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In today’s world, effective communication is more important than ever. Whether in personal interactions, academic settings or professional environments, the ability to express ideas clearly and correctly in writing is crucial. 

For this reason, schools and universities increasingly focus on spelling, punctuation and grammar, otherwise known as SPaG. While the content changes, it’s important from the very start of your child’s education – from Year 1 right through to GCSEs, Sixth Form and university.

Understanding and mastering these elements will enhance a student’s academic performance and future career prospects. To help, this guide provides a comprehensive overview of SPaG. We’ll explain what it is, why it’s important, the skills taught at different stages and practical tips for mastering these essential components of writing.

What is SPaG?

SPaG stands for Spelling, Punctuation and Grammar. These three elements are foundational to written communication. Of course, children have always learnt how to spell and write at school. But with an increasingly complex national curriculum, it’s more important than ever. SPaG is vital not just for English, but any subject involving written communication.

SPaG covers:

• Spelling: correctly arranging letters to form words. For example, knowing that “receive” is spelled with “ie” rather than “ei”, or it’s “basically” not “basicly” prevents common errors. 
• Punctuation: marks such as periods, commas and question marks clarify meaning and separate structural elements of sentences. For instance, a comma in “Let’s eat, Grandma” ensures a clear (life-saving!) distinction from “Let’s eat Grandma.” 
• Grammar: the rules and structures that govern the composition of sentences, including fronted adverbials, tenses, subject-verb agreement, and the proper use of pronouns. For example, using “he runs” instead of “he run” demonstrates correct subject-verb agreement.

Why is SPaG so important?

SPaG is crucial for several reasons. Firstly, it ensures clarity and precision in writing. Along with powerful vocabulary and descriptive skills, proper SPaG helps readers understand and enjoy your writing. 

Correct punctuation can entirely change the meaning of a sentence: “A woman without her man is nothing” versus “A woman: without her, man is nothing.” See the difference?

Secondly, good SPaG enhances credibility. Writing with correct SPaG shows attention to detail and professionalism, which is essential in academic and professional contexts. A History essay that’s hard to understand won’t secure marks for flow or clarity. Equally, a cover letter riddled with errors will leave a poor first impression on employers. 

Finally, mastery of SPaG is vital for academic success. This is equally true for Year 1 and SATs as it is at GCSE, A Level and beyond. Most standardised tests and school assignments (including secondary school entrance exams) assess SPaG. Ultimately, strong skills in this area will improve grades and open up educational opportunities.

What is SPaG called now?

While “SPaG” remains a widely used term (and the word you’re most likely to see), you might see these skills listed under broader categories such as “English Language Skills” or “Writing Mechanics.” 

These terms encompass not only spelling, punctuation and grammar but also elements like syntax, vocabulary development and reading comprehension. 

But despite the different names, the focus on developing clear and correct written communication remains the same.

What SPaG is taught in Year 1?

In Year 1 (the first year after Reception, for children aged 5 and 6), students learn the basics of SPaG. 

They start with simple spelling, such as CVC (consonant-vowel-consonant) words like “cat” and “dog” and common high-frequency words such as “the” and “and.” They’re introduced to basic punctuation, including capital letters at the beginning of sentences and for proper nouns, full stops at the end of sentences and question marks for questions. 

Basic grammar concepts such as nouns (names of people, places, things), verbs (action words), and adjectives (descriptive words) are also introduced.

To help your child with Year 1 SPaG, interactive games make spelling fun. Online resources and apps that focus on phonics and word recognition (for instance, Twinkl, Doddle Learning or BBC Bitesize) are also great. 

But the most useful thing you can do? Actively reading and writing! 

Regularly reading with your child, pointing out examples of punctuation and grammar in books, will reinforce SPaG. Engaging them with writing simple sentences and stories (encouraging the use of punctuation and spelling rules) will help put principles into practice.

What is SPaG for KS2?

For Key Stage 2 (which includes Years 3 to 6), SPaG becomes more comprehensive. 

Students focus on spelling patterns, prefixes, suffixes and exceptions to common rules. They learn to use more complex punctuation marks, including colons, semicolons and hyphens. Grammar covers the study of sentence structure, including different types of clauses (main and subordinate), phrases and advanced verb forms.

Feeling confused? Don’t worry. SPaG terminology can feel overwhelming, not just for students but parents too. There’s a useful guide from Twinkl, covering all the key terms (with definitions and practical examples) you need to know.

To support your child during KS2, interactive learning and games are your most effective tools. Think about word-match cards, quickfire story competitions, memory games… or anything else you fancy!

Reading diverse texts (including fiction, non-fiction and poetry), exposes students to various writing styles and SPaG in context. Continue encouraging them to write regularly, using the SPaG rules they learn, and provide constructive feedback.

What do Year 6 need to know for SPaG SATs?

By Year 6, students must demonstrate more advanced SPaG skills. 

For instance, they should know complex and irregular spellings, such as “thorough” and “disappear.” Punctuation skills should include the correct use of commas in lists, apostrophes for possession (e.g., “the dog’s bone”), and punctuation for direct speech (e.g., “She said, ‘Hello!’”). 

When it comes to grammar, a Year 6 student should be able to understand clauses and conjunctions, verb tenses (past, present, future), passive vs. active voice, as well as spot and correct grammatical errors.

To prepare for Year 6 SATs spelling and grammar, past papers should be your first port of call. Going through past papers together (focusing on understanding, rather than speed at first) will help your child feel comfortable with the questions they’ll come across.

As well as this, encourage daily writing exercises such as journaling or stories, to practise and reinforce their skills. Discuss sentence structures and punctuation during everyday writing tasks, and make a habit of checking and correcting written work together.

How long is the Year 6 SPaG test?

The Year 6 SPaG test (taken as part of wider SATs) is divided into two components: the grammar, spelling and punctuation paper and a paper focusing exclusively on spelling.

