6 questions every child is taught in KS2. 5WH (5 whats, 1 how). 6 questions we probably ask ourselves a lot right now. 6 questions that perhaps we can use as guides when planning 11+ learning. Think of this as a thought exercise that might bring calm and clarity amid the chaos.
I don’t know how to write about COVID-19 and its many horrible consequences. I know many reading this will have expertise and experience that I could never match. Notwithstanding this, our 6 KS2 questions have helped many societies and individuals for centuries. They are helpful tools to investigate the moment. The moment close to our hearts on this site is helping your child be as ready and as happy as they can be for their 11plus, whether the exam is this year, next year or later.
I offer the 6 questions as a way to to explore whether the answers ever change much, even if the circumstances in which we ask them change greatly.
Focusing in, we may ask:
Who will help my child learn and prepare for the 11plus?
What is to be done to help my child be ready for the 11plus?
Where will this learning and help take place?
When is the learning and preparation for the 11plus going to happen?
Why are we guiding our children towards sitting the 11plus? What reasons?
How does my child prepare for the 11plus?
I could probably stop writing at this point and give you space to think about each question, to reflect on where each one of the 5WHs takes you, and to consider how you might answer each one.
That’s exactly what I’m going to do.
I need more time to think about these myself; but I didn’t want to wait to share the questions with you.
This being the case, please read the questions again. Perhaps ask your family, your child, for their thoughts as well.
Hi 11plus families! Now Stage 1 is complete, keep your learning burning! Here is a 3-set bundle at a crazy, crazy happy price, covering only targeted creative writing and the must-haves your child needs to write in the Stage 2 Creative Writing task. Put £23 off the normal price straight in your pocket and please, please, use the time wisely. Don’t wait until next week to find out the result of Stage 1 – use this weekend to get ahead with learning and practising stand-out creative writing. Let’s give your child all the help we can while we can. Stage 2 is approaching, so please start learning now! To your success.
Congratulations on making it through Stage 1 of the Sutton Test. Please don’t take your foot off the pedal and wait for the results before revising for Stage 2. You can’t get this week back again. You have to assume your child has passed if you are to get the most out of the two weeks before Stage 2. Your child will be writing a piece of creative writing that has to do two jobs:
Show the marker they can handle all the punctuation, grammar and writing rules taught during KS2, including Year 6 (even though they have only started Year 6).
Stand out from the thousands of other pieces of writing.
Below are links to three targeted, printable ebooks showing models of fiction, description and non-fiction, so your child can see what successful writing looks like.
With each piece of modelled writing, I include pages of detailed explanation about what why a feature has been included, why the feature works and what it shows the marker. The Guide itself has the 21 must-haves of dazzle-writing. Give your child the best opportunity they have by equipping them with skills and making them aware of what they need to put into their writing. Help them feel happier and less stressed by being more prepared and confident about what writing.
Stage 2 Creative Writing can be one of the most enjoyable parts of the test, and is a real opportunity to make a difference to their overall score. Remember that markers are passionate, skilled English teachers who love reading great writing!
Make the most of the time remaining before the Stage 2 Sutton test. Download and start learning today. Let’s give your child all the help we can.
A conversation with a close friend, who is worrying about their daughter’s 11 plus in these difficult times, has prompted this post.
In truth, we don’t know exactly what is going to happen. We can predict, though, that something will happen. Either the tests will be rearranged, postponed, or a new system will be temporarily introduced. The first two of these are most likely; the third is not impossible to imagine. Schools could re-open earlier or later than we could predict, with the likelihood of some form of social distancing in place. It is, quite honestly, a horrible situation for our children, and for us, their carers and educators, who want to to do the best for them.
Simply, it is a reminder that we cannot control all events. We never have been able to. The current situation just makes this very, very obvious. Perhaps less obvious is the idea that this is okay, that not controlling all events does not mean we cannot control any events.
It is not, I think, about doing the right or wrong thing. No one knows enough. Instead of right or wrong, far better to think in terms of helpful or unhelpful. What is a helpful thing to do now? How can we help our children? This question opens up a world of opportunity and the realisation that there is so, so much we can do.
