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Charlie Chaplin – The Idle Class (1921)



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The Idle Class

The Idle Class

The Idle Class watch online free without downloading

Hello to everyone, Im Paul and I write movie reviews for this website Few hours of great experience youll remember for life. By far, this is the best movie I have ever seen in my life. This movie was so great it drove me to write here review, first time for a long time really. Youll change your mind after watching this movie, Im sure. The music is seriously soul of this movie. You know what? This movie should be at least twice as recognizable as it is. This was unexpected, I thought The Idle Class will be terrible, but I loved it. You dont need to register here to watch this movie online, it is available for free on your iphone and computer. I hope you liked my review, now dont waste any moment and start watching The Idle Class.

Show plot description

Genre:
Comedy

Actors:
Charles Chaplin , Edna Purviance

Directors:
Charles Chaplin

Country:
United States

Quality: HD

Release: 1921

IMDb: 8,2

Duration: 32 min

Views: 17

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sri venkateswara college of engineering sriperumbudur review


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Sri Venkateswara College of Engineering

Sri Venkateswara College of Engineering, Chennai – Reviews


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March 9th, 2016
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Aarliusrebony.A B.Tech / B.E.  Student

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3/5



the review of Mr. Mohit is really not true. It is one of the oldest college of the state with the most advanced laboratories where u can use them anytime. Encouraging students research and giving individuality is a greatest thing this college possess.Every other college gives result only in exams but svce gives result in education. there are 3 canteens and 3 private cafeterias are there. everyone can have freedom in this college!!! the college is doing very great!!! placement is great!! i can rank it 2 aftr ssn

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April 12th, 2018

 A College worth Joining!!

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The college has excellent infrastructure. There is healthy environment here, we have big ground also. I choose this college because of the nice environment.

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 Good college

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College is situated in tirupati and its infra is best here,proper labs are available to the students,

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Teachers have nice experience and are very helping in nature also the course curriculum is good.

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It’s official: George Washington hires new football coach

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  • GW Gets New Coach

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    The Danville School Board voted to approve Nick Anderson as George Washington High School’s new head football coach during a meeting on May 2 . (Steven Mantilla/Danville Register & Bee)





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    George Washington High School finally has a new football coach.

    The Danville School Board voted 6-0 to approve Nick Anderson — formerly of Kinston High School in North Carolina — to replace Bobby Martin as the new leading man for the Eagles almost exactly four months away from the start of practices on Aug. 1.

    “ (I’m) just super excited after hearing about all the history that GW football has. It’s a great move for our family,” Anderson said. “We have a little boy who’s 7 months old yesterday and being able to find somewhere to call home to raise him and still have a great football tradition that GW has is something that my family has looked for for a while”

    Anderson, a native of Alamance County, N.C., led the Kinston to a 30-10 record during his three years at the helm of the Vikings, including an appearance in the North Carolina High School Athletic Association 2AA state title game in 2011. Anderson left Kinston, which went 7-5 last season, third on the school’s all-time wins list.

    “ What I always tell our kids is ‘I know what we need to do, but you’re the ones who have to do it.’” Anderson said. “That’s kind of the motto that we go with down there. They’re the guys who do the work. The weight room is a big part of our program, working hard in the weight room. And then on the field their talent takes over. I just kind of stand there and watch because I’m just the organizer. They’re the guys who get all the credit for the accomplishments that we’ve had down there. It is a great program and it’s going in the right direction. It’s sad to leave… But I’m ready to get here and that’s the bottom line. I’m ready to get here and get started and get to work. I’m excited to meet the staff and the kids and I hope that they’re just as excited as I am.”

    The Eagles’ job will be Anderson’s second as a head coach. Prior to his arrival at Kinston he had been an assistant at Greenville Rose High School in Greenville, N.C., for five years.

    Anderson is also no stranger to a short off season. When the Vikings hired him, they did so in July, giving him less than a month to put together a new offense before the start of pre-season workouts. In that first season Kinston went 10-3, tied for second place in the Eastern Plains 2A Conference, and Anderson guided his team to the second round of the NCHSAA 2AA playoffs. The following year Anderson and the Vikings went 13-2 and played for the school’s first-ever state title.

    “ The whole thing about Kinston is I did get hired in July. I think we had a game in a month,” Anderson said. “We put a whole new offense in and we got really organized, made a calendar and that whole thing. The kids, again we’re always about the kids, really bought into what I wanted to do. They gave us all the time that we needed; paid attention during meetings and film study and practice. We are behind the eight-ball a little bit right now. A lot of people have already started spring practice. We’ve started spring practice in Kinston … We’ve got a lot of work to do and we’re ready to do it.”

    Anderson takes over an Eagles squad that went 8-3 en route to winning the last-ever Western Valley District championship in 2012. He will be the fourth head coach for the Eagles in five years.

    According to a recent article in the Kinston Free Press, Anderson made the move partially due to his parents’ recent move to Southside Virginia.

    “ When this job came open; my family actually just moved to the area in Clarksville,” he said. “As soon as they did that this job became open … God has a plan. He’s led me here and we’re excited to be here.”

    Now that the Eagles have a head coach in place they can begin to work on replacing Wayne Shelton, who was placed on special assignment to help run GW athletics since 2011. Shelton’s retirement was announced at the school board meeting as well.

    Hainsfurther is a sports reporter for the Danville Register & Bee. Follow him on Twitter: @HainsfurtherGDR

    Clarification

    In a previous version of this story Wayne Shelton was incorrectly listed as the outgoing athletic director at George Washington High School. While Shelton performed all the duties of an athletic director, he was never made the official athletic director. The Eagles have been without an official athletic director since 2006

     

    Hainsfurther is a sports reporter for the Danville Register & Bee. Follow him on Twitter: @HainsfurtherGDR



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    “It’s sad to leave… But I’m ready to get here and that’s the bottom line. I’m ready to get here and get started and get to work. I’m excited to meet the staff and the kids and I hope that they’re just as excited as I am.”

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    George Washington High School (Danville, Virginia)

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    In this article we will discuss about the process of setting accounting standard in UK and USA.

    Setting Accounting Standard in United Kingdom:

    The first substantial British interest in the area of accounting policy making seems to have been seen in the 1940s. The underlying cause of this concern was discontent with the accounting establishment.

    The first committee of the Institute of Chartered Accountants of England and Wales (ICAEW) charged with laying down guidelines concerning accounting practice emerged as a by-product of a compromise which allowed Council to continue to be composed of mainly practicing members.

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    However, up to 1960, there was little concern with the process of accounting policy making. There was some evidence of fresh thinking in the 1960s and a research committee was formed in 1964.

    The strong concern was felt by many academic accountants who suggested research programmes to explore the possibility of setting accounting standards. All these (and other) pressures led the ICAEW to issue a Statement of Intent on Accounting Standards in the 1970s. Subsequently, the Accounting Standards Committee (ASC) was established in 1970.

    The ASC has been replaced by Accounting Standards Board (ASB) in 1990.

    In establishing the ASC, the ICAEW stated its intention to advance accounting standards along five lines as follows:

    ADVERTISEMENTS:

    (1) Narrowing the areas of difference and variety of accounting practice. This was to be achieved by publishing authoritative statements on best accounting practice.

    (2) Disclosure of accounting bases. This was to be required when accounts include significant items whose values depend upon judgement.

    (3) Disclosure of departures from established definitive accounting standards.

    (4) Wider exposure for major proposals on accounting standards.

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    (5) Continuing programme for encouraging improved accounting standards in legal and regulatory measures.

    In seeking to meet its terms of reference the ASC set Statement of Standard Accounting Practices (SSAPs) by a process which entailed effectively four elements research; drafting; evaluation; and approval. Similar characteristics determined the preparation of another type of document which was introduced by the ASC, the Statement of Recommended Practice (SORP).

    SORPs were designed to apply to matters of less general applicability than SSAPs and could be produced by the ASC itself or by groups of organizations representing an economic sector. In the case of latter, if SORPs were judged to have been properly prepared, they would be franked by the ASC.

    Following a continuing concern that the standard setting process needed a thorough revision, the accounting bodies in 1987 set up a review committee, named after its chairman, Sir Ron Dearing, to review procedures for developing and enforcing accounting standards in Great Britain and Ireland.

    The Dearing Report recommended the establishment of a new body, the Financial Reporting Council (FRC). This was to oversee two independent entities, the Accounting Standards Board (ASB) and the Review Panel. These recommendations were accepted and implemented, with effect from August 1990.

    The FRC, comprising 20 members, gives guidance to the ASB on priorities, work programme and issues of public concern, and acts as an instrument for promoting good accounting practice. The ASB comprises nine members including a full-time chairman and technical director. An Urgent Issues Task Force (UITF) is an offshoot of the ASB. Its role is to tackle urgent matters not covered by existing standards.

    The Review Panel has fifteen members. It is concerned with monitoring the accounts of large companies to note and investigate any departure from accounting standards. In the last resort, the Review Panel may bring civil proceedings against a company which will not revise its accounts in order to give a true and fair view.

    In 1991, the ASB published its “Statement of Aims” which stated that it aims to establish and improve standards of financial accounting and reporting, for the benefit of users, preparers and auditors of financial information.

    The Board intends to achieve its aims by:

    (1) Developing principles to guide it in establishing standards and to provide a framework within which others can exercise judgement in resolving accounting issues.

    (2) Issuing new accounting standards, or amending existing ones, in response to evolving business practices, new economic developments and deficiencies being identified in current practice.

    (3) Addressing urgent issues promptly.

    The Board follows certain guidelines in conducting its affairs:

    (1) To be objective and to ensure that the information resulting from the application of accounting standards faithfully represents the underlying commercial activity. Such information should be neutral in the sense that it is free from any form of bias intended to influence users in a particular direction and should not be designed to favour any group of users or preparers.

    (2) To ensure that accounting standards are clearly expressed and supported by a reasoned analysis of the issues.

    (3) To determine what should be incorporated in accounting standards based on research, public consultation and careful deliberations about the usefulness of the resulting information.

    (4) To ensure that a process of regular communication of accounting standards is produced with due regard to international developments.

    (5) To ensure that there is consistency both from one accounting standard to another and between accounting standards and company law.

    (6) To issue accounting standards only when the expected benefits exceed the perceived costs. The Board recognizes that reliable cost/benefit calculations are seldom possible. However, it will always assess the need for standards in terms of the significance and extent of the problem being addressed and will choose the standard which appears to be most effective in cost/benefit terms.

    (7) To take account of the desire of the financial community for evolutionary rather than revolutionary change in the reporting process, where this is consistent with the objective outlined above.

    In 1983, the Accounting Standards Committee (ASC) obtained a written opinion from counsel on the meaning of true and fair with particular reference to the role of accounting standards. The opinion states that financial statements will not be true and fair unless the information they contain is sufficient in quantity and quality to satisfy the reasonable expectations of the readers to whom they are addressed.

    But the expectations of the readers are likely to be influenced by the practices of accountants because, by and large, they will expect to get what they ordinarily get and that, in turn, will depend upon (he normal practices of accountants. Therefore, the compliance with accepted accounting principles is treated as prima facie evidence that the financial statements are true and fair.

    The opinion states that since the function of the ASC is to formulate what it considers should be generally accepted accounting principles, the value of a Statement of Standard Accounting Practice (SSAP) to a court is:

    (а) A statement of professional opinion which readers may expect in financial statements which are true and fair.

    (b) That readers expect financial statements to comply with standards.

    The opinion concludes, therefore, that financial statements which depart from standards may be held not to be true and fair, unless a strong body of professional opinion opts out of applying the standard.

    The Companies Act, 1989 introduced a requirement to state whether the accounts have been prepared in accordance with applicable accounting standards and give details of, and the reasons for, any material departures.

    Statement of Standard Accounting Practices (SSAPs), which are produced mainly by a committee after a period of exposure and comment on the proposed statements, are mandatory for all qualified accountants involved in producing company financial statements.