• The grammar and punctuation paper typically lasts 45 minutes and includes various types of questions such as multiple-choice, short answer and sentence rewriting tasks. 
• The spelling paper usually takes around 15 minutes and involves students writing down words read aloud within sentences.

To help your child manage the test effectively, time management strategies are crucial. They should spend a set amount of time per question and review their answers if time allows. Timed practice tests at home (in a pressure-free environment) can build confidence and improve their speed. As part of this, emphasise the importance of reading instructions carefully and checking their work for errors.

Looking for more information on SATs? Don’t miss our in-depth guide to SATs (for both Year 1 and Year 6), including pass marks, past papers and practical preparation tips.

What are the skills for KS2 SPaG?

SPaG skills for KS2 include using a range of punctuation accurately, understanding and applying grammar rules, and spelling words correctly, including those with irregular patterns. 

Students also learn to construct complex sentences using conjunctions (e.g., “although,” “therefore”, “because”), write cohesively and with clarity, and edit and proofread their work for errors and improvements.

The key skills and content required for Key Stage Two spelling, punctuation and grammar are all listed on the government’s English Programme of Study for Key Stages 1 and 2. As well as a glossary of terms, you’ll find more information on all the key skills students are expected to master in each school year.

What is SPaG for GCSE?

At GCSE, students must demonstrate a high level of SPaG proficiency. It’s assessed not just in English Language and Literature, but in other subjects too.

This includes:

• English Language
• English Literature
• Geography
• History
• Religious Education 
• Modern Foreign Languages

To meet GCSE SPaG requirements, students must spell a wide range of vocabulary accurately, including technical terms and subject-specific jargon. Advanced use of punctuation is required to enhance clarity and style, such as using dashes, semicolons or parentheses appropriately. 

To get an idea of SPaG requirements at GCSE, you’ll need to know what exam board you’re with. Then, head to their website and download the specification for your subject.

Just like any other academic level, regular writing practice, reading and review are key to improving SPaG at GCSE. Identifying mistakes and dedicating time to these areas will improve your performance. Studying high-scoring model essays will also give insights into what examiners look for. You can find sample essays along with examiner commentaries on most exam board websites. 

What is SPaG for academic writing?

Last but not least, let’s talk about academic writing. By this, we mean A Level and degree essays (including home assignments, exams and coursework), which tend to be longer and more in-depth.

SPaG is a key skill for producing clear, professional and credible work. Ensuring that every sentence is easily understood and free from ambiguity will ensure readers, examiners and academic tutors follow your arguments. Consistency in tense and point of view throughout essays will also maintain clarity. 

Using a formal tone, avoiding colloquialisms or slang, and correctly using punctuation and grammar in citations and references (a vital part of academic writing!) is also essential.

To improve your SPaG in academic writing, always review your work multiple times and consider grammar software (like Grammarly) to catch errors. Attending workshops and courses focused on academic writing skills (as well as feedback from teachers and tutors) will also help you identify areas for improvement.

Do you or your child need help with spelling and grammar?

Understanding and mastering SPaG is essential for students at every stage of their education. From the basics taught in Year 1 to the advanced skills required for GCSEs and academic writing, SPaG forms the foundation of written communication – no matter the subject or topic. 

If you need help with spelling, punctuation and grammar, get in touch with our expert team of tutors at Achieve Learning. Whether it’s 11 Plus, SATs, GCSE or academic writing, we’ll make sure you’re confident with SPaG, paving the way for academic success and future opportunities.

Have you ever found yourself struggling to bring characters to life in your writing?

If so, you’re not alone.

Whether you’re preparing for SATs, CATs or 11 Plus exams, getting ready for GCSE or A Level English Language or beyond… creative writing is a key skill.

If you dream of painting vivid pictures of intriguing characters in your writing, but don’t know where to begin, this blog is for you. From selecting the right adjectives to weaving imagery that captures the heart of your characters and the attention of your readers, we’ve got you. 

Whether you’re a seasoned wordsmith sharpening your skills or a budding storyteller eager to learn, grab your metaphoric paintbrushes and let’s craft some unforgettable characters together.

What are describing words called?

Describing words are called adjectives. 

Adjectives are essential in creative writing as they add depth, colour and specificity to your descriptions – making your writing more vivid and engaging for the reader.

When you read a story, adjectives help you picture the characters, places and things in your mind. Well-chosen adjectives turn ordinary, factual sentences into thrilling adventures. Without them, stories would be pretty boring to say the least!

What are the best ways to describe a person?

When it comes to describing people, adjectives play a crucial role in character development and bringing individuals to life on the page. It’s not just about saying what they look like, but about making them feel real to the reader. When we describe a person in a story, we’re not just talking about their appearance. We’re showing who they are through their actions and feelings. 

Every detail we choose, from how they smile to the way they move, helps the reader imagine them like a friend or someone they might meet. With the right words, a character comes to life on the page, and your story becomes even more exciting.

Here are some key tips for describing people.

• Show, don’t tell: Rather than directly stating traits about the person, show them through actions, dialogue and interactions with other characters. For example, instead of saying “She was kind”, show her performing acts of kindness or speaking gently.
• Use vivid imagery: Use descriptive language that appeals to the senses to create a vivid image of a person. Describe their appearance, mannerisms and surroundings in detail, using sensory details such as sight, sound, smell, touch and taste.
• Focus on unique details: Highlight distinctive features or characteristics that make the person memorable and unique. Whether it’s a physical trait, a personality quirk, or a style of dress, these details make characters more relatable. For example, instead of saying “he wore glasses”, you could say “he sported round, thick-rimmed glasses that gave him a scholarly air.”
• Emotional state: Adjectives can convey a character’s emotional state, helping the reader understand their inner world. Describe facial expressions, body language and demeanour to convey emotions effectively. For instance, instead of saying “she was sad”, you could say “her eyes were downcast, and her shoulders slumped with despair.”
• Physical appearance: Use well-chosen adjectives to paint a clear picture of a character’s physical appearance. Consider their height, build, hair colour, eye colour and distinctive features. Instead of simply saying “she was tall”, you could say “she was statuesque, with long, graceful limbs.”

