2016 National Curriculum Tests Key Stage 2
2016 national curriculum testsKey stage 22016 science sampling testsTest booklets
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ContentsBooklet 2B 3Booklet 5B 15Booklet 8C 31Booklet 9C 47Booklet 12P 63Booklet 14P 75
2016 national curriculum testsKey stage 2Science samplingBooklet 2BFirst nameMiddle nameLast nameDate of birthDayMonthYearSchool name532083ST002BJune16
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InstructionsPlease read this carefully.Questions and answersYou have 25 minutes to complete this test.Follow the instructions for each question.This pencil shows where you will need to put your answer.For some questions you may need to draw an answer instead of writing one.Do not write or draw over any barcodes or in the grey margins.If you cannot do one of the questions, go on to the next one.You can come back to it later, if you have time.If you finish before the end, go back and check your work.MarksThe number under each box at the side of the page tells you the maximumnumber of marks for each question.5Page 03 of 12
S000362 – 7 August 2017 11:27 AM – Version 11 Duck pondaPeter goes to the duck pond with his grandad and his dog.Tick TWO boxes to show two things that are true about a dog anda duck.They both have fur.They both move.They both lay eggs.They both breathe.a1a2a3a41 markS000362 01bTwo of the ducks come out of the pond.bright greenwhitebrownlight greyFemale duckMale duck(i)Describe how a duck’s feet are adapted for swimming.bi1 markS000362 02Why do thetwo duckslook different?(ii)The female needsto stay hidden whenshe sits in her nest.Why would the female duck be hard to see in a nest?bii1 markS000362 03(iii)Explain why the female duck needs to stay hidden whenshe is in her nest.biii1 markS000362 04Page 04 of 12KS2 item template version 26
S000362 – 7 August 2017 11:27 AM – Version 1cPeter sees some piles of soil on the grass near the pond.Grandad tells him that the piles of soil are made byanimals called moles.Look at the picture of a mole.molepile of soil(i)Describe how a feature of the mole helps the mole tolive underground.Feature:ciHow it helps:1 markS000362 05(ii)Why do moleslive in soil?To find earthwormsto eat, and to hidein the soil.Which word cannot be used to describe a mole?Tick ONE box.preyproducerpredatorconsumercii1 markS000362 06KS2 item template version 27Page 05 of 12
S000273 – 7 August 2017 11:30 AM – Version 12 Seed dispersalaThe diagram shows a flower cut in half.Put a cross (X) on the diagram to show where the seed develops.a1 markS000273 01bClass 6 have collected different types of seed.fanThey blow the seeds witha fan.This disperses the seeds.They measure howfar each seed travels.seedWhat equipment can measure how far the seeds travel?b1 markS000273 02cThe seeds can be blown by the children’s mouths or with a fan.Explain why the fan helps to make the test fair.c1 markS000273 03Page 06 of 12KS2 item template version 28
S000273 – 7 August 2017 11:30 AM – Version 1dHere is a table of the children’s results using a cetravelled (cm)The sycamore seed and bulrush seed travel the furthest distances.They fall slowly from the plant so the wind has more time to blowthem away.Tick ONE box to show which features of the seeds help them tofall slowly.eThey are smoothand soft.They have a largearea and are heavy.They have a largearea and are light.They are flexibleand soft.d1 markS000273 04Name the force that slows the seeds as they fall.e1 markS000273 05fThe children dispersed the seeds with a fan.The fan disperses seeds like the wind does in nature.Name ONE other way seeds are dispersed in nature.f1 markS000273 06KS2 item template version 29Page 07 of 12
S000226 – 7 August 2017 11:34 AM – Version 33 Grass headsaClass 6 are investigating how grass grows.They grow grass on grass heads filled with sand.They keep their grass heads standing in dishes of water so they do notdry out.grassseedsgrassgrass headdish of waterBeforeAfter one weekAll plants need water to grow.a1Name TWO other things that all plants need to grow.a2andb1 markS000226 01Some children give their grass head a hat.They keep all other conditions the same.paper hatThe children predict that when thegrass under the hat grows, it will lookmore yellow than the grass not coveredby the hat.Give ONE reason why the grass under the hat might lookmore yellow.b1 markS000226 02Page 08 of 12KS2 item template version 210