    Such accountants (preparers) must ensure that stated standards are implemented by the companies by whom they are employed, unless circumstances dictate that there should be a departure; in which case, this has to be fully disclosed in the published financial statements. Company auditors are also required to verify that companies have been following standard accounting practices and to report any disagreement with the departures made.

    Despite these impositions on accountants, however, Statements of Standard Accounting Practices (SSAPs) are not mandatory on the persons ultimately responsible for the production and quality of financial statements (company directors), unless they also happen to be accountants to whom the statements apply.

    Thus it appears to be quite conceivable that company managements can deviate from the stated accounting standards, irrespective of the circumstances, though this will require to be verified by their auditors. In other words, professional statements of this kind do not appear to have the same force as those contained in statutory provisions such as the Companies Acts.

    The onus for implementation appears to be largely with individual accountants. However, Part II Schedule and Companies Act, 1948 and Companies Acts of 1980 and 1981, contain most of the main accounting principles underlying the present series of SSAPs. Also, SSAPs intended to add to truth and fairness are effectively to be considered by the company and its management when preparing its financial statements.

    Thus, those persons responsible for presenting company financial statements cannot ignore such SSAPs. But the ASB, whose authority is not backed by a government agency like SEC in USA, has to rely on acceptance of its pronouncements on the existence of a consensus of views among practicing accountants, industry, commerce, and on occasion, the government.

    UK accounting standards always indicate, in an appendix, whether or not they are consistent with IASB standards. Companies which apply UK standards are therefore to a considerable extent applying IASs implicitly but seldom acknowledge that fact in their annual reports.

    The ASB has identified three different strategies for reacting to the mounting pressure for harmonization:

    i. Adopt international standards for domestic purposes

    ii. Develop domestic requirements without regard to international standards, or

    iii. Harmonize national requirements with international standards where possible.

    Analysis of benefits and limitations led the ASB to support the third strategy. The Board has taken the view that it will depart from international consensus only when:

    i. There are particular legal or fiscal problems which dictate such a cause, or

    ii. The Board genuinely believes that the international approach is wrong and that an independent UK standard might point the way to an eventual improvement in international practice.

    Setting Accounting Standard in USA:

    In USA until the early 1930’s, accounting evolved in accordance with the best professional judgment of CPAs and managers. Heavy dependence was placed on the leadership of thoughtful practitioners. Then, the Securities and Exchange Commission (SEC) was created in 1934 to administer the Securities Act of 1933 and the Securities Exchange Act of 1934.

    The Commission is given the responsibility and authority to prescribe accounting standards and rules for reports filed pursuant to the securities acts. Further, the Commission defines the conditions under which public accountants who attest to the statements are considered independent, and disciplines attesting accountants who violate these conditions.

    In 1936, the American Institute of Certified Public Accountants (AICPA) established a Committee on Accounting Procedure. The AICPA devoted its attention almost entirely to resolving specific accounting problems and topics rather than developing general accounting principles.

    The Accounting Principles Board (APB) succeeded the Committee on Accounting Procedure of AICPA in 1959. The APB was created partially in response to criticism of the old Committee as being too concerned with putting out bush fires, as being too wedded to an ad hoc approach that lacked an overall conceptual framework.

    In contrast, the APB pronouncements were supposed to sprout from fundamental research that would formulate a grand set of tightly integrated, internally consistent accounting principles. Indeed, the APB commissioned such research, but the APB’s series of 31 opinions was often criticised for being unrelated to any overall framework.

    Despite the good intention of the APB programme, history repeated itself. The APB approach was similar to the piecemeal approach of its predecessor. In fact, the Wheat Study Group that gave the APB the kiss of death devoted a section of its report to a negative appraisal of the APB research Programme.

    Of course, this kind of criticism of the APB flowed from many other sources. For instance, the academic community and many practitioners flayed the APB because it was working without any accounting objectives or any collection of general principles. In short, observers alleged that there was not enough tidy rationality embedded in the process of accounting policy making.

    As a result of the criticism of the Accounting Principles Board, the Financial Accounting Standards Board was set up in 1972 as a designated organisation in the private sector for establishing standards of financial accounting and reporting in U.S.

    Financial Accounting Standards Board (FASB):

    In October 1985, the FASB issued a statement of what is conceived to be its mission:

    “To establish and improve standards of financial accounting and reporting for the guidance and education of the public including issuers, auditors and users of financial information.”

    The statement further says that the Board seeks to accomplish its mission by the following measures:

    (1) Improving the usefulness of financial reporting by focusing on certain primary characteristics (relevance, reliability, comparability, and consistency).

    (2) Keeping standards up to date.

    (3) Considering areas of financial reporting that need improvement.

    (4) Improving the general understanding of financial reporting, its nature, and its purposes.

    In pursuing these aims, the Board says that it follows the following precepts:

    (1) To be objective in its decision making and preserve neutrality in the information that results from its standards.

    (2) To weigh the views of its constituents but ultimately to rely on its own judgment.

    (3) To issue standards only when benefits are expected to exceed costs

    (4) To minimise disruption when making needed changes.

    (5) To review past decisions and to make changes when necessary.

    Before the FASB promulgates a major standard, it is required by its rules to follow extensive ‘due process’ procedures that gives those concerned with the subject-matter of the standard plenty of opportunity to influence the outcome of the Board’s deliberations.

    In connection with each of its major standards, the Board:

    (a) Appoints a task force of technical experts representing a broad spectrum of preparers, auditors and users of financial information to advise on the project.

    (b) Studies existing literature on the subject and conducts such additional research as may be necessary.

    (c) Publishes a comprehensive discussion of issues and possible solutions as a basis for public comment.

    (d) Conducts a public hearing.

    (e) After the results of the public hearing and other responses have been analysed by the Board’s staff and have been considered by the Board, an exposure draft of a proposed standard is issued for the public comment and 90 to 120 days are allowed for comment. If the comments indicate that substantial revisions of the exposure draft are necessary, a second exposure draft may be issued, with further time allowed for public comment.

    The end product of the above elaborate and costly procedure is the promulgation of a statement of financial accounting standards (SFAS). Besides the formal statement, the Board also issues, Statements of Concepts, Interpretations, and Technical Bulletins. Statements of Standard establish new standards or amend those previously issued.

    Statements of Concepts do not establish new standards or require any change in application of existing accounting principles. They establish new general concepts that will be used to guide the development of standards, and to provide guidance in solving problems.

    Because of their long range importance, Statements of Concepts are developed under the same extensive ‘due process’ the FASB must follow in developing Statements of Financial Accounting Standards on major topics. Interpretations clarify, explain or elaborate on existing standards.

    Since 1979, the Board’s staff has been authorised to issue technical bulletins giving guidance on the interpretation of a standard. These (bulletins) have to be reviewed by the Board members before they are issued, but they are not pronouncements by the Board. The Board has carried out many research projects also.

    Enforcement of Standards:

    The FASB itself, as a private rule making agency, has neither enforcement powers, nor the Financial Accounting Foundation. The force behind the FASB, standards comes from two other bodies, the SEC and the AICPA. A few months after the establishment of the FASB in 1973, the SEC issued ASR 150, and it is from that release that the FASB derives most of its authority.

    ASR 150 stated that “for purposes of this policy, principles, standards and practices promulgated by the FASB in its statements and interpretations will be considered by the Commission as having substantial authoritative support, and those contrary to such FASB promulgations will be considered to have no such support.”

    More recently, in ASR 280 (September 1980), the SEC reaffirmed its intention to rely on the FASB “for leadership in establishing financial accounting and reporting standards,” while recognising that “there is, of course, always the possibility that the Commission (SEC) may conclude it cannot accept the FASB standard in a particular area but such events have been rare.”

    Similarly, FASB derives authority from the Rules 203 and 204 of the Rules of Conduct of the AICPA’s Code of Professional Ethics. Rule 203 places a duty on auditors to report on departures from FASB standards in financial statements audited by them.

    An Interpretation of Rule 203 states categorically that rule “relates solely to the provisions of Statements of Financial Accounting Standards (SFASs) which establishes accounting principles with respect to basic financial statements (balance sheets, statements of income, statement of changes in retained earnings, disclosure of changes in other categories of stockholders equity, statements of changes in financial position, and descriptions of accounting policies and related notes).”

    SFASs that stipulate that certain information should be disclosed outside the basic financial statements are not covered by Rule 203. However, Rule 204 gives authority to pronouncements of the FASB on such matters.

    The SEC has statutory authority to establish financial accounting and reporting standards for publicly held companies under the Securities Exchange Act of 1934. Throughout its history, however, the Commission’s policy has been to rely on the private sector for this function to the extent that the private sector demonstrates ability to fulfil the responsibility in the public interest.

    Since its inception, the approach of the Commission has been to delegate its authority, import, to the private accounting profession to determine—subject to its oversight—the proper disclosure and measurement rules. The Commission’s hesitation probably stems from its realisation that the costs potentially incurred would exceed the benefits to it as an agency.

    The costs include disagreements among the constitutions {e.g., accountants, auditors, investors, financial analysts, brokers, companies, press, government, legislators) as to which standards apply. The commission perhaps also realizes that general content standards that imply economic measurements are open to potential criticisms.

    While the Commission (SEC) has steadfastly maintained its general policy of reliance on the accounting profession for accounting standard setting, it has nevertheless not adopted a totally passive role. It has established presentation standards and a very large number of specific rules that attempt to govern almost every situation that has come to its attention.

    Thus, companies and public accountants are faced with the expense of learning and following these regulations’ while it is doubtful that users have achieved much in the way of benefit.

    Benston stated that “The USA’s experience with the SEC leads me to conclude that it is not likely that such an agency will or even can determine the optimal set of information to be disclosed or ‘the best’ accounting standards to be followed. To the contrary, the agency has incentives to add considerable costs and few benefits to the disclosure process, and tends to do so.”

    Recently, a survey made about the attitudes towards the US Financial Accounting Standards Board shows that most of the financial community thought it produced too many standards, stressed technically correct solutions at the expense of practicability, did not consider significant areas of deficiency which could be improved by standard setting quickly enough and was not sufficient by responsive to the needs of small business.

    However, the survey also showed that over the last five years awareness and positiveness about FASB, its work and overall performance have increased. FASB statements were seen as effective since they improved generally accepted accounting principle and dealt with the right issues.

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    2016 ap statistics free response questions section 2 part a

    AP STATISTICSThe Exam

    beginning of content:

    Important Updates

    Secure Exam for Classroom Use
    A secure 2017 AP Statistics Exam is available on the AP Course Audit website . To access, sign in to your AP Course Audit account, and click on the Secure Documents link in the Resources section of your Course Status page.

    Previously Secure Exam Publicly Available
    A 2012 AP Statistics Exam—previously available only through your AP Course Audit account—is available below . This means you can now use the questions from this older exam without restriction.

    • Event
      • Thu, May 17, 2018

      AP Statistics Exam Day 2018

      • Noon | 3 hrs

    Exam Overview

    Exam questions are based on the topics and skills addressed in the AP Statistics course. Formulas and tables needed to complete exam questions are provided to students taking the exam. Students are allowed to use a graphing calculator with statistical capabilities on the entire exam.

    The portion of the exam covering each course topic area is:

    • Exploring Data: Describing patterns and departures from patterns (20% to 30%)
    • Sampling and Experimentation: Planning and conducting a study (10% to 15%)
    • Anticipating Patterns: Exploring random phenomena using probability and simulation (20% to 30%)
    • Statistical Inference: Estimating population parameters and testing hypotheses (30% to 40%)

    Encourage your students to visit the AP Statistics student page for exam information and exam practice.

    AP Calculator Policy

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    • Article

      Calculator Policies and Approved Calculators

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    Exam Format

    Section I

    Multiple Choice — 40 Questions | 1 Hour, 30 Minutes | 50% of Exam Score

    • Individual Questions

    Section II

    Free Response — 6 Questions | 1 Hour, 30 Minutes | 50% of Exam Score

    • 5 Short-Answer Questions
    • 1 Investigative Task

    Exam Questions and Scoring Information

    For free-response questions from prior exams, along with scoring information, check out the tables below.