For more tips on improving your creative writing, read our guides to Fronted Adverbials and Powerful Adjectives, as well as the best books for boosting your child’s vocabulary.

How do I describe someone’s personality?

Describing someone’s personality involves more than just listing traits. As we’ve just seen, it’s about revealing who they are through their actions, words and interactions with others.

So instead of just focusing on adjectives describing their personality, think about your character’s behaviour, dialogue and decisions. For example, rather than saying “She was brave”, show her taking risks or standing up for what she believes in.

To do this, use specific examples and moments that highlight different aspects of your character’s personality. For instance, if you want to portray someone as compassionate, describe them helping a friend in need or showing kindness to a stranger. Pay close attention to the character’s speech patterns, tone and choice of words, as these all provide clues about their personality, background and worldview.

Remember, our personalities are influenced by external factors such as culture, upbringing and past experiences. Take these factors into account when describing your characters, and you’ll build a clear and vivid impression in your readers’ minds.

What are 20 descriptive words?

Here are 20 words that could describe someone’s personality, along with examples in a sentence. If you’re unsure of any meanings, it’s a great opportunity to get that dictionary out and build your vocab!

1. Ethereal: She moved through the crowd with an ethereal grace, like a delicate wisp of smoke.
2. Enigmatic: His enigmatic smile hinted at secrets untold.
3. Resilient: Despite facing numerous challenges, she remained resilient, her spirit unbroken.
4. Radiant: Her laughter echoed like a melody, filling the room with a radiant warmth.
5. Serene: With eyes like tranquil pools, he exuded a serene calmness.
6. Charismatic: He possessed a charismatic charm that drew people to him like moths to a flame.
7. Quixotic: She chased after her dreams with a quixotic fervour.
8. Empathetic: With a gentle touch and an empathetic gaze, she offered solace to those in need.
9. Luminescent: Her eyes sparkled with a luminescent brilliance.
10. Vivacious: Bursting with energy and enthusiasm, her vivacious spirit was contagious to all.
11. Melancholic: Her melancholic demeanour was a reflection of the shadows haunting her mind.
12. Indomitable: With a fierce determination, she faced each challenge head-on, her indomitable spirit refusing to be crushed by adversity.
13. Magnetic: He had a magnetic personality that drew people to him effortlessly.
14. Eccentric: With her colourful attire and quirky mannerisms, she was the epitome of eccentricity.
15. Sagacious: His sagacious wisdom was a guiding light in a world shrouded in darkness.
16. Effervescent: Like a bottle of champagne, she bubbled with effervescent energy.
17. Enchanting: With a smile that could light up the night sky, he cast an enchanting spell wherever he went.
18. Dauntless: Fearless in the face of danger, he charged into battle with dauntless courage.
19. Enigmatic: He was an enigmatic figure, his mysterious aura shrouded in intrigue and speculation.
20. Sensitive: With a sensitive understanding of human emotions, he brought peace and serenity to everyone he encountered.

What are 100 examples of an adjective?

Feeling inspired? Then get ready for our long list.

Here are 100 examples of adjectives (along with definitions), which could describe a person…

Adjectives describing a positive personality

1. Happy: Overflowing with joy and contentment.
2. Kind: Compassionate and considerate.
3. Generous: Giving freely and abundantly.
4. Brave: Courageous and fearless.
5. Compassionate: Kind and caring.
6. Optimistic: Seeing the bright side of life.
7. Creative: Imaginative and innovative.
8. Intelligent: Sharp-minded and astute.
9. Confident: Self-assured and poised.
10. Charming: Charismatic and engaging.
11. Enthusiastic: Full of passion and energy.
12. Passionate: Driven by intense emotion and conviction.
13. Loyal: Faithful and steadfast.
14. Honest: Truthful and sincere.
15. Reliable: Dependable and trustworthy.
16. Empathetic: Attuned to the feelings and needs of others.
17. Humble: Modest and unassuming.
18. Grateful: Thankful and appreciative.
19. Peaceful: Serene and tranquil.
20. Vibrant: Full of life and energy.

Adjectives describing a negative personality

1. Angry: Fuming with frustration or rage.
2. Mean: Exhibiting a cold and callous demeanour.
3. Selfish: Concerned only with personal gain.
4. Cowardly: Timid and fearful.
5. Cruel: Delighting in the suffering of others.
6. Pessimistic: Drowning in a sea of negativity.
7. Lazy: Sluggish and lethargic.
8. Ignorant: Blissfully unaware or uninformed.
9. Arrogant: Full of self-importance.
10. Rude: Vulgar and ill-mannered.
11. Inconsiderate: Thoughtless to the feelings or needs of others.
12. Reckless: Acting without regard for consequences.
13. Stubborn: Unyielding and obstinate.
14. Dishonest: Deceitful and untrustworthy.
15. Unreliable: Fickle and undependable.
16. Indifferent: Emotionally detached and apathetic.
17. Jealous: Consumed by envy and resentment.
18. Greedy: Insatiable in pursuit of wealth or possessions.
19. Impulsive: Acting without forethought or consideration.
20. Moody: Prone to sudden negative shifts in emotion.

Adjectives describing someone’s hair

1. Silken: Smooth, soft and luxurious.
2. Wispy: Fine, delicate and feathery.
3. Shaggy: Untamed, unkempt and tousled.
4. Tousled: Messy, dishevelled and ruffled.
5. Lustrous: Shiny, glossy and radiant.
6. Tangled: Knotted, twisted and matted.
7. Voluminous: Full, thick and abundant.
8. Frizzy: Unruly, curly and prone to frizz.
9. Wavy: Flowing in gentle, undulating waves.
10. Sleek: Smooth, straight and polished.
11. Unkempt: Messy, disordered and neglected.
12. Fluffy: Soft, light and airy.
13. Tightly-coiled: Curled or wound tightly in spirals.
14. Coiffed: Styled or arranged with meticulous care.
15. Dishevelled: Untidy or disordered.