For me as a dad and as a teacher, two of the most helpful things we can do are:
Continue to allow them to study for the 11 plus. Continue to support them, continue to find resources and use them, over time, to make deliberate improvements in skills and knowledge, one by one, folding in new skills on top of practising old skills and knowledge.
Remember, this is helpful or unhelpful – not right or wrong. Although there are only around 4-5 months remaining before the typical 11plus entrance test season starts, your child possibly has a lot longer than that in terms of extra time through being at home and being able to spend more time focused on 11 plus learning. In effect, the extra time to spend on targeted learning each day means it is more as if they still had 6-8 months to prepare, simply because this time wouldn’t exist under normal conditions.
I’ve written before how holidays, particularly the summer holidays, are true gifts of learning for the time they create to learn undisturbed. I don’t mean your children should study 6-8 hours a day and do nothing else – that would be unhelpful! However, three hours a day, plus reading, leaves so much time for childhood, while also offering unrivalled moments of learning among the people they love most – you!
This is certainly no holiday. But if we are thinking helpful or unhelpful, then it is definitely a learning moment to seize.
2. If we must worry, and worry, it seems, we often must, then we can try and find a really helpful way of worrying, a way that actually leads to less worry and more learning. There is a way, it is very simple, and if you haven’t tried this already, I invite you 100% to try this. It is going to help a lot.
The ‘write way to worry’ means simply this: the right way to worry is to write.
Write down what YOU worry about, both in your own education, and in helping your child to get as ready as they can be for the entrance test.
Do you have gaps in your own learning? Are you worried about verbal reasoning or non verbal reasoning, possibly because, like me, until you start out on the grammar school journey, you’ve never heard of them? Do you worry about the effect of ‘pressure’ on your child? Are you unsure of what is in your chosen school’s particular test? Are you comparing your child to others?
Maybe you fear your maths isn’t good enough, or maybe it’s just one area – division, or percentages, for example.
Is English your second language? Do you get spellings wrong? Would you worry about writing a letter?
Getting your worries – all of them – down in writing (and don’t judge yourself on HOW you are writing down your worries!) might take you half an hour, an hour at the most (trust me, you’ll run out!)
it will save you and your child weeks of time on your 11+ journey.
Please – do this. Remember, this is about helpful or unhelpful. Grab a piece of paper and get going. Think-writing is amazing at bringing thoughts up you didn’t even know you had, including worries you might be pretending are not there but are nevertheless holding you back from helping your child right now. Enjoy a good worry-write. My worries about my education/What I think I don’t know/What are my gaps?/What do I think I can’t help my child with?/What are my barriers to helping my child?
How do you feel? Worse, or relieved?
However you feel, shake your own hand for what you’ve just done.
Because now you know that what you are worried about is what YOU are worried about.
Your child is not worried about the same things, and you don’t have to pass on your worries to them. None of them. At all.
Admit it, not knowing some things? It’s pretty normal. It applies to every human being on Earth, right?
Not knowing we don’t know, refusing to accept we don’t know, or pretending we do know, can be a bit more risky to your child’s success: because of superinfluence, there’s a risk they will absorb your worries, or learn to believe it doesn’t matter if you don’t know some things.
In superinfluence, we’re only passing on the helpful stuff that actually supports their 11+ success. Well, now you know your worries, you can leave them behind or keep them with you.
So not passing on your worries, that’s one great result of writing them down and exploring them. Two more things to think about.
A second benefit of getting your worries down is you’ll probably realise that a lot of the time, that’s all they are – worries.
One of my worries at the time my daughter was preparing was non-verbal reasoning. I had an almost superstitious doubt (in that I had no evidence to support the worry, it was just fear) about my ability to see patterns and work with pictures. Rather than help my daughter, I worried I would actually make things worse for her. It stopped me covering the topic. I was a primary teacher, yet nowhere in the curriculum at the time was anything about non-verbal reasoning.
Of course, it wasn’t that I couldn’t do it, it was that I hadn’t done it, so had never learned how to.
Going through various books and website resources,step by step, at a pace right for both of us, my daughter and I learned the various types of shapes and sequences. Over time, our score in tests reached the level they needed to be. That would not have happened without time, and time would not have happened if I hadn’t admitted my worry months before.