    Be sure to review the Chief Reader Report. In this invaluable resource, the Chief Reader of the AP Exam compiles feedback from members of the reading leadership to describe how students performed on the FRQs, summarize typical student errors, and address specific concepts and content with which students have struggled the most that year.

     

    2018: Free-Response Questions

    2018: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

      

    2017: Free-Response Questions

    2017: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Chief Reader Report

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Scoring Distributions

    2016: Free-Response Questions

    2016: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2015: Free-Response Questions

    2015: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2014: Free-Response Questions

    2014: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2013: Free-Response Questions

    2013: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2012: Free-Response Questions

    2012: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2011: Free-Response Questions

    2011: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2011: Form B

    2011: Form B
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2010: Free-Response Questions

    2010: Free-Response Questions
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Score Distributions

    2010: Form B

    2010: Form B
    QuestionsScoringSamples and CommentaryScore Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2009: Free-Response Questions

    2009: Free-Response Questions
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2009: Form B

    2009: Form B
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2008: Free-Response Questions

    2008: Free-Response Questions
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2008: Form B

    2008: Form B
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2007: Free-Response Questions

    2007: Free-Response Questions
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2007: Form B

    2007: Form B
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2006: Free-Response Questions

    2006: Free-Response Questions
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2006: Form B

    2006: Form B
    QuestionsScoringSamples and CommentaryGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2005: Free-Response Questions

    2005: Free-Response Questions
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Student Performance Q&A

    Scoring Statistics

    Sample Responses

    Grade Distributions

    2005: Form B

    2005: Form B
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Sample Responses

     

    2004: Free-Response Questions

    2004: Free-Response Questions
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2004: Form B

    2004: Form B
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2003: Free-Response Questions

    2003: Free-Response Questions
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Student Performance Q&A

    Scoring Statistics

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2003: Form B

    2003: Form B
    QuestionsScoringSamplesGrade Distributions

    Free-Response Questions

    Scoring Guidelines

    Scoring Commentary

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

     

    2002: Free-Response Questions

    2002: Free-Response Questions
    QuestionsScoringSamplesGrade Distributions

    All Questions

    Scoring Guidelines

    Scoring Commentary

    Student Performance Q&A

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    Grade Distributions

    2002: Form B

    2002: Form B
    QuestionsScoringSamples

    All Questions

    Scoring Guidelines

    Scoring Commentary

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    2001: Free-Response Questions

    2001: Free-Response Questions
    QuestionsScoringSamples

    All Questions

    Scoring Guidelines

    Scoring Commentary

    Student Performance Q&A

    Sample Responses Q1

    Sample Responses Q2

    Sample Responses Q3

    Sample Responses Q4

    Sample Responses Q5

    Sample Responses Q6

    2000: Free-Response Questions

    2000: Free-Response Questions
    QuestionsScoringSamples

    All Questions

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    Sample Responses Q3

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    1999: Free-Response Questions

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    1998: Free-Response Questions

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    QuestionsScoringSamples

    All Questions

    Scoring Guidelines

     

    Exam Resources

    • Document

      AP Statistics Course Description—2010

      This is the core document for this course. It clearly lays out the course content and describes the exam and the AP program in general.

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      Full Practice Exam

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      •  
    • Document

      AP Statistics Exam from 2012

      Previously available only through your AP Course Audit account. Since this exam is now publicly available, you can use the questions without restriction.

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    • Document

      The 1997 Released Exam

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    poulton lancelyn primary school address

    South Wales Argus

    • Local Info

    Poulton Lancelyn Primary School

    Venables Drive,
    Bebington

    Wirral

    CH63 9LY
    0151 3345021

    School type:
    Community school
    Denomination:
    Does not apply
    Number of pupils:
    393
    Age range:
    4-11

    View Ofsted report


    Key Stage 2 Results 2014

    Compare with other schools

    Number of pupils eligible to take the tests:
    59
    Number of boys eligible:
    25 (42%)
    Number of girls eligible:
    34 (58%)

    Percentage achieving Level 4 or above in reading, writing and maths

    2014
    81%
    2013
    80%

    Pupils are expected to achieve Level 4 by the end of Key Stage 2 (Year 6)

    Percentage of pupils achieving Level 4+ in tests for

    Maths
    81%
    Reading
    92%

    Percentage of pupils that teacher assessments indicate as being at Level 4 or above

    Percentage of pupils achieving Level 5+ in tests for

    Maths
    31%
    Reading
    59%

    Percentage of pupils that teacher assessments indicate as being at Level 5 or above

    Average points score

    28.9

    The average points score for all eligible pupils based on writing teacher assessment and reading and maths test results

    NE: The school did not enter any pupils
    SUPP: The data is suppressed, as it may contain data that will allow people to identify individual pupils
    IA: Tests not undertaken due to Industrial Action

    Includes data supplied by Department for Education 2010-14

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    Add a school or college to start your comparison list

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    Poulton Lancelyn Primary School to the comparison list

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    Poulton Lancelyn Primary School

    This school closed on 31/05/2017 and has now become an academy. The new school is Poulton Lancelyn Primary School .

    Address
    Venables Drive, Wirral, CH63 9LY
    School type
    Community school

    Open help text for Community school opens a popup


    Education phase
    Primary
    Gender of entry
    Mixed
    Ofsted rating

    No Ofsted assessment published

    Open help text for Ofsted rating opens a popup


    Local authority
    Wirral
    Headteacher/Principal:
    Mrs Beverley Greathead
    Age range
    4 to 11
    Religious character
    Does not apply
    Admissions policy
    Unknown
    Unique reference
    105031
    Website
    School website opens in a new window
    Apply for a place
    Primary opens in a new window
    Further information
    Get information about schools opens in a new window

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    Download data 2015-2017
    CSV, 30KB

    |

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    comparison list

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    This is final data for 2016/2017

    About these results Click to expand

    This page shows final opens a popup results data for pupils who completed key stage 2 opens a popup in the summer of 2017. These figures were published in December 2017.

    Progress score in reading, writing and maths

    Open help text for Progress score and description opens a popup


    Reading

    Average

    0.5

    Open help text for Reading progress score for Poulton Lancelyn Primary School (2017))More score details

    Writing

    Average

    -0.9

    Open help text for Writing progress score for Poulton Lancelyn Primary School (2017))More score details

    Maths

    Above average

    2.4

    Open help text for Maths progress score for Poulton Lancelyn Primary School (2017))More score details

    Pupils meeting expected standard in reading, writing and maths

    Open help text for % of pupils meeting expected standard opens a popup


    View as table

    SchoolLocal authority averageEngland average

    Pupils meeting expected standard in reading, writing and maths

    79%

    57%

    61%

    Pupils achieving at a higher standard in reading, writing and maths

    Open help text for % of pupils achieving at a higher standard opens a popup


    View as table

    SchoolLocal authority averageEngland average

    Pupils achieving at a higher standard in reading, writing and maths

    13%

    7%

    9%

    Average score in reading

    Open help text for Average score in reading opens a popup


    View as table

    SchoolLocal authority averageEngland average

    Average score in reading

    108

    104

    104

    Average score in maths

    Open help text for Average score in maths opens a popup


    View as table

    SchoolLocal authority averageEngland average

    Average score in maths

    109

    103

    104

    Results over time

    These measures were first recorded in 2016, so 2 years of results are shown. You can also download historical performance data back to 1991 .

    Open all

    Progress in reading Click to expand

    Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    -2.7
    Below average
    (-4.4 to -1)
    Open help text for Reading progress score for Poulton Lancelyn Primary School (2016))More score details

    0.5
    Average
    (-1.2 to 2.2)
    Open help text for Reading progress score for Poulton Lancelyn Primary School )More score details

    Local authority

    Average
    -0.2

    Average
    -0.1

    England state-funded schools

    0.0

    0.0

    Progress in writing Click to expand

    Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    -1.1
    Average
    (-2.8 to 0.6)
    Open help text for Writing progress score for Poulton Lancelyn Primary School (2016))More score details

    -0.9
    Average
    (-2.5 to 0.7)
    Open help text for Writing progress score for Poulton Lancelyn Primary School )More score details

    Local authority

    Below average
    -0.4

    Below average
    -0.6

    England state-funded schools

    0.0

    0.0

    Progress in maths Click to expand

    Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    -0.7
    Average
    (-2.2 to 0.8)
    Open help text for Maths progress score for Poulton Lancelyn Primary School (2016))More score details

    2.4
    Above average
    (0.9 to 3.9)
    Open help text for Maths progress score for Poulton Lancelyn Primary School )More score details

    Local authority

    Below average
    -0.7

    Below average
    -0.5

    England state-funded schools

    0.0

    0.0

    Pupils meeting expected standard in reading, writing and maths Click to expand

    This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    67%

    79%

    Local authority

    49%

    57%

    England state-funded schools

    53%

    61%

    England all schools

    53%

    61%

    Pupils achieving at a higher standard in reading, writing and maths Click to expand

    This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    2%

    13%

    Local authority

    4%

    7%

    England state-funded schools

    5%

    9%

    England all schools

    5%

    9%

    Average score in reading Click to expand

    This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    102

    108

    Local authority

    102

    104

    England state-funded schools

    103

    104

    England all schools

    103

    104

    Average score in maths Click to expand

    This measure was first recorded in 2016.

    2016 final opens a popup 2017 final opens a popup

    School

    104

    109

    Local authority

    102

    103

    England state-funded schools

    103

    104

    England all schools

    103

    104

    Back to top
    Open all

    Results by pupil characteristics

    Open all

    Disadvantaged pupils Click to expand

    Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well a school does at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

    School disadvantaged pupilsEngland state-funded schools other pupils

    Progress in reading (score, description and confidence intervals)

    SUPP opens a popup

    0.3
    Average
    (0.0 to 0.0)

    Progress in writing (score, description and confidence intervals)

    SUPP opens a popup

    0.2
    Average
    (0.0 to 0.0)

    Progress in maths (score, description and confidence intervals)

    SUPP opens a popup

    0.3
    Average
    (0.0 to 0.0)

    Percentage of pupils meeting the expected standard

    SUPP opens a popup

    67%

    Percentage of pupils achieving a high standard

    SUPP opens a popup

    11%

    Average score in reading

    SUPP opens a popup

    105

    Average score in maths

    SUPP opens a popup

    105

    Prior attainment Click to expand

    Prior attainment is the attainment level of a pupil at the end of the previous key stage – key stage 1 opens a popup . These figures indicate how well a school helps all of its pupils to meet their potential. Low prior attainers achieved an average point score of below 12. Middle prior attainers achieved an average point score of 12 or higher and below 18. High prior attainers achieved an average point score of 18 or higher. Pupils without key stage 1 results are not included in these figures. Read more about average point scores .

    All pupilsLow prior attainersMiddle prior attainersHigh prior attainers

    Pupils eligible for key stage 2 assessment

    53

    0

    31

    22

    Progress in reading (score, description and confidence intervals)

    0.5
    Average
    (-1.2 to 2.2)

    NA opens a popup

    0.0
    Average
    (-2.2 to 2.2)

    1.3
    Average
    (-1.3 to 3.9)

    Progress in writing (score, description and confidence intervals)

    -0.9
    Average
    (-2.5 to 0.7)

    NA opens a popup

    -1.2
    Average
    (-3.3 to 0.9)

    -0.5
    Average
    (-3.0 to 2.0)

    Progress in maths (score, description and confidence intervals)

    2.4
    Above average
    (0.9 to 3.9)

    NA opens a popup

    2.4
    Above average
    (0.4 to 4.4)

    2.4
    Average
    (0.0 to 4.8)

    Percentage of pupils meeting the expected standard in reading, writing and maths

    79%

    opens a popup

    68%

    95%

    Percentage of pupils achieving at a higher standard in reading, writing and maths

    13%

    opens a popup

    0%

    32%

    Average score in reading

    108

    opens a popup

    104

    112

    Average score in maths

    109

    opens a popup

    107

    113

    English as an additional language (EAL) Click to expand

    Pupils whose first language is not English.