Adjectives describing someone’s voice

1. Melodious: Pleasant-sounding and harmonious.
2. Resonant: Deep, rich and full-bodied.
3. Dulcet: Sweet and soothing.
4. Sonorous: Deep, imposing and impressive.
5. Velvety: Smooth, soft and luxurious.
6. Silvery: Clear, bright and ringing.
7. Husky: Deep, rough and throaty.
8. Ethereal: Delicate, airy and otherworldly.
9. Sibilant: Hissing, whispering and soft.
10. Euphonious: Pleasing to the ear.
11. Nasal: Resonating from the nose.
12. Gravelly: Rough, hoarse and harsh.
13. Lilted: Rising and falling rhythmically.
14. Commanding: Powerful, authoritative and compelling.
15. Lyrical: Expressive, poetic and musical.

Adjectives describing someone’s clothing

1. Opulent: Luxurious and extravagant in design or material.
2. Bohemian: Free-spirited and unconventional.
3. Sleek: Smooth, streamlined and modern.
4. Vintage: Classic and retro in style.
5. Flamboyant: Bold, colourful and attention-grabbing.
6. Tailored: Custom-fitted and carefully crafted.
7. Casual: Relaxed, comfortable and suitable for everyday use.
8. Elegant: Sophisticated and refined.
9. Funky: Quirky, unconventional and offbeat.
10. Chic: Stylish, fashionable and sophisticated.
11. Eclectic: Comprising a diverse range of styles, influences or elements.
12. Boho: Bohemian-inspired, characterised by flowing fabrics, earthy colours and eclectic accessories.
13. Preppy: Smart, neat and traditional in style.
14. Edgy: Bold, daring and unconventional.
15. Sporty: Casual and functional, suitable for athletic activities.

Adjectives to describe someone’s body

1. Slender: Thin and graceful.
2. Petite: Small and dainty.
3. Muscular: Well-developed muscles, often implying strength.
4. Curvy: Often with rounded hips and a well-defined waist.
5. Stocky: Compact and solidly built.
6. Lanky: Tall and thin, with long limbs.
7. Stout: Broad and heavily built.
8. Lean: Slim and fit, with little body fat.
9. Athletic: Possessing a fit and toned physique.
10. Chiselled: Sharply defined facial features and a well-sculpted physique.
11. Voluptuous: A full, shapely figure, often implying curves and sensuality.
12. Toned: Firm and well-defined.
13. Fit: Healthy and physically active.
14. Plump: Having a pleasantly rounded, full figure.
15. Lithe: A slender and supple physique.

What are some unique descriptive words?

Still looking for more adjectives? To wrap up, here are some of the most unusual (and little-known!) descriptive words that are sure to impress any examiner.

1. Ebullient: Overflowing with enthusiasm, excitement or fervour.
2. Lugubrious: Mournful, dismal or sorrowful in an exaggerated or melodramatic way.
3. Sesquipedalian: Characterised by the use of long words or complex language.
4. Quixotic: Unrealistic, idealistic or impractical.
5. Effulgent: Radiating brilliance or brightness.
6. Nefarious: Wicked, villainous or evil.
7. Querulous: Habitually complaining or grumbling.
8. Mellifluous: Smooth, flowing and musical in sound.
9. Pernicious: Causing great harm, destruction or damage.
10. Surreptitious: Secretive, stealthy or clandestine.
11. Obsequious: Excessively obedient or attentive.
12. Quotidian: Ordinary, commonplace or mundane.
13. Languid: Lacking energy, vitality or spirit.
14. Tenebrous: Dark, shadowy or obscure.
15. Perspicacious: Having keen mental perception and understanding.

Does your child need help with creative writing?

If your child needs support and guidance with grammar, writing, reading, SATs prep, GCSE English or 11 Plus entrance exams, Achieve Learning can help. With over 20 years of experience helping students unlock their potential, reach out today to see how we can assist your child.

Haven’t heard of Year 7 CATs before?

If so, you’re not alone.

As a parent of a child who’s just made the transition to secondary school, no doubt you’ll already be familiar with exams like the SATs and 11 Plus. And you might have thought exams were done and dusted, at least for a little while…

Well, there’s one more hurdle to cross. Most schools arrange Year 7 CATs for the start of the academic year.

To help you understand these important assessments, here’s your comprehensive guide. We’ll address common questions and concerns, such as how to help your child prepare, what to expect in the test and how to understand their score. We’ll also explore the content of Year 7 CATs and what constitutes a “good” result.

So whether you’re a parent preparing your child, or seeking guidance on interpreting scores and supporting their ongoing development, we’re here to empower you with the information you need to navigate Year 7 CATs with confidence.

What are Year 7 CATs tests?

CATs (or Cognitive Abilities Tests) are taken by students in Year 7. These tests measure pupils’ abilities across various areas, including verbal, non-verbal and quantitative reasoning. Unlike traditional exams that assess knowledge, CATs evaluate potential to learn and solve problems, providing valuable insights into academic strengths and areas for development.

Year 7 CATs feature questions that assess a student’s ability to recognise patterns, solve puzzles and understand written instructions. They focus on understanding a student’s ability to think critically, solve problems and adapt to new challenges – a reflection of innate cognitive abilities rather than knowledge of specific subjects. 

By testing key cognitive abilities, CATs help schools identify students’ learning preferences, adapt teaching methods and provide targeted support.