S000226 – 7 August 2017 11:34 AM – Version 3cClass 6 use a ruler to measure the height of the grass every week.The grass grows to different heights so it is difficult to know whichpiece of grass to measure.Write yes or no next to each idea to show if it is a good way forclass 6 to measure the height of the grass each week.Class 6 could measure the heightof the grass by.Yes or no?finding an average length of severalpieces of grass.c1measuring the length of a differentpiece of grass each week.c21 markS000226 03dSome other children put their grasshead in a sealed, dry plastic bag.They keep all other conditions the same.They observe that droplets of waterform on the inside of the bag.plasticbagTick ONE box to explain why droplets of water form on the inside ofthe plastic bag.Water condenses from the grass headand evaporates on the bag.dissolves from the grass headand evaporates on the bag.evaporates from the grass headand condenses on the bag.dissolves from the grass headand condenses on the bag.KS2 item template version 211d1 markS000226 04Page 09 of 12
S000360 – 7 August 2017 11:36 AM – Version 24 SmallpoxaSmallpox and cowpox are diseases. People who catch smallpoxcan die.Dr Jenner discovered how to stop people catching smallpox.thinkthatthatpeoplepeoplewhowhohavehaveI Ithinkhadcowpoxwillnotcatchhad cowpox will notsmallpox.catchsmallpox.Dr Jenner (1749 – 1823)(i)What sort of statement did Dr Jenner make? Tick ONE box.explanationpredictioncomparisonobservationai1 markS000360 01(ii)Dr Jenner did a test to find out if his statement was true.He infected a boy called James with cowpox.James got better.Describe what Dr Jenner must have done next and also describe theevidence needed to show that his statement was true.aii2 marksS000360 02(iii)Dr Jenner tested other people.Why did Dr Jenner test other people?aiii1 markS000360 03Page 10 of 12KS2 item template version 212
S000360 – 7 August 2017 11:36 AM – Version 2bNot everyone had Dr Jenner’s treatment.In 1844 many people died from smallpox.The table shows how many people died from smallpox at different agesin London.Age (years)Number of people whodied from smallpox1022620240309840435013601970108010How many people who were 30 years old died from smallpox?b1 markS000360 04cHolly looks at the information in the table.The younger the personthe more likely theywere to die of smallpox.HollyExplain why Holly cannot be sure of her conclusion.c1 markS000360 05KS2 item template version 213Page 11 of 12
Department for Education 2016All sample materials are confidential and must be handled in a secure and confidential manner.All sample materials should be accounted for both before and after the sample is completed.If materials are found please return to the sample administrator, or contact the national curriculumassessments helpline on 0300 303 3013 or email assessments@education.gov.uk.14
2016 national curriculum testsKey stage 2Science samplingBooklet 5BFirst nameMiddle nameLast nameDate of birthDayMonthYearSchool name5320815ST005BJune16
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InstructionsPlease read this carefully.Questions and answersYou have 25 minutes to complete this test.Follow the instructions for each question.This pencil shows where you will need to put your answer.For some questions you may need to draw an answer instead of writing one.Do not write or draw over any barcodes or in the grey margins.If you cannot do one of the questions, go on to the next one.You can come back to it later, if you have time.If you finish before the end, go back and check your work.MarksThe number under each box at the side of the page tells you the maximumnumber of marks for each question.17Page 03 of 16
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S000211 – 7 August 2017 11:42 AM – Version 11 CamelsaCamels can live in hot places.Some features of a camel’s body help it to survive in a hot desert.Match each feature below to show how it helps the camel survive inthe desert.One has been done for you.Camel’s featuresHow feature helpslong legskeep the camel’s body furtherfrom the hot sandwide feetprotect camels when eatingprickly plantsthick furhelp camels stay on topof the sandlong eyelashesprotect camels against sandblowing in the airthick, leathery lipsprotects camels from gettingsunburnta1a2a3a42 marksS000211 01KS2 item template version 1.219Page 05 of 16