    All pupilsEAL pupils

    Progress in reading (score, description and confidence intervals)

    0.5
    Average
    (-1.2 to 2.2)

    NA opens a popup

    Progress in writing (score, description and confidence intervals)

    -0.9
    Average
    (-2.5 to 0.7)

    NA opens a popup

    Progress in maths (score, description and confidence intervals)

    2.4
    Above average
    (0.9 to 3.9)

    NA opens a popup

    Percentage of pupils meeting the expected standard in reading, writing and maths

    79%

    opens a popup

    Percentage of pupils achieving at a higher standard in reading, writing and maths

    13%

    opens a popup

    Average score in reading

    108

    opens a popup

    Average score in maths

    109

    opens a popup

    Girls and boys Click to expand

    All pupilsGirlsBoys

    Progress in reading (score, description and confidence intervals)

    0.5
    Average
    (-1.2 to 2.2)

    2.0
    Average
    (-0.5 to 4.5)

    -0.7
    Average
    (-3.0 to 1.6)

    Progress in writing (score, description and confidence intervals)

    -0.9
    Average
    (-2.5 to 0.7)

    0.6
    Average
    (-1.8 to 3.0)

    -2.1
    Average
    (-4.3 to 0.1)

    Progress in maths (score, description and confidence intervals)

    2.4
    Above average
    (0.9 to 3.9)

    1.6
    Average
    (-0.7 to 3.9)

    3.0
    Above average
    (1.0 to 5.0)

    Percentage of pupils meeting the expected standard in reading, writing and maths

    79%

    92%

    69%

    Percentage of pupils achieving at a higher standard in reading, writing and maths

    13%

    8%

    17%

    Non-mobile pupils Click to expand

    Non-mobile pupils are pupils who were at the school throughout both year 5 and year 6.

    All pupilsNon-mobile pupils

    Progress in reading (score, description and confidence intervals)

    0.5
    Average
    (-1.2 to 2.2)

    0.4
    Average
    (-1.3 to 2.1)

    Progress in writing (score, description and confidence intervals)

    -0.9
    Average
    (-2.5 to 0.7)

    -0.8
    Average
    (-2.4 to 0.8)

    Progress in maths (score, description and confidence intervals)

    2.4
    Above average
    (0.9 to 3.9)

    2.4
    Above average
    (0.9 to 3.9)

    Percentage of pupils meeting the expected standard in reading, writing and maths

    79%

    79%

    Percentage of pupils achieving at a higher standard in reading, writing and maths

    13%

    13%

    Average score in reading

    108

    107

    Average score in maths

    109

    109

    Back to top
    Open all

    About this data

    Open all

    Abbreviations Click to expand

    • LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure
    • NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
    • NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
    • NEW = New school or college
    • NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
    • SP = Small percentage: the number is between 0% and 0.5%
    • SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals.

    Further guidance Click to expand

    Read the guidance about using the school performance tables opens in a new window .

    Read more information about the key stages and the national curriculum opens in a new window .

    Back to top
    Open all

    Pupil absence in 2016/2017

    Absence data covers pupils aged 5 to 15 on 31 August 2016, and is for the full 2016/2017 academic year including the second half of the summer term.
    See the absence statistics guide for more information on how we collect and report absence figures.

    SchoolEngland state-funded schools

    Overall absence

    more info Click to expand

    Percentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year.

    4%

    4.0%

    Persistent absence

    more info Click to expand

    The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

    6.9%

    8.3%

    Pupil population in 2016/2017

    The figures below are for the 2016/2017 academic year, which is the latest year for which performance results have been published.

    SchoolNational

    Total number of pupils on roll (all ages)

    403

    4998768

    Girls on roll

    48.1%

    48.7%

    Boys on roll

    51.9%

    51.3%

    Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan

    0.2%

    2.9%

    Pupils whose first language is not English

    0.6%

    20.8%

    Pupils eligible for free school meals at any time during the past 6 years

    5.5%

    24.9%

    About this data

    You should be cautious comparing absence figures over time, as full academic year absence figures are only available
    for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.

    Technical guidance
    More detail is available in

    our methodology and technical documents
    opens in a new window

    Back to top

    Workforce in 2016/2017

    The figures below are for the 2016/2017 academic year, based on the November 2016 school workforce census, which is the latest year for which performance results have been published.

    Open all

    School workforce Click to expand

    SchoolNational

    Teachers:

    Total number

    more info Click to expand

    This is the actual number of all full & part-time, qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school

    20

    opens a popup

    Number of full-time equivalents

    more info Click to expand

    This is the full-time equivalent number of all qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school

    17.5

    opens a popup

    Pupil to teacher ratio

    more info Click to expand

    This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

    23.0

    20.6

    Average salary per full-time equivalent

    more info Click to expand

    This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

    £35,077

    £37,119

    Teaching assistants:

    Total number

    more info Click to expand

    This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

    11

    opens a popup

    Number of full-time equivalents

    more info Click to expand

    This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

    9.1

    opens a popup

    Support staff:

    Total number

    more info Click to expand

    This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

    3

    opens a popup

    Number of full-time equivalents

    more info Click to expand

    This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff

    2.4

    opens a popup

    About this data Click to expand

    Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as
    city technology colleges, academies (including free schools) and pupil referral units.

    The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members
    employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

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    Finance in 2016-2017

    The figures below are for the 2016-2017 financial year, which is the latest year for which performance results have been published.
    For further information on this school’s finances, visit the Schools financial benchmarking service. opens in a new window

    Open all

    School income per pupil Click to expand

    SchoolLocal authority medianNon-London local authorities medianEngland median

    Total income

    more info Click to expand

    Sum of grant funding and self generated income

    £3,754.00

    £4,056.00

    £4,565.00

    £4,800.00

    Grant funding

    more info Click to expand

    Includes funds delegated by the LA, funding for 6th form students, SEN funding, funding for minority ethnic pupils, Pupil Premium, other government grants, other grants and payments, pupil focused extended school funding and/or grants and Additional grant for schools

    £3,672.00

    £3,958.00

    £4,367.00

    £4,606.00

    Self-generated income

    more info Click to expand

    Includes income from facilities and services, receipts from other insurance claims, income from contributions to visits etc, donations and/or private funds

    £82.00

    £120.00

    £172.00

    £157.00

    School spending per pupil Click to expand

    SchoolLocal authority medianNon-London local authorities medianEngland median

    Total spend per pupil

    £3,794.00

    £4,111.00

    £4,583.00

    £4,814.00

    Teaching staff

    more info Click to expand

    Includes all teachers’ pay

    £1,926.00

    £1,987.00

    £2,157.00

    £2,203.00

    Supply teachers

    more info Click to expand

    Includes salaries for supply staff employed directly by the school, agency staff and insurance costs

    £83.00

    £102.00

    £109.00

    £117.00

    Education support staff

    more info Click to expand

    Includes salaries and wages of education support staff and insurance costs

    £546.00

    £599.00

    £765.00

    £839.00

    Bought in professional services – curriculum

    more info Click to expand

    Includes spending on professional services to support the curriculum

    £149.00

    £131.00

    £74.00

    £83.00

    Other staff costs

    more info Click to expand

    Includes cost of other staff, indirect employee expenses, development and training, staff related insurance.

    £114.00

    £174.00

    £160.00

    £167.00

    Learning resources (not ICT equipment)

    more info Click to expand

    Includes books, classroom and learning equipment, school trips and payments to alternative provision services

    £99.00

    £101.00

    £194.00

    £198.00

    ICT learning resources

    more info Click to expand

    Includes education software, cost of broadband, hire contracts and ICT revenue expenditure

    £18.00

    £43.00

    £53.00

    £54.00

    Back office (inc. staff costs)

    more info Click to expand

    Includes administrative and clerical staff, administrative supplies and bought in professional services for administrative functions such as finances or legal

    £290.00

    £311.00

    £369.00

    £384.00

    Catering (inc. staff costs)

    more info Click to expand

    Includes spending on catering staff and catering supplies including providing free school meals and free milk

    £141.00

    £158.00

    £177.00

    £185.00

    Premises (inc. staff costs)

    more info Click to expand

    Includes building and premises maintenance and improvement, cleaning and caretaking, water and sewerage services including security and hygiene and includes salaries for employees of the school

    £283.00

    £255.00

    £287.00

    £303.00

    Energy

    more info Click to expand

    Includes all costs related to fuel and energy

    £53.00

    £47.00

    £54.00

    £55.00

    Other spending

    more info Click to expand

    Includes rates, exam fees, other insurance premiums, special facilities such as swimming pools, loan interest, community focused school staff and school costs

    £91.00

    £84.00

    £89.00

    £91.00

    School spending per pupil over time Click to expand

    2014-20152015-20162016-2017

    Total spend

    £3,696.00

    £3,692.00

    £3,794.00

    Teaching and education support staff

    more info Click to expand

    The sum of all teachers’ and education support staff pay and insurance costs, not including supply staff

    £2,420.00

    £2,407.00

    £2,472.00

    Supply teachers

    more info Click to expand

    Includes salaries for supply staff employed directly by the school, agency staff and insurance costs

    £106.00

    £75.00

    £83.00

    Back office costs

    more info Click to expand

    Includes administrative and clerical staff, administrative supplies and bought in professional services for administrative functions such as finances and legal

    £281.00

    £283.00

    £290.00

    Energy

    more info Click to expand

    Includes all costs related to fuel and energy

    £57.00

    £51.00

    £53.00

    All other spending

    £832.00

    £876.00

    £896.00

    About this data Click to expand

    The finance section allows you to compare the outcomes schools achieve with how they spend their money,
    and so ask questions about how they could use their resources more efficiently and effectively.

    Where possible, figures are shown as income or spend per pupil at the school to make comparisons easier.
    Some schools, such as academies and free schools, publish their financial information in different ways.
    You can find information about the income and spending of an academy or a free school in the annual report and financial statements provided.

    To compare school incomes and spending fairly, you should consider the percentage of children eligible for free school meals (FSM),
    the type of school and whether a school is in London or not.

    Local authority and England averages
    Please note the England and local authority finance figures provided are all middle (median) values, the most appropriate type of average for this data.
    Using medians means that the figures for each aspect of income or spending in a region may not add up to give the total spending value (which itself is a median value).

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    Print full information about this school/college

    The figures on this page are National Statistics. Learn more about National Statistics on the Office for National Statistics website. opens in a new window


    Is there anything wrong with this page?
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    2016 science sats paper ks2 mark scheme

    1. Home

    2. >
    3. 2016 SATs Papers

    2016 SATs

    In 2016, SATs tests were given to children in Year 2 (KS1 SATs) and Year 6 (KS2 SATs).

    2016 KS2 SATs

    The 2016 KS2 SATs took place in the week commencing 9th May 2016.
    The tests took place over four days.

    Children in Year 6 (those aged 10-11 or those born between September 2004 and August 2005 inclusive) took these tests in their
    normal school classrooms (in the UK).
    SATs papers were taken in Maths, Reading and SPaG under formal exam conditions. These papers were marked externally whilst separate teacher assessments in Writing and Science
    were marked by their teachers.

    2016 was the first year of ‘new-style’ Year 6 SATs tests under the new national curriculum. Prior to the real tests, the Standards and Testing Agency (STA) authored some sample
    papers to help schools prepare. Test materials can be downloaded below. See our full KS2 SATs Papers page for more materials to help your children.