What’s more, schools use CATs to compare one group of students to another, assessing the “quality” and “potential” of each year group. Schools also reference CAT results with Ofsted, demonstrating how they add value and measure progress.

Can I help my child for Year 7 CATs?

Although CATs are designed to assess cognitive abilities rather than knowledge, parents can still help children prepare for these tests. 

While preparation for CATs isn’t essential, parents can support their child’s cognitive development and familiarity with the test format. For instance, you can enjoy activities promoting critical thinking, problem-solving and reasoning skills – such as reading, solving puzzles, playing strategic games and family discussions stimulating intellectual curiosity.

For children who’ve previously taken verbal reasoning or non-verbal reasoning tests (usually as part of the 11 Plus), much of the content in Year 7 CATs will be familiar. However, for those who haven’t had this exposure, a little practice can quickly improve performance.

So, yes, you can help. But the question then arises: should parents help children prepare for CAT tests? 

While schools and testing bodies prefer “clean” data without parental assistance, the reality is many children receive preparation, particularly those at Grammar Schools. Despite this, schools still accept the results. It’s a complex issue, with some parents choosing to offer familiarisation while others opt against it.

What is in the Year 7 CAT test?

The Year 7 CAT test is typically 1.5 hours long and administered on computers without much warning to the students. 

You’ll be pleased (and perhaps surprised!) to hear that many children find the test fun due to its puzzle format and lack of pressure. 

The test assesses four main areas: verbal reasoning, non-verbal reasoning, spatial reasoning and quantitative reasoning. Each section contains different question types aimed at challenging students at varying levels of complexity. 

The four topics include:

Verbal Reasoning

• Evaluates skills in understanding and manipulating language, encompassing vocabulary, comprehension and verbal analogies.
• Questions may include tasks like classifying words, spotting synonyms or identifying relationships between words.

Non-verbal Reasoning

• Assesses abilities to identify patterns, solve spatial problems and deduce logical relationships without relying on language.
• Questions might involve classifying visual figures or completing patterns.

Quantitative Reasoning

• Tests numerical problem-solving skills, covering areas such as basic arithmetic, logical reasoning and mathematical analysis.
• Questions could include tasks like finding analogies between numbers or identifying patterns in numerical sequences.

Spatial Reasoning

• Focuses on students’ capability to visualise and manipulate shapes in their mind’s eye.
• Tasks might involve analysing geometric figures or recognising spatial relationships between objects.

While official past papers aren’t available, introducing children to similar question formats through resources like Bond 11+ Verbal Reasoning and Non-verbal Reasoning books can help your child understand what’s involved.

What do Year 7 CAT results mean?

Year 7 CAT results offer valuable insights into a child’s current cognitive strengths. They serve as a roadmap for parents and schools to tailor teaching and provide targeted support where necessary.

For instance, if a student excels in verbal reasoning but struggles with quantitative tasks, you could focus on interactive learning activities at home. Activities such as maths games, flashcards or practical applications like cooking or budgeting can make numerical problems more engaging and accessible.

Similarly, if a student shows proficiency in non-verbal tasks but finds spatial reasoning challenging, targeted exercises can address this gap. Activities like building with blocks, assembling puzzles or fun learning apps can strengthen spatial reasoning skills.

Ultimately, CAT results provide a nuanced understanding of your child’s learning profile, enabling personalised support to enhance their education.

What is a good CAT score in Year 7?

A “good” Year 7 CAT score varies for each child depending on their academic journey. 

CAT scores are usually reported as “standard age scores” (SAS), comparing how well a student does against their peers.

If your child’s CAT score falls within or above the average range (around 100), that’s considered pretty good. It means they’re performing at a level on par with others their age. 

Scores between 89 and 111 are “average”, with 100 being the expected score for their age group. Anything 112 and above is “above average”, while anything 88 and below is “below average”. 

When it comes to spotting giftedness, a score of 120-129 in multiple areas identifies a child as highly talented. If they score 130 or more, that’s a sign of outstanding intellectual ability.

But remember, it’s crucial to look at CAT scores in context. Consider how your child is doing in class, what their teachers say, and their overall progress academically. CAT tests aren’t about passing or failing; they’re about understanding your child’s abilities. 

So really, the only “good” score is one that truly reflects what your child can do.

Do parents get Year 7 CATs results?

Yes, parents normally receive their child’s Year 7 CAT test results, either directly from class teachers or in a formal report sent home. 

These reports often break down the scores into standard age scores (SAS) for each cognitive domain, giving parents a clear picture of their child’s strengths and areas where they need more support.

Many schools also offer parents the chance to chat about these results with teachers. It’s a great opportunity to figure out how to give your child the best support possible – both at home and at school.

Do all secondary schools do CATs?

Not all secondary schools do Year 7 CATs. They’re not compulsory, so some do, some don’t.

If you’re unsure whether your child’s school administers CATs (or whether they use them as part of decisions surrounding sets), just ask.

Schools using CATs will be happy to provide information about their purpose, format and administration, as well as how they use results to inform and improve learning.

What if my child does badly in Year 7 CATs?

If your child’s CAT results show areas of weakness or scores that are lower than expected, it’s important to keep things in perspective. 

These scores are just one part of the puzzle when it comes to understanding your child’s academic abilities and potential. See them as a starting point for identifying where your child might benefit from a bit of extra support or intervention.

Remind your child that test scores don’t define their worth or limit their potential for success. By working together with teachers, specialist study skills tutors and your child, you can tackle challenges head-on, build their confidence and help them reach their academic goals.

Do you need help preparing for Year 7 CATs?

If your child is getting ready for Year 7 CATs, our expert academic coaches can help. With bespoke coaching and mentoring services, we provide your child with the exact support they need to reach their academic potential. Get in touch today to find out more.

It’s a topic in English Grammar that even most adults struggle with. But one that’s essential for SATs, 11 Plus, GCSE and beyond.

Yes, we’re talking about those dreaded fronted adverbials!