The point is this: knowing you don’t know something is a strength because you can now find about it and learn it to a level that will help support your child. This is the third benefit of worrying in this helpful way. We can look at each worry objectively and take steps to deal with each and any step that moves our child’s learning forward. Isn’t that amazing?
It might help to bear in mind, too, that whatever you do not know, you are not expected to know anything a curious, interested 11 year old is not capable of learning.
That’s a helpful perspective to keep in mind.
This doesn’t mean that you wait until everything you worried about is dealt with, that you must be ready before you start helping your child – this will lose you time. You are never ready, you become ready by doing. There are actions that you can do to help right now. Pick one and do it. My science teacher, when I was at school (Hello, Mr Jackson) taught me one of the most helpful quotes I’ve ever heard: “Don’t worry, work.”
Perhaps the most common worry is the ‘What if..?’ kind. What if they don’t get in? What if I miss something? What if they find it too hard? What if I ruin it for them? What if I show myself up and can’t understand the learning myself?
Nothing is guaranteed in life, but the possibility of things not working out is never an excuse for not striving for those things anyway. Better results often come when you believe in something as if it is already a fact, and then work backwards to map out the plan to get to that reality.
I began my son’s 11+ journey with the end in mind – I already saw him getting in to his grammar school, and then worked backwards to find all the ways needed to get him to that truth. Did I have proof that it would happen? Not a chance!
I didn’t know all the ways – I knew close to nothing. Instead, I believed that there were ways, and if there were ways, then I could find out what they were, learn them and follow them.
I invite you to do the same.
One helpful tip to stay one step ahead of your child’s learning is to read through the lesson or part of a book or resource you’re going to use by yourself before reading through it with your child. In Bond, How to do 11+ Maths, for example, read the chapter on ratio before you teach them it.
A week, an hour, even ten minutes is sometimes enough to grasp the general learning you’re about to cover. By the second or third time, as you read it with your child it will probably make sense. Even if you don’t understand a concept completely, you can lead the situation confidently and honestly by saying,
‘Well, it looks tricky, but so did the other things and we worked on them, and we can do them now.’
Another tip is to do some of the work they do with them. If you are asking your child to practise writing an extended metaphor paragraph, then have a go at writing one as well. If you are showing them long division, have them give you questions to solve, or do the same questions your child is doing, modelling a couple, then hiding your answers and turning it into a game.
Thank you for teaching and nurturing your child, you are making a difference to the world.
If you are looking for help in multiple choice English or creative writing, I invite you to a 50% discount on the 11 Plus English Masterclass 4-book Ebundle, with immediate downloads available to save even more time. Enter ‘stay at home’ in the cart. The discount is good for any book, any purchase, until our precious children return to school.
Wherever your child is in their eleven plus journey, I hope they are safe, always making progress and remain in love with learning as much as ever. Education is amazing!
Interestingly, the truth is we never absolutely know, but we sort of do. The first big mistake would be to do what I deliberately did above and use the wrong article in front of ’11+ test’.
THE 11+ test does not exist. An 11+ test exists. Lots of them.
Schools, perhaps more precisely the schools in a borough, develop different formats, albeit they are testing similar knowledge. Broadly, verbal reasoning and non-verbal reasoning is becoming less of a thing, while English and Maths are more of a thing.
Children are tested on English and maths knowledge and skills taught in primary schools, with one big exception, which is that they are tested on knowledge and skills that include and sometimes go beyond that learned in Y6, at a time and age when they have only completed Y5, or pehaps recently started Y6.
Returning to the fact that the 11plus test does not exist, but rather lots of similar, but different, tests exist, on the one hand, this is incredibly annoying and frustrating. After all, we know what the KS2 SATs look like. Indeed, children do lots of practice tests for these, so they are familiar with the format.
Similarly, in GCSE English, we know the format and the types of question that will be asked. Students can do lots of past papers to rehearse their answers, even following mark schemes that tell students the difference between low and high mark answers.
So why not the 11plus? No one really knows. Other than the fact that the number of places is small and there would not be enough capacity to take in every child who was in line to perform brilliantly at the SATs, it remains a bit of a mystery.