    2016 KS2 SATs
    2016 KS2 SATs Papers

    2016 KS2 SATs Dates

    DateExam
    Monday 9 May 2016English Reading
    Tuesday 10 May 2016Spelling, Punctuation & Grammar – Paper 1
    Spelling, Punctuation & Grammar – Paper 2
    Wednesday 11 May 2016Maths Paper 1 (Arithmetic)
    Maths Paper 2 (Reasoning)
    Thursday 12 May 2016Maths Paper 3 (Reasoning)

    2016 KS2 SATs Results

    2016 was the very first year that children’s marks were recorded using the scaled score system.
    Instead of children’s marks being compared using an unusual total (for example 60, 90 or 120), all raw marks are moderated and converted to a scaled score out of 100. As baffling as this
    may seem, it’s actually very useful.

    If children score 100, they have reached the expected standard. If they fall short of 100, they have not met the expected standard
    and if they score above 100 then they have exceeded the expected standard. The real benefit of scaled scores is it makes it easier for primary schools, secondary schools, LEAs, Academy Trusts and the
    Department for Education (DfE) to compare results to previous years.

    Each school’s results were made available to their headteachers in July 2016 via the NCA tools website. Every school’s performance was then made public in December 2016 to create the 2016 school league tables.

    If you are interested in seeing how your child’s school performed in the 2016 SATs then look at the Department for Education (DfE) website that maintains
    up to date and historical school league tables .

    2016 KS2 SATs – English Reading

    The 2016 KS2 English Reading test was 60 minutes long and contained three separate texts. These were ‘The Lost Queen’, ‘Wild Rose’ and ‘The Way of the Dodo’. The paper was out of 50 marks.

    YearReading BookletReading Answer BookletMarking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    The Lost Queen
    Wild Rose
    The Way of the Dodo

    2016 KS2 SATs Paper English Reading Booklet (The Lost Queen, Wild Rose, The Way of the Dodo)

    The 2016 KS2 SATs English Reading Booklet first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Reading Booklet (The Lost Queen, Wild Rose, The Way of the Dodo)”

    Download

    2016 KS2 SATs Paper English Reading Answer Booklet

    The 2016 KS2 SATs English Reading Answer Booklet first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Reading Answer Booklet”

    Download

    2016 KS2 SATs Paper English Marking Scheme (Answers)

    The 2016 KS2 SATs English Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Marking Scheme (Answers)”

    Download

    2016 KS2 SATs Paper English Scaled Scores / Levels

    The 2016 KS2 SATs English Scaled Scores / Levels first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Scaled Scores / Levels”

    2016 (Sample)
    Download

    Space Tourism
    Giants
    The Lost World

    2016 KS2 SATs Paper English Reading Booklet (Space Tourism, Giants, The Lost World)

    The 2016 KS2 SATs English Reading Booklet first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Reading Booklet (Space Tourism, Giants, The Lost World)”

    Download

    2016 KS2 SATs Paper English Reading Answer Booklet

    The 2016 KS2 SATs English Reading Answer Booklet first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Reading Answer Booklet”

    Download

    2016 KS2 SATs Paper English Marking Scheme (Answers)

    The 2016 KS2 SATs English Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper English Marking Scheme (Answers)”

    2016 KS2 SATs – Maths

    The 2016 Maths tests included Paper 1 (Arithmetic), Paper 2 (Reasoning) and Paper 3 (Reasoning). All three test papers were non-calculator tests and their marks were added together for a total Maths mark.

    YearPaper 1Paper 2Paper 3Marking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    2016 KS2 SATs Paper Maths Paper 1

    The 2016 KS2 SATs Maths Paper 1 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 1”

    Download

    2016 KS2 SATs Paper Maths Paper 2

    The 2016 KS2 SATs Maths Paper 2 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 2”

    Download

    2016 KS2 SATs Paper Maths Paper 3

    The 2016 KS2 SATs Maths Paper 3 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 3”

    Download

    2016 KS2 SATs Paper Maths Marking Scheme (Answers)

    The 2016 KS2 SATs Maths Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Marking Scheme (Answers)”

    Download

    2016 KS2 SATs Paper Maths Scaled Scores / Levels

    The 2016 KS2 SATs Maths Scaled Scores / Levels first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Scaled Scores / Levels”

    2016 (Sample)
    Download

    2016 KS2 SATs Paper Maths Paper 1

    The 2016 KS2 SATs Maths Paper 1 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 1”

    Download

    2016 KS2 SATs Paper Maths Paper 2

    The 2016 KS2 SATs Maths Paper 2 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 2”

    Download

    2016 KS2 SATs Paper Maths Paper 3

    The 2016 KS2 SATs Maths Paper 3 first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Paper 3”

    Download

    2016 KS2 SATs Paper Maths Marking Scheme (Answers)

    The 2016 KS2 SATs Maths Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper Maths Marking Scheme (Answers)”

    2016 KS2 SATs – SPaG

    The 2016 SPaG tests (also known as GaPS or Grammar, Punctuation and Spelling etc) included Paper 1 and Paper 2. Paper 1 was a sequence of short-answer questions and Paper 2 was a spelling test spoken aloud by their teacher. Marks for both papers were added together to form the total SPaG mark.

    YearPaper 1 (Questions)Paper 2 (Spelling)Spelling TranscriptMarking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    2016 KS2 SATs Paper SPaG Paper 1 (Questions)

    The 2016 KS2 SATs SPaG Paper 1 (Questions) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Paper 1 (Questions)”

    Download

    2016 KS2 SATs Paper SPaG Paper 2 (Spelling)

    The 2016 KS2 SATs SPaG Paper 2 (Spelling) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Paper 2 (Spelling)”

    Download

    2016 KS2 SATs Paper SPaG Spelling Transcript

    The 2016 KS2 SATs SPaG Spelling Transcript first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Spelling Transcript”

    Download

    2016 KS2 SATs Paper SPaG Marking Scheme (Answers)

    The 2016 KS2 SATs SPaG Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Marking Scheme (Answers)”

    Download

    2016 KS2 SATs Paper SPaG Scaled Scores / Levels

    The 2016 KS2 SATs SPaG Scaled Scores / Levels first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Scaled Scores / Levels”

    2016 (Sample)
    Download

    2016 KS2 SATs Paper SPaG Paper 1 (Questions)

    The 2016 KS2 SATs SPaG Paper 1 (Questions) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Paper 1 (Questions)”

    Download

    2016 KS2 SATs Paper SPaG Paper 2 (Spelling)

    The 2016 KS2 SATs SPaG Paper 2 (Spelling) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Paper 2 (Spelling)”

    Download

    2016 KS2 SATs Paper SPaG Spelling Transcript

    The 2016 KS2 SATs SPaG Spelling Transcript first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Spelling Transcript”

    Download

    2016 KS2 SATs Paper SPaG Marking Scheme (Answers)

    The 2016 KS2 SATs SPaG Marking Scheme (Answers) first taken by children aged 10-11 in 2016 as part of their KS2 SATs

    10-11

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS2 SATs Paper SPaG Marking Scheme (Answers)”

    2016 KS1 SATs

    The 2016 KS1 SATs took place at some point throughout May 2016.
    The precise days of the tests varied from school to school as they are given a greater degree of flexibility than Key Stage 2 SATs . Thus they would have been completed at some point between 1 May 2016 and 31 May 2016.

    Children in Year 2 (aged 6-7 or those born between September 2008 and August 2009) took these tests in their
    normal school classrooms (in the UK).
    SATs papers were taken in Maths, Reading and SPaG (optionally) under formal exam conditions. These papers were marked externally whilst separate teacher assessments in Writing and Science
    were marked by their teachers.

    2016 was the first year of KS1 SATs tests under the new national curriculum. As with the KS2 SATs, the Standards and Testing Agency (STA) authored some sample
    papers
    to help schools prepare. See our full KS1 SATs Papers page for more materials to help your children.

    2016 KS1 SATs
    2016 KS1 SATs Papers

    2016 KS1 SATs Results

    2016 was the very first year that children’s marks were recorded using the scaled score system.
    Instead of children’s marks being compared using an unusual total (for example 60, 90 or 120), all raw marks are moderated and converted to a scaled score out of 100. As baffling as this
    may seem, it’s actually very useful.

    If children score 100, they have reached the expected standard. If they fall short of 100, they have not met the expected standard
    and if they score above 100 then they have exceeded the expected standard. The real benefit of scaled scores is it makes it easier for primary schools, secondary schools, LEAs, Academy Trusts and the
    Department for Education (DfE) to compare results to previous years.

    To view the raw marks to scaled score conversion table for the 2016 KS1 SATs, download the PDF marked ‘Scaled Scores / Levels’.

    Each school’s results were made available to their headteachers in July 2016 via the NCA tools website. Every school’s performance was then made public in December 2016 to create the 2016 school league tables.

    If you are interested in seeing how your child’s school performed in the 2016 SATs then look at the Department for Education (DfE) website that maintains
    up to date and historical school league tables .

    2016 KS1 SATs – English Reading

    The 2016 KS1 English Reading papers were split into two separate tests. Both were formally timed and contained the following texts: ‘Bella Goes To Sea’, ‘Living In A Castle’, ‘Winter Parcel’, ‘Meet Tony Ross’ and ‘The Greedy Man’.

    YearReading Booklet 1Reading Booklet 2Reading Answer BookletMarking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    Bella Goes To Sea
    Living In A Castle
    Winter Parcel

    2016 KS1 SATs Paper English Reading Booklet 1 (Bella Goes To Sea, Living In A Castle, Winter Parcel)

    The 2016 KS1 SATs English Reading Booklet 1 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Booklet 1 (Bella Goes To Sea, Living In A Castle, Winter Parcel)”

    Download

    Meet Tony Ross
    The Greedy Man

    2016 KS1 SATs Paper English Reading Booklet 2 (Meet Tony Ross, The Greedy Man)

    The 2016 KS1 SATs English Reading Booklet 2 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Booklet 2 (Meet Tony Ross, The Greedy Man)”

    Download

    2016 KS1 SATs Paper English Reading Answer Booklet

    The 2016 KS1 SATs English Reading Answer Booklet first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Answer Booklet”

    Download

    2016 KS1 SATs Paper English Marking Scheme (Answers)

    The 2016 KS1 SATs English Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Marking Scheme (Answers)”

    Download

    2016 KS1 SATs Paper English Scaled Scores / Levels

    The 2016 KS1 SATs English Scaled Scores / Levels first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Scaled Scores / Levels”

    2016 (Sample)
    Download

    Ants Underground
    Monster and Frog at Sea

    2016 KS1 SATs Paper English Reading Booklet 1 (Ants Underground, Monster and Frog at Sea)

    The 2016 KS1 SATs English Reading Booklet 1 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Booklet 1 (Ants Underground, Monster and Frog at Sea)”

    Download

    The Blackbird and his Wife
    Plastics and the Environment

    2016 KS1 SATs Paper English Reading Booklet 2 (The Blackbird and his Wife, Plastics and the Environment)

    The 2016 KS1 SATs English Reading Booklet 2 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Booklet 2 (The Blackbird and his Wife, Plastics and the Environment)”

    Download

    2016 KS1 SATs Paper English Reading Answer Booklet

    The 2016 KS1 SATs English Reading Answer Booklet first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Reading Answer Booklet”

    Download

    2016 KS1 SATs Paper English Marking Scheme (Answers)

    The 2016 KS1 SATs English Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper English Marking Scheme (Answers)”

    2016 KS1 SATs – Maths

    The 2016 Maths tests included Paper 1 (Arithmetic) and Paper 2 (Reasoning). Both tests were non-calculator tests and their marks were added together for a total Maths mark.

