packages should be checked. Both the test papers and guidance booklets are sealed in tamper-evident bags. The following should be checked:

• All items listed on the dispatch note are in the package.
• That the correct modified format has been ordered for each pupil
• That the correct maths and science tiers and Shakespeare play have been ordered
• That all opening dates are printed on the front covers of the guidance notes

If delivery is incomplete this must be reported immediately to the NAA modified test agency (statutory) on 0870 3216727

If the tamper-proof bags are unsealed on arrival this must be reported immediately to the NAA national curriculum tests helpline on 08700 60 60 40

After checking, all modified test papers and guidance notes must be re-sealed and stored in a secure, lockable place until they can be opened.

NB: It is important that the Specialist Teacher has access to the guidance notes prior to the tests. This is particularly important if permission is granted to make additional enlargements and when highlighting areas of particular visual difficulty as some parts of the tests cannot be enlarged or highlighted.

WITH REFERENCE TO THE EARLY OPENING OF EXAMINATION PAPERS:

(Refer to section on ‘Early Opening’ –KS3 ARA booklet)

All examination papers including the Standard examination paper supplied for pupils who do not need special consideration can be opened one hour prior to the examination.

**For candidates whose standard print size is point 18 or less the standard 1 hour opening is sufficient.

Early opening in excess of one hour must be applied for online.

NB:

• Applications from LA maintained schools are processed by the LA through the Key Stage 3 assessment coordinator.
• Applications from Independent schools are processed by the NAA

5.

• The deadline date regarding requests for early opening will be printed in the early opening section of the KS3 ARA booklet)
• The date when schools are told whether early opening has been approved is printed in the KS3 ARA booklet)

NB: Applications after the deadline date will only be considered in exceptional circumstances; e.g. sudden onset of visual impairment; if a pupil has recently joined a school.

Schools with pupils in this category must contact the NAA national curriculum tests helpline and ask to speak to the early opening co-ordinator.

**For candidates whose standard print size is greater than point 18 an online application should be made for early opening to take place one day in advance of the examination. This is to allow time to make any adjustments to the paper to suit the pupil’s individual visual needs. (See section below on ‘With reference to additional access arrangements’).

** In somecircumstances permission may need to be sought to open a paper in advance of one day (e.g. to reformat or retype an examination paper, to prepare tactile examples or to set up visual scanning equipment). In this situation the online application should be made in the usual way. In addition, schools must write to the Early opening coordinator at theNAA giving precise reasons why more time is needed and how many days are required. The NAA cannot agree to early opening in excess of one day but a written response will be received with recommendations. This response must be forwarded to the LA.(Also see section below on ‘With reference to additional access arrangements’)

NB: Schools must receive written confirmation from their LA (Or NAA for independent schools) before any tests can be opened early.

WITH REFERENCE TO THE USE OF MODELS:

Models and assembly notes may be sent with the modified versions of the Maths and Science papers. These will arrive early and can be opened up to two days in advance of the test. When the models are received the opening date is supplied on the cover of the model assembly notes.

**All models supplied by the examination board should be assembled and/or checked by the Specialist Teacher or the pupil’s usual Support Assistant. It is important to follow the model assembly guidelines to ensure all required parts are supplied and assembly is accurate.(Referto section ‘Preparing equipment for the tests’ – KS3 ARA booklet)

6.

INDIVIDUAL PUPIL ACCESS ARRANGEMENTS

WITH REFERENCE TO PUPILS WORKING AT THE LEVEL OF THE TESTS BUT UNABLE TO ACCESS THEM:

(Refer to this section in KS3 ARA booklet)

In some circumstances there may be visually impaired pupils who are unable to take some or all of the tests despite being capable of working at the levels of the tests covered.

This may apply to:

• Pupils who use the ‘Moon Tactile Reading/Writing Programme as their prime communication medium and cannot read or write print.
• Pupils who are unable to write or write illegibly due to the severity of their visual impairment and cannot access the English writing test.
• Pupils who are learning the British Braille Code.
• Additional circumstances unique to a specific visually impaired pupil.

NB: The STVI will advise the school on whether a visually impaired pupil will have difficulty accessing any aspect of the tests and whether alternative methods for taking the tests can be substituted; (e.g. reader/amanuensis).

WITH REFERENCE TO THE PROVISION OF EXTRA TIME:

(Refer to section on Additional time for modified tests – KS3 ARA booklet)

**Pupils using MLP and Braille versions of the tests are automatically allowed up to 100% extra time at the discretion of the school. This applies to all tests, including the mental maths test. This extra time does not have to be applied for. Advice on the amount of extra time required will be given by the STVI and will depend on the eye condition and the pupil’s usual working speed.

**Pupils using EP are allowed up to 25% extra time if they have a ‘Statement of Special Educational Need’. This does not have to be applied for. If pupils using EP versions of the tests do not have a ‘Statement’ of special need, extra time must be applied for. This must be done onlineat

**In exceptional circumstances a pupil may need longer than the 100% (MLP) or 25% (EP) extra time. An application to the LA for LA-maintained schools and the NAA for independent schools should be made. It is important to consider the benefits of long examinations before applying for additional extra time.

**Pupils are allowed supervised rest breaks that are not counted as part of the extra time. Rest breaks are at the discretion of the school and can be as often as necessary depending on the eye condition and tiredness factor. The STVI will advise on rest breaks. Rest breaks do not have to be applied for.

**Planned rest breaks are an option to stopping the clock. Pupils who have additional difficulties as well as visual impairment, and, as a consequence are likely to have difficulty concentrating or suffer fatigue may benefit from this alternative. The rest breaks must be planned during the one hour before the test or during the early opening period. The pupil must be kept separate from other candidates and must not discuss the test during the rest breaks. (Refer to section ‘Arrangements for pupils who have difficulties concentrating or suffer fatigue)

7.

WITH REFERENCE TO ADDITIONAL ACCESS ARRANGEMENTS:

Schools can make access arrangements at their own discretion. They do not require permission from the examining body.

Use of tapes: (Refer to section on ‘Arrangements for pupils with visual impairment’ KS3 ARA booklet)

**If a pupil regularly uses tapes as part of normal classroom practice schools may provide a taped version of the examination for the mathematics and science tests only. These can be used alone or alongside the modified versions of the tests.

NB: Taped versions of the English tests are not allowed

**The general instructions for all tests including the English tests may be clarified in taped versions BUT no other changes must be made to the wording of the tests.

Use of a reader: (Refer to sections on ‘Arrangements for pupils with visual impairment’ and ‘Arrangements for pupils who have difficulties reading’ – KS3 ARA booklet)

**A pupil is entitled to a reader if it is part of their normal classroom practice. This will apply if a question is particularly visually demanding or the pupil suffers from eye fatigue.

**Readers are usually teachers or support assistants but do not need to be specialists in the subject being tested.

**A reader may help a pupil to read any part of the mathematics and science tests.

**If a pupil does not qualify for a reader for the whole test but struggles reading any part of the maths and science papers, they may be helped with single words or sentences.

**Readers may help pupils using the Braille versions of the tests to use tactile diagrams, graphs and tables to obtain information that the printed paper would give to a sighted pupil.