Understanding the concept of adverbials is pivotal to mastering sentence structure and effectively conveying meaning. 

In this article, we’ll break down everything you need to know about fronted adverbials, from what they are to why they’re so important, especially when it comes to creative writing and exams.

So get ready for a linguistic voyage of discovery as we explore fronted adverbials and why they’re such a powerful tool. Let’s dive in!

What is a fronted adverbial?

Fronted adverbials are a type of adverbial positioned at the beginning of a sentence, before the subject. Placing the adverbial at the front draws immediate attention to the time, manner, place or other aspects of the action described. They create emphasis and vary sentence structure, enhancing the flow and rhythm of your writing.

Consider this example:

In the dark forest, the wolves howled mournfully.

Here, “in the dark forest” serves as the fronted adverbial, providing crucial information about the setting in which the action occurs.

But let’s take a step back a second (before we go into more detail on why fronted adverbials are so important!), and make sure you’re comfortable with the definition of an adverb.

An adverbial, in its broadest sense, refers to a word or group of words that modify or add precision to a verb, an entire sentence, or another adverbial. They give extra information about the action, time, manner, place, frequency, or degree of something described in the sentence. A fronted adverbial is just special, because, well, it’s at the front! 

Adverbials can take various forms. They’re not just single words, but come as adverbial phrases and adverbial clauses too.

So, why are fronted adverbials such a big deal?

Why are fronted adverbials important?

Fronted adverbials play a crucial role in enriching writing by adding complexity, variety and sophistication to sentences. By incorporating fronted adverbials, writers (of any age!) can create a more dynamic and engaging narrative. 

They play a significant role in standardised exams such as SATs (Standard Assessment Tests) and the 11 Plus, as well as in later English studies at GCSE, A Level and even university. 

In short, fronted adverbials let you mix things up. They allow for greater flexibility in expression while conveying subtle nuances of meaning and evoking vivid imagery. 

However, it’s essential writers use fronted adverbials carefully!

Overuse can lead to cluttered and unclear writing. Just like any other feature (like powerful adjectives, for example), use them all the time and your writing will sound boring and well, a bit odd. So, understanding when and how to employ fronted adverbials is key to achieving balanced and compelling writing.

What are fronted adverbials in Year 6?

As students progress through primary school, they’ll encounter more complex vocabulary and sentence structures. 

While the grammatical concept of fronted adverbials remains the same, students will engage with fronted adverbials in more challenging contexts. 

But what do we mean by “challenging contexts”? It just means that Year 6 students work with fronted adverbials in a variety of texts, including narrative, descriptive and persuasive writing. They are also expected to use them in their creative writing. 

In terms of exams, fronted adverbials are commonly tested in the English grammar and writing sections of SATs and the 11 Plus entrance exams. These tests often include questions that assess students’ ability to identify, analyse, and use fronted adverbials in sentences. Questions might ask them to spot the fronted adverbial in a given sentence, rewrite sentences using fronted adverbials, or identify the purpose and effect of fronted adverbials in a passage.

As well as these exams, mastery of fronted adverbials in Year 6 (or earlier!) lays a solid foundation for writing skills in later life. So have a go at reinforcing your child’s grammar topics at home with fun “sentence spotting” games, competitions to create your own fronted adverbials or mixing up word cards to create new sentences.

What are fronted adverbials at GCSE and A Level?

In GCSE English Language exams, students must demonstrate a sophisticated understanding of language and writing techniques, including the use of fronted adverbials. 

Like the 11 Plus, questions may ask students to analyse the use of fronted adverbials in literary texts, and evaluate their effectiveness in conveying meaning and enhancing the narrative. The main difference is students go into greater depth in their answers (using more subject-specific terminology), and work with more challenging texts at GCSE. 

Students are also expected to use varied sentence structures (including fronted adverbials) in their own writing tasks. This includes creative writing and “transactional” or “persuasive” writing – for instance a speech, magazine article or letter.

This firm grasp of grammar will also stand students in good stead for more advanced English courses (such as English Language and English Literature A Levels) and university degree programs. These courses require students to write essays, analyse the grammatical structure of texts and engage in critical discourse where the effective use of language (including fronted adverbials), is paramount.

Ultimately, the ability to use fronted adverbials demonstrates a student’s command of language and enhances their ability to communicate effectively.

How do you identify fronted adverbials in a text?

Building the ability to identify fronted adverbials in texts requires practice and familiarity. Students can sharpen their skills through activities and exercises designed to spot fronted adverbials in context. So open up a magazine right now! Can you see any? What about that cookbook on the kitchen counter?

Encouraging students to analyse real-world texts, including literature and news articles, will deepen their understanding of how fronted adverbials are used in practice.

As well as “real life” writing, there are loads of online resources and educational platforms such as BBC Bitesize, Twinkl and YouTube videos – with interactive materials and tutorials to support English Grammar learning. So have an explore, get curious and see what you can find!

What are the ten examples of adverbial?

Before we take a look at fronted adverbials in use, there are lots of different types of adverbials. When you’re spotting fronted adverbials out in the wild, can you also identify what kind of adverbial phrase it is?