S000330 – 7 August 2017 11:44 AM – Version 22 TreeaElla is looking at some leaves.The key below identifies whichtree each leaf comes from.Key to tree leaves:Yes: GO TO 21 Is the leaf long and thin?No: GO TO 3Yes: Laurel2 Is the edge of the leaf smooth?No: Sweet chestnutYes: Lilac3 Is the edge of the leaf smooth?No: Silver birchLook at this picture ofa leaf from one of the trees.(i)Use the key above to identify the tree it comes from.aitree.The leaf is from a(ii)1 markS000330 01Tick ONE box to show why it is useful to identify plants and putthem into groups.so we know whereto find a plantbecause there is alarge variety of plantsin case the plantsbecome extinctso we can observe theplants in their habitatsaii1 markS000330 02Page 06 of 16KS2 item template version 1.220
S000330 – 7 August 2017 11:44 AM – Version 2bComplete the sentences below to show the function of the leavesand roots.bi(i) The tree uses its leaves to.(ii) The tree has roots to.1 markS000330 03bii1 markS000330 04cElla finds a seed.Why does the tree need to produce seeds?c1 markS000330 05dSquirrels live in trees.Give ONE feature of the squirrel from the picture.Describe how this feature helps the squirrel to live in a tree.Feature of the squirrel that helps it live in a tree:How the feature helps:d1 markS000330 06KS2 item template version 1.221Page 07 of 16
S000279 – 7 August 2017 12:02 PM – Version 23 Human life cycle and pulse rateaElla is learning about the human life cycle.She collects pictures of people of different ages.Label the photographs to name stages B and D in the humanlife cycle.a1ABCDEa2babyteenageold age1 markS000279 01bElla wonders if pulse rate is affected by the different stages in thehuman life cycle.Complete the sentence below about pulse rate.bPulse rate measures how quickly thearound the body.cpumps blood1 markS000279 02Ella measures the resting pulse rate of people from each of thelife stages.Ella’s test would not be fair if she measured some people’s pulserates after they were exercising instead of after resting.Explain why.c1 markS000279 03Page 08 of 16KS2 item template version 1.222
S000279 – 7 August 2017 12:02 PM – Version 2dThe table showsElla’s results.Stage of thehuman life cycleAverage resting pulserate (beats per min)A (baby)135B97C84D72E (old age)76Ella concludes, ‘The older you are, the slower your resting pulse rate is.’The evidence in Ella’s results does not support her conclusion.Use Ella’s results to explain why they do not support her conclusion.d1 markS000279 04ePeople who are fit have lower resting pulse rates than people whoare unfit.Write yes or no on each row of the table to show if the activities arelikely to affect a person’s resting pulse rate.ActivityWill the activity affect a person’sresting pulse rate? Yes or no?e1swim every daye2go for a walk every daye3read every day1 markS000279 05KS2 item template version 1.223Page 09 of 16
S000204 – 7 August 2017 12:05 PM – Version 24 PenicillinaIn 1928 a scientist called Alexander Fleming grew micro-organismscalled bacteria. Growth shows that bacteria are living things.The bacteria grew on agar (jelly) in glass dishes.After a few days Fleming saw mould growing in one of the glass dishes.glass dishmouldgroups ofbacteriaagar(jelly)Day 1(i)Day 6Sort the five things in the box below into living and non-living things.One has been done for you.bacteriaglass dishmouldLiving thingsagar (jelly)humanNon-living thingsbacteriaai1ai2ai3ai41 markS000204 01(ii)Growing is a life process.Name ONE other life process.aii1 markS000204 02Page 10 of 16KS2 item template version 1.224
S000204 – 7 August 2017 12:05 PM – Version 2bBacteria can cause disease.Fleming thought he could use the mould to help cure disease causedby bacteria.Look at the pictures opposite for Day 1 and Day 6.Use the evidence in the pictures opposite to explain why Flemingthought the mould could be used to cure disease.b1 markS000204 03cFleming used the mould to make a medicine called penicillin.It took over 10 years for penicillin to be first used by doctors.Write true or false next to each statement to show why it took along time for penicillin to be used as a medicine.True or false?c1The medicine had to be tested to make sure it was safe.c2Scientists had to find a way of making lots ofpenicillin at a time.c3It took 10 years for the mould to start growing.c4Fleming needed to check that his ideas were correct.2 marksS000204 04KS2 item template version 1.225Page 11 of 16