    YearPaper 1Paper 2Marking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    2016 KS1 SATs Paper Maths Paper 1

    The 2016 KS1 SATs Maths Paper 1 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Paper 1”

    Download

    2016 KS1 SATs Paper Maths Paper 2

    The 2016 KS1 SATs Maths Paper 2 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Paper 2”

    Download

    2016 KS1 SATs Paper Maths Marking Scheme (Answers)

    The 2016 KS1 SATs Maths Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Marking Scheme (Answers)”

    Download

    2016 KS1 SATs Paper Maths Scaled Scores / Levels

    The 2016 KS1 SATs Maths Scaled Scores / Levels first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Scaled Scores / Levels”

    2016 (Sample)
    Download

    2016 KS1 SATs Paper Maths Paper 1

    The 2016 KS1 SATs Maths Paper 1 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Paper 1”

    Download

    2016 KS1 SATs Paper Maths Paper 2

    The 2016 KS1 SATs Maths Paper 2 first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Paper 2”

    Download

    2016 KS1 SATs Paper Maths Marking Scheme (Answers)

    The 2016 KS1 SATs Maths Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper Maths Marking Scheme (Answers)”

    2016 KS1 SATs – SPaG

    The 2016 SPaG tests included Paper 1 and Paper 2. Paper 1 was a sequence of short-answer questions and Paper 2 was a spelling test spoken aloud by their teacher. Marks for both papers were added together to form the total SPaG mark.

    YearPaper 1 (Spelling)Paper 2 (Questions)Spelling TranscriptMarking Scheme (Answers)Scaled Scores / Levels
    2016
    Download

    2016 KS1 SATs Paper SPaG Paper 1 (Spelling)

    The 2016 KS1 SATs SPaG Paper 1 (Spelling) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Paper 1 (Spelling)”

    Download

    2016 KS1 SATs Paper SPaG Paper 2 (Questions)

    The 2016 KS1 SATs SPaG Paper 2 (Questions) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Paper 2 (Questions)”

    Download

    2016 KS1 SATs Paper SPaG Spelling Transcript

    The 2016 KS1 SATs SPaG Spelling Transcript first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Spelling Transcript”

    Download

    2016 KS1 SATs Paper SPaG Marking Scheme (Answers)

    The 2016 KS1 SATs SPaG Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Marking Scheme (Answers)”

    Download

    2016 KS1 SATs Paper SPaG Scaled Scores / Levels

    The 2016 KS1 SATs SPaG Scaled Scores / Levels first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Scaled Scores / Levels”

    2016 (Sample)
    Download

    2016 KS1 SATs Paper SPaG Paper 1 (Spelling)

    The 2016 KS1 SATs SPaG Paper 1 (Spelling) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Paper 1 (Spelling)”

    Download

    2016 KS1 SATs Paper SPaG Paper 2 (Questions)

    The 2016 KS1 SATs SPaG Paper 2 (Questions) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Paper 2 (Questions)”

    Download

    2016 KS1 SATs Paper SPaG Spelling Transcript

    The 2016 KS1 SATs SPaG Spelling Transcript first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Spelling Transcript”

    Download

    2016 KS1 SATs Paper SPaG Marking Scheme (Answers)

    The 2016 KS1 SATs SPaG Marking Scheme (Answers) first taken by children aged 6-7 in 2016 as part of their KS1 SATs

    6-7

    SATs-Papers.co.uk (Originally QCA / QCDA / STA)

    PDF

    “Thumbnail of 2016 KS1 SATs Paper SPaG Marking Scheme (Answers)”

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    New! Decimal Assessment System v4.0

    Past SATs Papers and Tests

    Past National Curriculum (SATs) papers and tests: optional SATs (QCA Tests), KS1 SATs, KS2 SATs papers. Also sample tests and Year 1 Phonics Check Materials. Use the filters to find what you need and download from the links on the right. All files are in pdf format unless stated. KS3 papers can be found here .

    Sample Cover
    Year
    Subject
    Test Type
    Material to Download
    f
    2018MaKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Arithmetic*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning
    Paper 3 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions
    Paper 3 Reasoning Instructions

    Mark Scheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2018GPSKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Grammar*
    *Data Analysis*

    Paper 1 Grammar and Punctuation Questions
    Paper 2 Spelling

    Paper 1 Grammar and Punctuation Instructions
    Paper 2 Spelling Script/Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2018ReKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Reading*
    *Data Analysis*

    Reading Booklet
    Reading Answer Booklet

    Reading Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2018MaKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2018GPSKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Spelling
    Paper 2 Grammar and Punctuation Questions

    Paper 1 Spelling Script/Instructions
    Paper 2 Grammar and Punctuation Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2018ReKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Reading Booklet and Prompt
    Paper 2 Reading Booklet
    Paper 2 Reading Questions

    Paper 1 Instructions
    Paper 2 Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    Phonics20122018PhoPhonics Screening Check

    *Practice Materials*

     

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Scoring Guidance

    Threshold Information

    f
    2017MaKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Arithmetic*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning
    Paper 3 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions
    Paper 3 Reasoning Instructions

    Mark Scheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2017GPSKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Grammar*
    *Data Analysis*

    Paper 1 Grammar and Punctuation Questions
    Paper 2 Spelling

    Paper 1 Grammar and Punctuation Instructions
    Paper 2 Spelling Script/Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2017ReKS2 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Rapid Reading*
    *Data Analysis*

    Reading Booklet
    Reading Answer Booklet

    Reading Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2017MaKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2017GPSKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Spelling
    Paper 2 Grammar and Punctuation Questions

    Paper 1 Spelling Script/Instructions
    Paper 2 Grammar and Punctuation Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2017ReKS1 SATs

    *Mid-Year Marking and Analysis Service*

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Reading Booklet and Prompt
    Paper 2 Reading Booklet
    Paper 2 Reading Questions

    Paper 1 Instructions
    Paper 2 Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    Phonics20122017PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Scoring Guidance

    Threshold Information

    f
    2016MaKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Arithmetic*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning
    Paper 3 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions
    Paper 3 Reasoning Instructions

    Mark Scheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2016GPSKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Grammar*
    *Data Analysis*

    Paper 1 Grammar and Punctuation Questions
    Paper 2 Spelling

    Paper 1 Grammar and Punctuation Instructions
    Paper 2 Spelling Script/Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2016ReKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Reading*
    *Data Analysis*

    Reading Booklet
    Reading Answer Booklet

    Reading Instructions

    Markscheme
    Copyright Information
    Thresholds and Scaled Scores

    f
    2016SciKS2 SATs

    *Gap/Test Analysis Tools (coming soon)*

     

    Test Booklets
    Mark Scheme
    Commentary

    Based on the Curriculum from 2014

    f
    2016MaKS1 SATs

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Arithmetic
    Paper 2 Reasoning

    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning Instructions

    Markscheme
    Copyright Information
    Thresholds/Scaled Scores

    f
    2016GPSKS1 SATs

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Spelling
    Paper 2 Grammar and Punctuation Questions

    Paper 1 Spelling Instructions
    Paper 2 Grammar and Punctuation Instructions

    Markscheme
    Copyright Information
    Thresholds/Scaled Scores

    f
    2016ReKS1 SATs

    *Gap/Test Analysis Tools*
    *Data Analysis*

    Paper 1 Reading Booklet and Prompt

    Paper 2 Reading Booklet
    Paper 2 Reading Questions

    Paper 1 Instructions

    Paper 2 Instructions

    Markscheme
    Copyright Information
    Thresholds/Scaled Scores

    Phonics2012 2016PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Admin Guidance

    Threshold Information

    f
    As released by the DfE, not an actual test
    2016 SamplesMaKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Arithmetic*

    Paper 1 Arithmetic
    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning
    Paper 2 Reasoning Instructions
    Paper 3 Reasoning
    Paper 3 Reasoning Instructions
    Markscheme

    f
    As released by the DfE, not an actual test
    2016 SamplesGPSKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Grammar*

    Paper 1 Grammar and Punctuation Questions
    Paper 1 Grammar and Punctuation Instructions
    Paper 2 Spelling
    Paper 2 Spelling Instructions

    Markscheme

    f
    As released by the DfE, not an actual test
    2016 SamplesReKS2 SATs

    *Gap/Test Analysis Tools*
    *Rapid Reading*

    Reading Booklet
    Reading Answer Booklet
    Reading Instructions
    Markscheme

    f
    As released by the DfE, not an actual test
    2016 SamplesMaKS1 SATs

    *Gap/Test Analysis Tools*

    Paper 1 Arithmetic
    Paper 1 Arithmetic Instructions
    Paper 2 Reasoning
    Paper 2 Reasoning Instructions
    Markscheme

    f
    As released by the DfE, not an actual test
    2016 SamplesGPSKS1 SATs

    *Gap/Test Analysis Tools*

    Paper 1 Spelling
    Paper 1 Spelling Instructions
    Paper 2 Grammar and Punctuation Questions
    Paper 2 Grammar and Punctuation Instructions

    Markscheme

    f
    As released by the DfE, not an actual test
    2016 SamplesReKS1 SATs

    *Gap/Test Analysis Tools*

    Paper 1 Answer Prompt
    Paper 1 Instructions
    Paper 2 Reading Booklet
    Paper 2 Answer Booklet
    Paper 2 Instructions

    Markscheme

    g
    2015MaKS2 SATs Level 6

    Paper 1
    Paper 2
    Mark Scheme

    Copyright Information

    Level Thresholds

    f
    2015MaKS2 SATs

    *Gap/Test Analysis Tools*

    Paper 1
    Paper 2
    Mental Answer
    Mental Transcript
    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
    Mental Audio 3 (mp3)
    Mark Scheme

    Copyright Information

    Level Thresholds

    e d
    2015GPS ReKS2 SATs Level 6Grammar, Punctuation and Spelling:
    Paper 1 – Extended Writing
    Paper 2 – Short Answer
    Paper 3 – Spelling Answer
    Paper 3 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet (New Worlds)
    Reading Answer Booklet
    Mark Scheme

    Copyright Information

    Level Thresholds

    a b 2015GPS ReKS2 SATs

    *Gap/Test Analysis Tools*

    Grammar, Punctuation and Spelling:
    Paper 1 – Short Answer
    Paper 2 – Spelling Answer
    Paper 2 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet
    Reading Answer Booklet
    Mark Scheme

    Copyright Information

    Level Thresholds

    Phonics2012 2015PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Admin Guidance

    Threshold Information

    f
    As released by the STA, not an actual test
    2016 SamplesGPS Re MaKS1 SATs

    Without Commentary
    Grammar and Punctuation
    Reading
    Mathematics

    With Commentary/Mark Scheme
    Grammar and Punctuation
    Reading
    Mathematics

    f
    As released by the STA, not an actual test
    2016 SamplesGPS Re Ma SciKS2 SATs

    Without Commentary
    Grammar and Punctuation
    Reading
    Mathematics
    Science

    With Commentary/Mark Scheme
    Grammar and Punctuation
    Reading
    Mathematics
    Science

    g
    2014MaKS2 SATs Level 6

    *Gap/Test Analysis Tools*

    Paper 1
    Paper 2
    Mark Scheme

    Level Thresholds

    f
    2014MaKS2 SATs

    *Gap/Test Analysis Tools*

    Paper 1
    Paper 2
    Mental Answer
    Mental Transcript
    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
    Mental Audio 3 (mp3)
    Mark Scheme

    Level Thresholds

    e d
    2014GPS ReKS2 SATs Level 6Grammar, Punctuation and Spelling:
    Paper 1 – Extended Writing
    Paper 2 – Short Answer
    Paper 3 – Spelling Answer
    Paper 3 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet (Living with Animals)
    Reading Answer Booklet
    Mark Scheme
    Copyright Information

    Level Thresholds

    a b 2014GPS ReKS2 SATs

    *Gap/Test Analysis Tools*

    Grammar, Punctuation and Spelling:
    Paper 1 – Short Answer
    Paper 2 – Spelling Answer
    Paper 2 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet
    Reading Answer Booklet
    Mark Scheme
    Copyright Information

    Level Thresholds

    2014SciKS2 SATs

    Question Booklet
    Mark Scheme
    Commentary

    Based on the pre-2014 Curriculum

    Phonics2012 2014PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Admin Guidance

    14SampleReading 2013ReKS2 SATs

    Sample 2014 Reading Test:
    Reading Booklet
    Reading Answer
    Mark Scheme

    g
    2013MaKS2 SATs Level 6

    Paper 1
    Paper 2
    Mark Scheme

    Level Thresholds

    f
    2013MaKS2 SATs

    *Gap/Test Analysis Tools*

    Test A
    Test B
    Mental Answer
    Mental Transcript
    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
    Mental Audio 3 (mp3)
    Mark Scheme