Here are the ten main types:

• Adverbs of Frequency: Adverbs indicating how often an action occurs, such as “often”, “rarely”, “sometimes” and “always”. For example: She frequently visits her grandmother on weekends.
• Adverbs of Degree: Adverbs modifying the intensity or degree of an action, such as “very”, “extremely”, “quite” and “barely”. For example: He was exceptionally talented in playing the piano.
• Adverbs of Manner: Adverbs describing how an action is performed, such as “quickly”, “quietly”, “carefully” and “happily”. For example: She danced gracefully across the stage.
• Adverbs of Place: Adverbs that indicate where an action takes place, such as “here”, “there”, “everywhere” and “somewhere”. For example: The treasure was hidden deep underground.
• Adverbs of Time: Adverbs specifying when an action occurs, such as “now”, “later”, “soon” and “yesterday”. For example: They will arrive early tomorrow morning.
• Interrogative Adverbs: Adverbs asking questions about a specific part of a sentence, such as “how”, “when” and “why”. For example: Why did you leave the party so early?
• Relative Adverbs: Adverbs introducing relative clauses indicating time, place, or reason, such as “where” and “when”. For example: This is the house where I grew up.
• Conjunctive Adverbs: Adverbs connecting independent clauses or sentences, such as “however”, “therefore”, “meanwhile” and “moreover”. For example: She studied hard; nevertheless, she failed the exam.
• Focusing Adverbs: Adverbs emphasising a particular aspect of the action, such as “only”, “even”, “just” and “merely”. For example: She only wanted to help.
• Adjuncts: Adverbial phrases or clauses providing additional information about the action, such as “on the other hand”, “as a result”, “in addition to” and “in contrast”. For example: In contrast to her brother, she preferred solitude.

What is a fronted adverbial example in a sentence?

To round off, here are 20 examples of fronted adverbials in sentences. Bonus points if you can spot which type of adverbial they are!

• Before the sunrise, the birds chirped loudly, heralding the arrival of a new day.
• With great caution, he approached the abandoned house, wary of what lay within.
• Amidst the chaos, she remained calm, a beacon of serenity in the midst of turmoil.
• Without hesitation, he jumped into the icy water, driven by a sense of urgency.
• Under the starry sky, they danced until dawn, lost in the magic of the moment.
• With every step, the ground trembled beneath them, echoing the thunder of their march.
• Over the years, their friendship grew stronger, weathering the storms of life together.
• In the distance, a faint light flickered, offering a glimmer of hope in the darkness.
• Against all odds, she persevered, defying the sceptics and proving her resilience.
• Throughout the day, the rain fell incessantly, a relentless drumbeat against the earth.
• As the sun dipped below the horizon, she whispered a silent prayer for guidance.
• With a heavy heart, he bid farewell to his childhood home, memories flooding back with each step.
• In the dead of night, whispers echoed through the empty halls, haunting the sleepless wanderer.
• Despite the odds stacked against them, they marched onward, fueled by a fierce determination to succeed.
• At the crack of dawn, the city stirred to life, bustling with the rhythm of morning routines.
• With bated breath, she awaited the judge’s verdict, her future hanging in the balance.
• Through the lens of nostalgia, she reminisced about simpler times, a wistful smile playing on her lips.
• Beneath the canopy of stars, they shared secrets that danced on the edge of the universe.
• In the heat of the moment, words were exchanged that could never be taken back, leaving scars that would never fully heal.
• With each passing day, the weight of responsibility grew heavier on his shoulders, threatening to crush his spirit.

Does your child need help with their writing?

With consistent exploration and practice, students can harness the power of fronted adverbials to craft compelling narratives and convey their ideas with clarity and precision.

If your child needs guidance with grammar, writing or reading, SATs preparation or 11 Plus entrance exams, we offer personalised tuition and consultancy. With over 20 years experience helping learners reach their full potential, get in touch today to discover how we can help your child.

Welcome to our guide to SATs in the UK – an essential resource for helping your children navigate these exams. We’ll dive into what SATs are, who takes them, and why they matter. We’ll also shed light on their structure, importance and practical preparation tips.

SATs are crucial benchmarks for assessing children’s proficiency in English and Maths. For parents of Year 6 students in particular, understanding SATs plays a vital role in helping your child transition to secondary school.

With plenty of practical strategies and insights, we’ll help you support your child’s SATs preparation. From establishing routines to using past papers, we’ve got actionable tips to ensure confidence and success.

So join us as we unravel the complexities of SATs, empowering parents to navigate this educational milestone with clarity and purpose.

What are SATs in the UK?

SATs, or “Standard Assessment Tests”, are a set of national exams conducted in primary schools in the UK. They serve as a measure of childrens’ academic progress and attainment, following National Curriculum guidelines. They normally consist of English and Maths papers taking around 45-60 minutes each.

SATs are designed as a standardised nationwide snapshot of primary education standards. They’re a key marker of a school’s performance, used by parents and the government – both to help children and assess teaching standards.

SATs evaluate students’ proficiency in key subjects, providing valuable insights into their learning journey.

Who sits the SATs?

SATs are typically taken by students at the end of Key Stage 1 (KS1) and Key Stage 2 (KS2). 

• KS1 SATs are taken by pupils coming to the end of Year 2.
• KS2 SATs are taken by pupils coming to the end of Year 6.

The primary focus of this guide is on Year 6 students undergoing Key Stage 2 SATs (although we’ll talk about past papers for KS1 SATs too!). These exams mark a critical phase in childrens’ educational journey, as they prepare for the big transition to secondary school.

Students normally sit SATs in May. Specific dates for all primary assessments (including both KS1 and KS2 SATs) are available from the government website.

At Achieve Learning, we offer tutoring for both KS1 SATs and KS2 SATs. For comprehensive initial assessments, tailored learning plans and an approach inspiring confidence, get in touch today.

What is in the SATs?

SATs papers closely follow the national curriculum. This means your child will face questions similar to the content they’ve covered in class.

Topics included in the Year 6 SATs include:

• Mathematical Arithmetic
• Mathematical Reasoning
• English Reading
• English Grammar, Punctuation and Spelling 

Some schools also assess English Speaking, Writing and Science as part of these exams – although this is teacher-led rather than externally assessed.