On the other hand, other providers, websites and publishers do provide the test models. Precise books like mine, which teach skills to help your child know how to sit the tests, can be used alongside the excellent resources and practice papers elsewhere that show your child WHAT an approximation of a paper looks and feels like. Thankfully, there is a lot of information and resources within education to help you.
It is worth asking the schools you are interested in if they do have an example paper or sample questions to look at. The response is variable – some do, many don’t.
With this in mind, it becomes really important to know the schools you are interested in. There are many excellent sites that try and gather test information for various grammar schools. Test information is sometimes vague, but as we’ve mentioned, some schools don’t publish the precise content and format of tests.
Below, then, are three sites I want to share with you to help you find that information. As well as having gathered information regarding different grammar schools, the providers produce brilliant learning resources. I use practice papers from all three sites to complement my own books and techniques, to provide a really thorough grounding and preparation in both what and how.
My own passion and belief as a teacher is not enough skills, techniques and child-friendly hacks are taught that help children know HOW to pass the tests. Practice papers are essential, they are the WHAT, but they are far from enough on their own. Every child I’ve ever taught, starting with my own children, has needed help to learn how they are being tested or tricked in each test. With multiple choice in particular, there are dozens of tricks in both English and maths. Remember that Stage 1 multiple choice tests are often there to sift out students. What’s really surprising is some schools do not even use the Stage 1 results towards a child’s final mark! Stage 1 acts as a gatekeeper to Stage 2, school specific, tests. It is this Stage 2,written test, that provides the final assessed mark in some schools.
Yesterday, I decided to split this superinfluence episode into two. It might be better if I split it into three or even four parts. Remember that all this searching for information, all this understanding of the how and the what of your child’s test, is your job, your responsibility. It is the superinfluence in the background. If you create the learning moments, your child will live them. Make sure they are the right learning moments.
Have a good look around the websites below for information relating to the school/s you’re thinking about. Obviously, if your school in question is not covered, then the school is your direct port of urgent call, as we mentioned yesterday. The first link is from exampapersplus.co.uk. Below I’ve linked to a sample page for Wilson’s school.
I’ll see you in the next post as we continue to dive deep into the superinfluence you have as a parent or carer of your child. There is so much I want to cover and help you be super prepared, for, in order that your child is super prepared and ready with a smile on their face.
I was you a few years ago. My children were your children!
If I can help make the journey successful and pass on knowledge and skills that can help, I’m doing the right thing. My children thrived in grammar school, so can yours! See you in our next post.
Start 11 plus learning, stay 11 plus learning and stay 11plushappy!
Okay, decision time. This level of superinfluence happens either before, or in the early stages of, helping your child be superhero prepared and happy.
Your child can’t do this because they don’t know the choices. They can’t see over the fence of the next hour without your help. That’s how children are; totally immersed in the moment. You are the strategic thinker, it’s your plan. Create the learning moments and your child will live them.
Here’s what you need to think about.
Deciding what and how starts with deciding where.
Why? Three reasons.
1. Each school tests slightly differently: don’t waste a minute on something your child isn’t going to be tested on.
By example, the three schools we chose for our son at the time tested English, Maths and verbal reasoning, but not non-verbal reasoning, so we ditched non-vr completely and devoted all study time on the first three areas. This freed up a lot of time, as we had been trying to learn everything. For our final school choice, only English and Maths were tested; knowing this allowed us an even sharper focus.
2. You need to know the catchment areas for schools you are interested in and how they work. Often, grammar schools have no geographical bias – getting in is based on ability in the test and that’s it. Nevertheless, some grammars may favour local children, at least for a percentage of admissions.
For example, if all children applying passed with the same high mark, the first 50-80 children (out of an average intake of 150) might be chosen from the nearby area, with the rest going to outliers. This may or may not influence your decision, but you need to know.
3.Travel time. How long will your child spend travelling to and from school? I drew the line at an hour, but there are children at my son’s school for whom two hours each way is the norm. It’s up to you and your child. Also, how will they get there? Is there public transport from where you live?
Finding out where the schools are is easy.
Visit www.ngsa.org.uk the home of the National Grammar Schools Association and do a geographical search across England or Northern Ireland. There are no grammar schools in Scotland or Wales. A google search will also throw up results quickly.