    Level Thresholds

    e d
    2013GPS ReKS2 SATs Level 6Grammar, Punctuation and Spelling:
    Paper 1 – Extended Writing
    Paper 2 – Short Answer
    Paper 3 – Spelling Answer
    Paper 3 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet (Going the Distance)
    Reading Answer Booklet
    Mark Scheme

    Level Thresholds

    a b 2013GPS ReKS2 SATs

    *Gap/Test Analysis Tools*

    Grammar, Punctuation and Spelling:

    Paper 1 – Short Answer
    Paper 2 – Spelling Answer
    Paper 2 – Spelling Admin
    Mark Scheme

    Reading:
    Reading Booklet (Wolf Pack)
    Reading Answer Booklet
    Mark Scheme

    Level Thresholds

    Phonics2012 2013PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials
    Practice Sheets
    Admin Guidance

    12012GPSKS2 SATs Level 6 *Gap/Test Analysis Tools*

    Grammar, Punctuation and Spelling Sample Materials:

    Mark Scheme
    Paper 1: Extended Task
    Paper 2: Short Answer
    Spelling Transcript
    Paper 3: Spelling Answer

    1 2012GPSKS2 SATs *Gap/Test Analysis Tools*

    Grammar, Punctuation and Spelling Sample Materials:

    Mark Scheme
    Paper 1: Short Answer
    Spelling Transcript
    Paper 2: Spelling Answer

    2012SciKS2 SATs

    *Gap/Test Analysis Tools*

    Mark Scheme
    Level Thresholds
    Test A
    Test B

    2012MaKS2 SATs Level 6

    Mark Scheme
    Level Thresholds
    Paper 1
    Paper 2

    2012MaKS2 SATs *Gap/Test Analysis Tools*

    Mark Scheme
    Level Thresholds
    Mental Test and Transcript
    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
    Mental Audio 3 (mp3)

    Test A
    Test B

    2012Wri ReKS2 SATs Level 6 Writing Mark Scheme
    Reading Mark Scheme
    Level Thresholds
    Writing – Longer Task and Planning (Stop the Cars)
    Writing – Shorter Task (Shipwrecked) and Longer Answer

    Reading Booklet (Reflections on Water)
    Reading Answer Booklet

    2012Wri ReKS2 SATsExternally Marked:
    *Reading Gap/Test Analysis Tools*
    Writing and Spelling Mark Scheme
    Reading Mark Scheme
    Level Thresholds
    Writing – Longer Task and Planning (Guest Appearance)
    Writing – Longer Answer
    Writing – Shorter Task (Bird Spotter) and Spelling Test (Atlantis)
    Spelling (Teacher Version)
    Reading Booklet (The Great Plague)
    Reading Answer Booklet
    2012WriKS2 SATs
    Internally Marked:
    Mark Scheme
    Level Thresholds
    Definition of Terms
    Writing – Longer Task and Planning (Up, Up and Away)
    Writing – Longer Answer
    Writing – Shorter Task (They’ve Got Talent) and Spelling (Dragons)
    Spelling (Teacher Version)
    Phonics2012 2012PhoPhonics Screening Check

    *Practice Materials*

    Answer Sheet
    Pupil Materials

    1 1 2011Wri ReKS2 SATs Level 6 Writing Mark Scheme and Thresholds
    Reading Mark Scheme and Thresholds
    Writing – Longer Task and Planning (World Improvement)
    Writing – Shorter Task (Creating a Character) and Longer Answer
    Reading Booklet (Man and Machine)
    Reading Answer Booklet
    3 2011SciKS2 SATs Mark Scheme
    Level Thresholds
    Paper A
    Paper B
    2
    2011MaKS2 SATs Level 6 Mark Scheme and Thresholds
    Paper 1
    Paper 2
    2
    2011MaKS2 SATs Mark Scheme
    Level Thresholds
    Mental Test and Transcript
    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
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    1 2
    2010Wri ReKS2 SATs Mark Scheme
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    2008MaKS2 SATs Mark Scheme
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    Mental Audio 1 (mp3)
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    Mental Audio 3 (mp3)
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    1 2
    2008Wri ReKS2 SATs Mark Scheme
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    2007MaKS2 SATs Mark Scheme
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    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
    Mental Audio 3 (mp3)
    Paper A
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    1 2
    2007Wri ReKS2 SATs Mark Scheme
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    Level 2 Booklet
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    Poster 1
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    L2 Reading Booklet Moving House
    L3 Reading Booklet Stones and Bones
    L3 Reading Questions Stones and Bones
    L1&2 Reading Record
    L2 Reading Grid
    L2 Running Record
    L3 Reading Grid
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    2
    2006MaKS2 SATs Mark Scheme
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    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
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    1 2
    2006Wri ReKS2 SATs Mark Scheme
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    Mental Answer Sheet
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    Mental Analysis Grid ( pdf , excel )
    Test A Analysis Grid ( pdf , excel )
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    2 2006Wri ReYear 4 Optional SATs (QCAs)

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    4 2006MaYear 3 Optional SATs (QCAs) Admin and Mark Scheme
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    Mental Audio 1
    Mental Audio 2
    Mental Audio 3
    Mental Answer Sheet
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    Mental Analysis Grid ( pdf , excel )
    Test A Analysis Grid ( pdf , excel )
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    1 2006Wri ReYear 3 Optional SATs (QCAs)

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    Reading Analysis Grid ( pdf , excel )

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    Mental Audio 1 (mp3)
    Mental Audio 2 (mp3)
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    USA Visa Requirements: US visa application form information on visas for travel, tourist visa, visitor / transit visa, student visa. American Embassy address, information on US immigration procedures for Canadians, Indians, Australians, UK, EU citizens.
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    Travel Visa & Embassy information U.S. Visa Information

    United States Visa Information

    Learn4good provides general information on study, travel, work visa and business visa requirements and the addresses of embassies worldwide. You should contact your local embassy or consulate for the most up-to-date information or visa forms.

    USA

    Who requires a Visa?
    What documents will be required?
    Time required to issue a Visa
    How do I apply?
    How long is the Visa valid for?
    Other information
    Can I work in USA?
    Immigration Business Visas & Programs
    Embassy contact information
    Embassies of other countries in United States
    Travel Guide

    Registering a Company in United States
    Study English in USA

    Who requires a visa?
    A citizen of a foreign country, wishing to enter the U.S., generally must first obtain a visa, either a nonimmigrant visa for temporary stay, or an immigrant visa for permanent residence. The type of visa you must have is defined by immigration law, and relates to the purpose of your travel. Having a U.S. visa allows you to travel to a port-of-entry (airport, for example) and request permission of the Department of Homeland Security, Customs Border Protection immigration officer to enter the U.S. A visa does not guarantee entry into the United States.

    • Child Visitor Visa for USA
    • Student Visa for USA
    • Family Visitor Visa for USA
    • Work Visa for USA

    Visitor Visa
    The visitor visa is a type of nonimmigrant visa for persons desiring to enter the United States temporarily for business (B-1) or for pleasure, tourism or medical treatment (B-2). International travelers with visitor visas comprise a large portion of temporary visitor travel to the United States every year.

    Students, temporary workers, journalists and persons planning to travel to the U.S. for a purpose other than that permitted on a visitor visa, must apply for a different visa in the appropriate category.Travel Without a Visa – Foreign citizens traveling for visitor visa purposes only, from certain eligible countries may also be able to visit the U.S. without a visa, through the Visa Waiver Program if they meet requirements, including having a valid Electronic System for Travel Authorization (ESTA) approval. Additionally, citizens of Canada and Bermuda traveling for visitor visa purposes don’t need a visa, with some exceptions.

    The Visa Waiver Program (VWP) enables nationals of certain countries to travel to the United States for tourism or business for stays of 90 days or less without obtaining a visa. The program was established in 1986 with the objective of eliminating unnecessary barriers to travel, stimulating the tourism industry, and permitting the Department of State to focus consular resources in other areas. VWP eligible travelers may apply for a visa, if they prefer to do so. Not all countries participate in the VWP, and not all travelers from VWP countries are eligible to use the program. VWP travelers are screened prior to admission into the United States, and they are enrolled in the Department of Homeland Security’s US-VISIT program.

    Greek citizens will be able to travel to the US without a visa starting April 5, 2010
    Currently, 36 countries participate in the Visa Waiver Program, as shown below:

    Visa Waiver Program – Participating Countries:

    Europe
    Andorra, Austria, Belgium, Czech Republic, Denmark, including Greenland and Faroe Islands, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta, Monaco, Netherlands including Aruba and Netherlands Antilles, Norway, Portugal, San Marino, Slovakia, Slovenia, Spain, Sweden, Switzerland, United Kingdom (full British citizens only).

    Asia
    Brunei, Japan, South Korea, Singapore.

    Oceania
    Australia, New Zealand.

    NOTE:
    All travelers must have individual passports. It is not acceptable (for the visa waiver scheme) for children to be included on a parent’s passport. Passport requirements (for citizens of VWP pre-2008 members only) depend on the date the passport was issued or renewed: Passports issued or renewed before 26 October 2005 must be machine readable. Passports issued or renewed after 26 October 2005 must be machine readable and contain a digitized photograph, or must be biometric passports. Passports issued or renewed after 26 October 2006 must be biometric (citizens of VWP post-2008 members must present a biometric passport).

    VWP travelers who have been admitted under the Visa Waiver Program and who make a short trip to Canada, Mexico or an adjacent island generally can be readmitted to the United States under the VWP for the balance of their original admission period. See the Department of Homeland Security’s Customs and Border Protection (CBP) website for additional details. Also VWP nationals resident in Mexico, Canada or adjacent islands are generally exempted from requirements to show onward travel to other foreign destinations.

    Families seeking to enter the United States under the VWP need to obtain an individual machine-readable passport for each traveler, including infants. A machine-readable passport has biographic data for only one traveler in the machine-readable zone. Because of the requirement that passport data be presented in machine-readable format, children included in family or parents’ passports may be denied visa-free entry into the United States since only the primary traveler’s biographic data is included in the machine-readable zone of the passport.

    What documents will be required?
    Enforced compliance of the Electronic System for Travel Authorization (ESTA) requirement for VWP travelers is in place. Therefore, VWP travelers who have not obtained approval through ESTA should expect to be denied boarding on any air carrier bound for the United States.

    A valid ESTA approval is required for all Visa Waiver Program (VWP) to travel to the United States. The Department of Homeland Security, Electronic System for Travel Authorization (ESTA) is a free, automated system used to determine the eligibility of visitors to travel to the United States under the VWP. It collects the same information as the paper I-94W form that VWP travelers fill out en route to the United States. ESTA applications may be submitted at any time prior to travel. An ESTA authorization generally will be valid for up to two years. Authorizations will be valid for multiple entries into the United States. DHS recommends that travelers submit an ESTA application as soon as they begin making travel plans.

    Visas for Mexican and Canadian NAFTA Professional Workers
    North American Free Trade Agreement (NAFTA) creates special economic and trade relationships for the United States (U.S.), Canada and Mexico. The nonimmigrant NAFTA Professional (TN) visa allows citizens of Canada and Mexico, as NAFTA professionals, to work in the U.S. in a prearranged business activity for a U.S. or foreign employer. Permanent residents, including Canadian permanent residents, are not able to apply to work as a NAFTA professional.

    Requirements for Professionals from Mexico and Canada to Work in the U.S.
    Professionals of Canada or Mexico may work in the U.S. under the following conditions:Applicant is a citizen of Canada or Mexico;Profession is on the NAFTA list;Position in the U.S. requires a NAFTA professional;Mexican or Canadian applicant is to work in a prearranged full-time or part-time job, for a U.S. employer (see documentation required). Self employment is not permitted;Professional Canadian or Mexican citizen has the qualifications of the profession.