S000289 – 7 August 2017 12:57 PM – Version 25 Plants on the school fieldaSome children are finding out about plants. They get three buttercupplants. They put each plant in a place with different conditions.After two weeks, the buttercup plants look like this:greenleavesyellowleavesgreenleavesPlace APlace BPlace CWrite A, B, and C in the table below to match each place to theconditions found there.PlaceConditionsDoes the plantDoes the planthave light?have water? a1a2a31 markS000289 01bThere are differences between plants.These differences help people sort plants into groups.Write true or false next to each reason that explains why plantsneed to be sorted into groups.Plants need to be sorted into groups.True or false?b1to stop plants becoming extinct.b2to help people identify plants.b3to help plants reproduce.1 markS000289 02Page 12 of 16KS2 item template version 1.226
S000289 – 7 August 2017 12:57 PM – Version 2cThe children look at differentplants on the school field.They record the numberof common plantain andbuttercup plants in 1m2in different places.Common plantainButtercupThe children think they see a pattern in the place that the plants grow.The table shows their results.How many childrenare playing ineach place?Number of plants (in 1m2)common plantainsbuttercupslots120some43few19Describe the relationship between how many children are playingin a place and the number of common plantains found there.c1 markS000289 03dThe buttercup plant has a long thin stem.The long thin stem of the buttercup plant stops it surviving in placeswhere lots of children play. Explain why.d1 markS000289 04KS2 item template version 1.227Page 13 of 16
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Department for Education 2016All sample materials are confidential and must be handled in a secure and confidential manner.All sample materials should be accounted for both before and after the sample is completed.If materials are found please return to the sample administrator, or contact the national curriculumassessments helpline on 0300 303 3013 or email assessments@education.gov.uk.30
2016 national curriculum testsKey stage 2Science samplingBooklet 8CFirst nameMiddle nameLast nameDate of birthDayMonthYearSchool name5320831ST008CJune16
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InstructionsPlease read this carefully.Questions and answersYou have 25 minutes to complete this test.Follow the instructions for each question.This pencil shows where you will need to put your answer.For some questions you may need to draw an answer instead of writing one.Do not write or draw over any barcodes or in the grey margins.If you cannot do one of the questions, go on to the next one.You can come back to it later, if you have time.If you finish before the end, go back and check your work.MarksThe number under each box at the side of the page tells you the maximumnumber of marks for each question.33Page 03 of 16
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S000309 – 7 August 2017 1:03 PM – Version 11 SoilaTom puts some soil and water in a jar with a lid.He sees bubbles rising to the surface.Complete the labels. Write solid, liquid or gas in each box.lida1bubblea2watersoiljara31 markS000309 01bTom shakes the jar and then leaves it to stand.lidAfter a day, the soil in the jar has separated into layers:sand, gravel and clay.The gravel particles are the heaviest.The clay particles are the lightest.soilDraw THREE lines to match each label to the correct layer in the jar.clay particles are the lightestOne has been done for you.sandwaterb1gravelclayb2b31 markS000309 02KS2 item template version 235Page 05 of 16
S000251 – 7 August 2017 1:07 PM – Version 12 Tearing paperaAlice and Karim want to find out which type of paper tears most easily.Look at their plan.paperPlan1. Make a small hole 1 cm fromthe edge of the paper.hole2. Attach a forcemeter to thepiece of paper.3. Pull the forcemeter.4. Measure the size of the pullneeded to tear the paper.paper5. Repeat with different piecesof paper.forcemeterAlice and Karim put their results in a table.Complete the table by writing the headings of the columns.(newtons)paper tissue2tracing paper5newspaper4paper towel3a11 markS000251 01a21 markS000251 02bTick ONE box to show which paper was most difficult to tear.paper tissuetracing papernewspaperpaper towelb1 markS000251 03Page 06 of 16KS2 item template version 236