Ask at your child’s school and speak to other parents in the playground. (As complete newbies to both the area and secondary education, we found out about the local school – Wilson’s – from a neighbour who lived half way down our street and who we’d only ever had a couple of chats with. How thankful are we for that conversation and that lady’s generous information and encouragement to apply?) Parents and families may have inside and up-to-date information – an elder child who goes to a nearby grammar, for example. Your local education authority (LEA) will also advise you of any grammar schools in the area.
When you find a school that interests you, here are five questions you absolutely need the answers to, either from their website or from a
telephone call to the ADMISSIONS department. Ideally, do both – check a website
first, then follow up with a phone call to get things totally clear.
1. When and how do I apply to
2. What’s in the entrance exam? What subjects
will my child be tested on?
3. HOW do you test each subject? Is the test
A full sentence/calculation answer sheet, with working out shown for maths question?
A combination of both? If so, which parts use which format?
4. Does your school offer a sit-down ‘mock’ or practice test’? Do you provide sample questions or a sample paper?
5. When are the dates of any
open days so we can visit your school?
It might help to zoom in a little on each of these points. Remember, your child cannot do any of this without you. Nor is it your primary school’s role. You alone are the power here.
Usually, you apply in the Spring term when your child is in Y5, around Easter time, April. The cut-off date may be early July, or sometimes as late as September of Y6 if the testing takes place later in the year. There are, however, some tests which take place closer to July, and which may have earlier cut-off dates. PLEASE DO THIS STEP ASAP!
Make sure you know this date well in
In fact, if you are in a position to, stop reading this and find the date and as much of the information as you can now. It’s that important. Don’t miss it.
You must fill in a separate form for each school.
Depending on the school, you apply online, but may be able to apply by post. If you apply online, you need to upload a photograph of your child, but the process is easy, with full instructions given.
Later, in October of Y6, after you have applied separately to the school, and in some cases, after your child has sat the test for a grammar school, you fill the local authority shared Common Entry Form. On this form, you list all your school choices in order of preference. This form goes to the local authority, not the schools. Your child’s primary school will give out, and may help in submitting, this form. Do ask them.
If you have visited possible
schools earlier in the year, choosing the order of preference may be easier. Note,
I say easier, not easy.
A lot of thought and worry goes into choosing which school to put first, second, etc. Some people argue that if there is more than one grammar in the borough, it is risky to put 1st, 2nd and 3rd choice as grammars, simply because the pass rate for first choices is high enough to make it very hard to get a grammar as a second or third choice. Some parents put a grammar 1st, then choose the best secondary comprehensive they find. I can’t advise you on this, it’s your decision.
Personally, as my son had passed two tests before we filled the form, we risked it all and put the three grammars as our first three choices. I know we were not alone in doing this, and we also heard from one grammar school Head that several children had come to his school as a second choice.
Remember, each school does not know how you have listed your preferences. If your child passes with a high enough mark to be offered a place, they will be offered a place. The offer is submitted to the local authority, not you, and it is the council who look at 1st choice 2nd choice, etc.
If your child has sat an entrance test in September, and you know the result, this can help either way.
your child hasn’t passed the entrance test, DO NOT continue to put that school
down on as a preferred school – it will not be considered, and you waste a
chance to put a good second choice as a new first choice. I
know this is an obvious point, but each year people make this mistake.
It’s also worth repeating, so you are very clear on this, that you cannot list grammar schools, or many other state schools, on the CEF unless you have first filled out the individual school form and applied for the test earlier in the year.
Don’t miss the opportunity – fill in the school’s separate form. Even if you change your mind later, it’s better to have the option to put a school down on the CEF. It happens every year that parents leave this too late: you are not going to be one of them.
After you have submitted the individual school
application, the school will confirm receipt, then write to you with the date
and time your child will sit the test. Tests happen from as early as September
in your child’s Y6 year (just a few weeks after they start Y6), to as late as
January. You are given a morning or afternoon time – they choose, not you.
When you are given the date,
congratulations! You’ve handled the paperwork that makes it possible; the
opportunity to get into the school is now a reality.
I’m splitting this post into two, maybe three parts, as there is so much information to share with you. We’ll continue to zoom in on the above points tomorrow, starting with answering the question: what’s in the test? What will your child be tested on?