    *Mexican citizens require a visa to request admission to the U.S. (A USCIS approved petition is not required.)

    Student Visa
    The Immigration and National Act is very specific with regard to the requirements which must be met by applicants to qualify for the student visa. The consular officer will determine whether you qualify for the visa. Additionally, applicants must demonstrate that they properly meet student visa requirements including:Have a residence abroad, with no immediate intention of abandoning that residence;Intend to depart from the United States upon completion of the course of study; and Possess sufficient funds to pursue the proposed course of study.

    Applying for a Visa
    As part of the visa application process, an interview at the embassy consular section is required for visa applicants from age 14 through 79, with few exceptions. Persons age 13 and younger, and age 80 and older, generally do not require an interview, unless requested by embassy or consulate. The waiting time for an interview appointment for applicants can vary, so early visa application is strongly encouraged.

    During the visa application process, usually at the interview, an ink-free, digital fingerprint scan will be quickly taken. Also, because each student’s personal and academic situation is different, two students applying for same visa may be asked different questions and be required to submit different additional documents.

    All applicants for a student visa must provide:
    – Form I-20A-B, Certificate of Eligibility for Nonimmigrant (F-1) Student Status. For Academic and Language Students or Form I-20M-N, Certificate of Eligibility for Nonimmigrant (M-1) Student Status for Vocational Students. You will need to submit a SEVIS generated Form, I-20, which was provided to you by your school.You and your school official must sign the I-20 form. All students, as well as their spouses and dependents must be registered in the Student and Exchange Visitor Information System (SEVIS), an Internet-based system that maintains accurate and current information on non-immigrant students and exchange visitors and their dependents (F/M-2 visa holders). Your school is responsible for entering your information for the I-20 student visa form into SEVIS. Students will also have to pay an SEVIS I-901 fee for each program of study. Questions regarding your exchange program should be directly to your program sponsor;

    – A completed application, Nonimmigrant Visa Applicant,Form DS-156, together with a Form DS-158. Both forms must be completed and signed. Some applicants will also be required to complete and sign Form DS-157. A separate form is needed for children, even if they are included in a parent’s passport. The DS-156 must be the March 2006 date, electronic “e-form application.” Select Nonimmigrant Visa Application Form DS-156 to access the electronic version of the form DS-156.

    – An interview at the embassy consular section is required for almost all visa applicants. The waiting time for an interview appointment for applicants can vary, so early visa application is strongly encouraged. During the visa interview, an ink-free, digital fingerprint scan will be quickly taken, as well as a digital photo. Some applicants will need additional screening, and will be notified when they apply.

    – A passport valid for travel to the United States and with a validity date at least six months beyond the applicant’s intended period of stay in the United States (unless country-specific agreements provide exemptions). If more than one person is included in the passport, each person desiring a visa must complete an application.

    – One (1) 2×2 photograph. See the required photo format explained in nonimmigrant photograph requirements;

    – A MRV fee receipt to show payment of the visa application fee, a visa issuance fee if applicable and a separate SEVIS I-901 fee receipt. While all F-visa applicants must pay the MRV fee, including dependents, only the F-1 principal applicants must pay the SEVIS fee.

    – Students who are authorized for Optional Practical Training (OPT) must have an I-20 endorsed for OPT, and provide a USCIS-issued Employment Authorization Document (EAD).

    All applicants should be prepared to provide:
    Transcripts and diplomas from previous institutions attended;
    – scores from standardized tests required by the educational institution such as the TOEFL, SAT, GRE, GMAT, etc.;
    – financial evidence that shows you or your parents who are sponsoring you have sufficient funds to cover your tuition and living expenses during the period of your intended study. For example, if you or your sponsor is a salaried employee, please bring income tax documents and original bank books and/or statements. If you or your sponsor own a business, please bring business registration, licenses, etc., and tax documents, as well as original bank books and/or statements.

    Applicants with dependents must also provide:
    – Proof of the student’s relationship to his/her spouse and/or children (e.g., marriage and birth certificates.);
    – it is preferred that families apply for F-1 and F-2 visas at the same time, but if the spouse and children must apply separately at a later time, they should bring a copy of the student visa holder’s passport and visa, along with all other required documents.

    Additional Information
    – No assurances regarding the issuance of visas can be given in advance. Therefore final travel plans or the purchase of non refundable tickets should not be made until a visa has been issued.

    – Unless previously canceled, a visa is valid until its expiration date. Therefore, if the traveler has a valid U.S. visa in an expired passport, do not remove the visa page from the expired passport. You may use it along with a new valid passport for travel and admission to the United States.

    Time required to issue a visa:
    Advance travel planning and early visa application are important, since visa applications are subject to a greater degree of scrutiny than in the past. If you plan to apply for a nonimmigrant visa to come to the United States, we know you ’d like to estimate how long you will have to wait to get an interview appointment to apply for a visa.

    It is important to thoroughly review all information provided by your Embassy’s Consular Section for local procedures and instructions, such as how to make an interview appointment. Your Consulate will also explain any additional procedures for students, exchange visitors and those persons who need an earlier visa interview appointment.
    You’ll also want to know how long it will take for your nonimmigrant visa to be processed at the Consular Section, after a decision is made by a Consular Officer to issue the visa, and the visa is available for pick-up by you or the courier at the embassy. Some visa applications require additional special clearances or administrative processing, which requires some additional time. Most administrative processing is resolved within 60 days of application.

    Most special clearances are resolved within 30 days of application. Applicants are advised when they apply. When additional special clearances or administrative processing is required, the timing will vary based on individual circumstances of each case.

    How do I apply?
    Recently, the U.S. has updated its visa policies to increase security for our citizens and visitors. It will likely take you longer to get a visa than it used to, and you will find that a few new security measures have been put into place. For details that may apply specifically to your country, contact your nearest US Embassy or consulate.

    How long is the visa valid for?
    10 years. Some visas are valid for multiple entries. 
    The length of stay in the USA is determined by US immigration officials at the time of entry, but is generally 6 months. 
    For extensions and further information, apply to the US Immigration & Naturalisation Service.

    When you enter the United States on a student visa, you will usually be admitted for the duration of your student status. That means you may stay as long as you are a full time student, even if the F-1 visa in your passport expires while you are in America. For a student who has completed the course of studies shown on the I-20, and any authorized practical training, the student is allowed the following additional time in the U.S. before departure:

    – F-1 student – An additional 60 days, to prepare for departure from the U.S. or to transfer to another school.
    – M-1 student – An additional 30 days to depart the U.S. (Fixed time period, in total not to exceed one year). The 30 days to prepare for departure is permitted as long as the student maintained a full course of study and maintained status. An M student may receive extensions up to three years for the total program.

    Other information:
    Entering the U.S. – Port of Entry
    A visa allows a foreign citizen coming from abroad, to travel to the United States port-of entry and request permission to enter the U.S. Applicants should be aware that a visa does not guarantee entry into the United States. The Department of Homeland Security, U.S. Customs and Border Protection (CBP) officials have authority to permit or deny admission to the United States. Student visitors must have their Form I-20 in their possession each time they enter the United States. Students should review important information about Admissions/Entry requirements by the Department of Homeland Security, Customs and Border Protection. Upon arrival (at an international airport, seaport or land border crossing), you will be enrolled in the US-VISIT entry-exit program. In addition, some travelers will also need to register their entry into and their departure from the U.S. with the Special Registration program. If you are allowed to enter the U.S., the CBP official will determine the length of your visit on the Arrival-Departure Record (Form I-94). Since Form I-94 documents your authorized stay in the U.S., it’s very important to keep in your passport.

    Staying Beyond Your Authorized Stay in the U.S. and Being Out of Status
    – You should carefully consider the dates of your authorized stay and make sure you are following the procedures under U.S. immigration laws. It is important that you depart the U.S. on or before the last day you are authorized to be in the U.S. on any given trip, based on the specified end date on your Arrival-Departure Record, Form I-94. Failure to depart the U.S. will cause you to be out-of-status. 

    – Staying beyond the period of time authorized by the Department of Homeland Security (DHS) and being out-of-status in the United States is a violation of U.S. immigration laws, and may cause you to be ineligible for a visa in the future for return travel to the U.S. 

    – Staying unlawfully in the United States beyond the date Customs and Border Protection (CBP) officials have authorized–even by one day–results in your visa being automatically voided, in accordance with INA 222(g). Under this provision of immigration law, if you overstay on your nonimmigrant authorized stay in the U.S., your visa will be automatically voided. In this situation, you are required to reapply for a new nonimmigrant visa, generally in your country of nationality. 

    – For non immigrants in the U.S. who have an Arrival-Departure Record, Form I-94 with the CBP admitting officer endorsement of Duration of Status or D/S, but who are no longer performing the same function in the U.S. that they were originally admitted to perform (e.g. you are no longer working for the same employer or you are no longer attending the same school), a DHS or an immigration judge makes a finding of status violation, resulting in the termination of the period of authorized stay.

    What Items Do Returning Students Need?
    All applicants applying for renewals must submit:

    – A passport valid for at least six months;
    – an application Form DS-156, together with a Form DS-158. Both forms must be completed and signed. Some applicants will also be required to complete and sign Form DS-157. Blank forms are available without charge at all U.S. consular offices.
    – a receipt for visa processing fee. A receipt showing payment of the visa application fee for each applicant, including each child listed in a parent’s passport who is also applying for a U.S. visa, is needed;
    – a new I-20 or an I-20 that has been endorsed on the back by a school official within the past 12 months.

    All applicants applying for renewals should be prepared to submit:
    – A certified copy of your grades from the school in which you are enrolled;
    – financial documents from you or your sponsor, showing your ability to cover the cost of your schooling.

    Students Away from Classes More Than Five Months
    Students in or outside the U.S., who have been away from classes for more than five months, will likely need a new visa to enter the U.S.

    Can I work in USA?
    Under an F-1 student visa, work is generally not permitted

    Embassy contact information:
    Please contact the nearest United States embassy for information on what documentation you may require to enter the USA.


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    Source & Copyright: The source of the above visa and immigration information and copyright owner/s is the:
    – The U.S. Department of State – URL: www.travel.state.gov
    – Embassy of the United States, London, UK – URL: www.usembassy.org.uk

    The viewer/user of this web page should use the above information as a guideline only, and should always contact the above sources or the user’s own government representatives for the most up-to-date information at that moment in time, before making a final decision to travel to that country or destination.

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    U.S. Visas  >  Forms  > DS-160: Online Nonimmigrant Visa Application


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    U.S. Visas  >  Forms  > DS-160: Online Nonimmigrant Visa Application

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    DS-160: Online Nonimmigrant Visa Application


    The DS-160, Online Nonimmigrant Visa Application form, is for temporary travel to the United States, and for K (fiancé(e)) visas. Form DS-160 is submitted electronically to the Department of State website via the Internet. Consular Officers use the information entered on the DS-160 to process the visa application and, combined with a personal interview, determine an applicant’s eligibility for a nonimmigrant visa.

    Visa applicants must submit a completed DS-160, Online Nonimmigrant Visa Application for all nonimmigrant visa categories, including applicants applying for K visas. (Note:  For K visa cases in process at a U.S. Embassy or Consulate prior to October 7, 2013, review the limited exceptions explained in the FAQs below.) 

    Review the Frequently Asked Questions for instructions about using the DS-160.

    Access the online DS-160 by clicking: Consular Electronic Application Center website .

    Important Notice to Visa Applicants: After you have completed the DS-160, you must take these next steps below:

    • Print and keep the DS-160 barcode page. (You will not need to print the full application.)
    • You must schedule a visa interview appointment. (The U.S. Embassy or Consulate does not schedule an appointment for you.) Visit the  U.S. Embassy or Consulate  website where you will be interviewed for country-specific instructions.;
    • Pay the visa application processing fee. Review country-specific instructions on the  U.S. Embassy or Consulate  website.
    More Information

    A-Z Index
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    What is a U.S. Visa?
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    • Congressional Testimony

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