In more detail, KS2 SATs papers include:

• Mathematical Arithmetic: Assessing students’ mathematical fluency and problem-solving skills. Expect a range of questions covering addition, subtraction, multiplication and division.
• Mathematical Reasoning: Evaluating students’ ability to apply mathematical concepts to solve real-life problems. Questions vary in complexity, requiring critical thinking and application of mathematical knowledge. They include topics such as telling the time, money, shapes, angles, fractions, pictograms and number sequences.
• English Reading: Testing reading and comprehension skills, inference, vocabulary, and the ability to interpret texts. Students encounter various text types, including fiction and non-fiction. Expect a mix of multiple-choice and long-form questions.
• English Grammar, Punctuation, and Spelling (SPAG): Two papers assessing students’ grasp of grammar rules, punctuation usage, vocabulary (including synonyms and antonyms), tenses and spelling. One paper is devoted entirely to spelling, while the other focuses more on grammar and punctuation rules (as well as spelling accuracy).

Are Year 6 SATs important?

Well, yes and no.

Overall, most people see SATs as more important for the school than the individual child. But there are advantages for both!

Year 6 SATs help provide a snapshot of a child’s academic progress. This can help parents make decisions on secondary schools as well as identify areas of strength or weakness that may need additional support.

SATs are also used by the government to assess school performance. They also form the basis for many primary league tables. So in this sense, teachers probably care more about SATs than many parents!

SATs serve several purposes. Overall, they are designed to:

• Assess achievement: SATs help measure a student’s academic progress and achievement in key subjects such as English and Maths.
• Inform school performance: SATs results are used to evaluate and compare the performance of schools, providing insights into the effectiveness of their teaching and curriculum.
• Support accountability: SATs contribute to the accountability of schools, ensuring that they meet educational standards and deliver quality education.
• Inform teaching practices: Teachers use SATs results to identify areas where students may need additional support or challenge, aiding in personalised instruction.
• Facilitate transition: SATs results can be used to help determine appropriate academic pathways for students as they transition to secondary school.

What is the pass mark for Year 6 SATs?

There isn’t an official “pass mark” for Year 6 SATs. 

SATs results are reported as “scaled scores”, with a score of 100 indicating the expected standard (at a national level). This means if your child has a score of 100, they’re at the appropriate level for their age.

For KS2 SATs, 80 is the lowest and 120 is the highest score your child can achieve. So anything more than 100 means they’ve exceeded expectations, and anything less means they haven’t met “expected standards” in the test. 

Of course, you should consider various factors when interpreting these results, including your child’s individual progress, overall school performance and the broader educational context.

What happens if my child fails Year 6 SATs?

In short, nothing!

So you can breathe a sigh of relief there.

Rest assured that absolutely no employer will ever look at your child’s SATs results. They aren’t used for secondary school or university admissions either.

Some secondary schools do use SATs scores (as well as their own tests) to stream students entering Year 7 though. This impacts the group they’ll study with for subjects like English and Maths.

Failing SATs doesn’t imply failure in a child’s academic journey. It just means their school can offer appropriate support systems for any areas of difficulty. 

Strategies may include tailored learning plans, extra support in specific subjects, and ongoing communication between teachers and parents to ensure a holistic approach to improvement. That’s it! SATs are just a measure of your child’s current abilities – which is as useful for you, as it is for the school.

How do I prepare my child for SATs? Practical tips for parents

Preparing your child for SATs can feel daunting, but here are practical tips to help you get off to the best start.

• Establish a consistent routine: Ensure your child has a dedicated time for homework and revision each day, without getting too worn-out.
• Encourage reading: Foster a love for reading by exploring a variety of genres and discussing the content.
• Real-life Maths: Integrate mathematics into daily activities, such as shopping or cooking, to reinforce real-life applications.
• Support emotional well-being: Acknowledge the stress that may accompany exam preparation and create a supportive, stress-free environment.
• Communication with teachers: Maintain open communication with teachers to understand specific areas requiring focus and improvement.
• Utilise past papers: Incorporate past papers into your revision routine, exposing your child to the assessment format and time constraints.

SATs Papers Key Stage 1: How to use Past Papers

Key Stage 1 SATs focus on foundational skills. Parents can use past papers (ages 5-6) to familiarise children with the assessment format, available on the government’s practice materials page.

As part of your work with past papers, introduce them gradually to avoid overwhelming your child. Begin with a few questions or sections at a time and gradually increase the workload as they become more comfortable. 

Key Stage 1 SATs typically only cover English and Maths, so just focus on past papers in these subjects. As difficult as it is, try to make practice as fun as possible! Keep your revision sessions engaging and enjoyable for your child. Use games, rewards, and positive reinforcement to motivate them during the preparation process.

Encourage your child to review their answers and identify any mistakes after completing each past paper. This helps them learn from their errors and improves their understanding. When you’re doing this, offer support and guidance as needed (with plenty of praise!), but encourage your child to work through the questions independently. This helps build their confidence.

SATs Papers Key Stage 2: How to use Past Papers

For Key Stage 2, past papers are even more invaluable. These materials, also available from the government’s practice materials, offer glimpses into the format and types of questions students face.

Like KS1, begin introducing KS2 past papers well in advance. This gives sufficient time for practice, revision and identifying areas your child needs extra support. 

Use a structured approach, incorporating past papers into a study plan. This is a great opportunity to teach your child how to create a homework and revision timetable too! Help them allocate specific time slots for practising past papers and reviewing content.

As part of your past paper strategy, help your child develop techniques such as time management and question prioritisation. Practise past papers under timed conditions to simulate the exam environment. After completing each paper, review and reflect on your child’s answers together. Discuss any mistakes or areas where they struggled and identify strategies for improvement.

Of course, offering plenty of words of encouragement and support throughout is vital. Celebrate your child’s progress and achievements to keep them motivated, and they’ll face SATs with positivity and confidence.

Are you helping your child prepare for SATs?

If your child is facing KS1 SATs in Year 2 or KS2 SATs in Year 6, then get in touch with our expert team of tutors at Achieve Learning. We have over 20 years experience working with children to instil confidence and ensure exam success. Discover how we can help your child perform to the best of their ability.