Where are you launching them towards? What skills are you going to give them to make sure they don’t just survive life’s journey, but create life’s journey. Be guided by this statement:
Parents who put education first tend to develop
children who come first in education.
It’s not rocket science. Speak French, they learn French.
Speak telly every night, they learn telly every night.
Speak excuses, they
learn excuses. Speak belief and achievement, they learn belief and achievement.
What you want to get across to your child is the message
that what matters is
me and learning.”
Because it is what matters.
I’m not saying the other stuff of life is rubbish or less important. I know I’m risking you saying, ‘Hang on, I want my child to play football, or chat with friends, or swim, I want my child to enjoy his computer games, to enjoy his childhood.’
Well, my son, and the other children we know who make it to grammar school, still played football, still swam – they simply did it as part of the learning schedule.
There is time for it all. But at the same time, there is only
one time for a best shot at that grammar school.
Your child will enjoy his childhood if you love them, if he or she has a great relationship with you, if they know you care, if you guide them, if you believe in them, if you develop them. Develop them and you set your child up to enjoy childhood days and teenage days and adulthood days and old age.
Be careful of a strange fear in modern culture of ‘putting pressure’ on kids. It’s a feature of language and thought today that some grown-ups sprinkle their sentences with the word ‘stress’ like some people sprinkle salt on their food.
My instinct, from observations on children at school and in tuition, is it isn’t helpful and it isn’t true.
Sprinkling salt or stress isn’t good for you!
Technology-creep, obesity, selfishness, poverty of language, a material-craving, but work-avoiding celebrity obsessed generation – that’s pressure. Not getting a good job when you become an adult and are trying to make a home – that’s pressure. Getting up to your neck in debt because you can’t earn enough to pay the bills – that’s pressure.
Not thinking you are worth, or able, to go for your dream
with everything you have – that’s pressure.
The truth is children love challenge. Leave them alone and they’ll argue to be the best at ANYTHING – my spaghetti is longer than yours, I can throw further than you, I’ve got to level 7 on this game, my team is better than yours, on and on it goes. Listen to children talk and very quickly you’ll discover a natural desire to be and do and have the best.
All you are doing is funnelling that natural, fun urge for
challenge through the positive filter of superinfluence, and directing it towards
learning and developing their mind and character in ways that will help them be
ready to sit the test, as well as learning academic and personal skills they will
use for the rest of their days.
Reassuringly, the 11+ process is about challenge, not competition. Being the best you can be is very different from being better than anyone else. How can they be compared with another child? Your child is unique – it is impossible. So let them know there is no need to worry or compare themselves to other children. By all means, however, let them compare themselves with themselves! What do they know this week that they didn’t know last week?
Parenting is your
job, and superinfluence is your power.
Don’t leave parenting up to advertisers, phones, game developers, telly; don’t let it be influenced by your exhaustion at the end of the day. It’s not always easy, but it’s always worth it.
A huge motivational entrance test hello and a very short burst of happiness to remind you that holidays are the best learning present you can ask for – a gift of time to plan and weave in a few happy hours of intentional eleven-plus learning.
Your child can make huge progress during these long days, as well as having a fun break. Please find an hour or two a day to go over difficult subjects, to rehearse different genres of writing essays, or to focus in on a handful of test strategies and techniques to blast your child’s scores and progress. You can do it, your child can do it, you have to do it. As someone who teaches during the holiday – and as a parent who took both his children through the 11 Plus journey – I vow with everything I can that holidays are superboosts of learning. Whatever you are doing, do lots of it this holiday!
If you’re looking for 11 Plus specific English help, there’s a final chance to own and benefit from the creative writing and multiple choice 11 Plus English Masterclass Bundle for less than half-price. You’ll find everything I’ve learned as a teacher, tutor, writer and father to help your child achieve their highest, happiest mark.
If you can make it to Wallington in Surrey, (where I have all my resources and home office), I may have spaces available to help with 1:1 tuition for your child. I still teach at school, but have a handful of hours which I love to dedicate to tuition. Spaces are after school hours or Saturday. Please let me know if that’s something you’d like to look into.