S000251 – 7 August 2017 1:07 PM – Version 1cAlice and Karim want to make sure their results are reliable.Tick ONE box to show how the children can make sure their resultsare more reliable.Use the same size of each paper.Test more than four types of paper.Test each type of paper three times.cDraw a graph of their results.1 markS000251 04dAlice says, ‘It took 4 newtons to tear the newspaper.’I wonder what will happen if Imake changes to the newspaper.Complete the table below to show how the changes to thenewspaper will affect how easy or hard it is to tear.Tick ONE box in each row.The newspaper will be.Change to newspapereasierto tear.harderto tear.the sameto tear.use two sheets of newspaper(one on top of the other)d1d2use a wet piece of newspaperd3use a longer piece ofnewspaper1 markS000251 05KS2 item template version 237Page 07 of 16
S000350 – 7 August 2017 2:40 PM – Version 13 Separating sand and saltaClass 6 are finding out about separating mixtures.The teacher mixes sand and salt together.She asks the children to separate the sand and salt.First of all we shouldadd water to themixture of sand andsalt and stir it.sand, saltand waterWhat happens to the salt when water is added to the mixture?a1 markS000350 01bWe should now pour themixture through paper in afunnel to separate the sandfrom the liquid.(i)What is this method of separation called?bi1 markS000350 03(ii)Describe how the sand is separated from the liquid.bii1The sandbii2The liquidPage 08 of 16KS2 item template version 21 markS000350 0438
S000350 – 7 August 2017 2:40 PM – Version 1cWe should pour theliquid from the beakerinto a dish and put itin a warm place fora few days.dishTick TWO boxes to show what will happen when the dish has beenin a warm place a few days.Tick TWO boxes.The liquid will beless salty.Bubbles willbe produced.The salt will melt.The water willchange to gas.Salt crystals willform.A new materialis made.c1c2c3c4c5c62 marksS000350 05dThe teacher mixes sand and iron nails
2016 national curriculum tests Key stage 2 [BLANK PAGE] This page is intentionally blank. Contents Booklet 2B 3 Booklet 5B 15 Booklet 8C 31 Booklet 9C 47 Booklet 12P 63 Booklet 14P 75. Sene n Bet 2B First name Middle name Last name Date of birth Day Month Year School name 2016 national urriculum ets Key e 2 53208. ST002B June16. 3. Page . 02 of .
NFP121 5 Sommaire 1) Tests et tests unitaires - Outil : junit www.junit.org une présentation Tests d'une application - Une pile et son IHM Tests unitaires de la pile Tests de plusieurs implémentations de piles Tests d'une IHM Tests de sources java Invariant et fonction d'abstraction comme tests - Tests en boîte noire - Tests en boîte blanche
AP Biology Practice Tests 2 2020 2020 Practice Tests . AP Calculus AB Practice Tests ; 2 2020 . 2020 . Practice Tests . AP Calculus BC Practice Tests 2 2020 2020 . Practice Tests . AP Chemistry Practice Tests . 2 2020 . 2020 : Practice Tests AP Computer Science 2 2019 2020 Practice Tests . AP English Language and Composition Practice Tests : 2 2020
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
Spartan Tool product. 2 1. Escape Key 2. Help Key 3. Standard Survey Key 4. WinCan Survey Key 5. Overlay Key 6. Overlay Style Key 7. Overlay Size Key 8. Footage Counter Key 9. Report Manager Key 10. Settings Key 11. Spa r e Function Key 1 12. Spa r e Function Key 2 13. Power Button 14. Lamp O 15. Lamp - Key 16. Lamp Key 17. V
1. 10,000 Reasons (Bless The Lord): key of E 2. Alive In Us: key of G 3. All Because Of Jesus: key of B 4. All Who Are Thirsty: key of D 5. Always: key of B 6. Arms Open Wide: key of D 7. At The Cross: key of E 8. Blessed Be Your Name: key of B 9. Break Free: key of A 10. Broken Vessels (Amazing Grace): key of G 11. Come As You Are: key of A 12 .
English grammar, punctuation and spelling Paper 1: questions 2016 national curriculum tests Key stage 2 First name Middle name Last name . He walked through the doorway and sat behind the desk. G003735 - 14 October 2015 11:27 AM - Version 2 1 mark G003735 KS2 item template version 1.2 E00030A01528.
Marking the science tests The Standards and Testing Agency (STA) was responsible for the development and delivery of statutory science sampling tests in 2016. STA is an executive agency of the Department for Education (DfE). This booklet contains the mark schemes for the selected questions released from the 2016 science sampling tests.
and measured pile capacities. API-1993 provides potentially non-conservative results for shaft capacity in loose sands, and in loose-to-medium sands with high length (L) to diameter (D) ratios. Figures 1 and 2 illustrate these skewed trends, reproducing the database comparisons given by Jardine et al (2005) between calculated (Q c) and measured (Q m) shaft capacities. 2.2.2 Non-conservative .
