Eleven Plus Print

An awful lot of Eleven Plus children, and their parents, will be blaming Gutenberg for all their problems. He produced his printing press around 1456. He printed a copy of the Bible – and before the century was over books were being produced all over Europe.

Before the books came along family history and events were all communicated orally. Teachers and priests had less influence as people found that they could educate themselves.

By the mid sixteenth century teachers were spending more time teaching reading than passing on the oral history of the land. Since the sixteenth century the written examination has become a key part in testing the effectiveness of teaching – and also the ability of students to be able to write examinations.

Then big changes came to challenge the effectiveness of the written word. Photographs were invented, the Morse code was used for communication, movies changed from silent to talking, T.V. arrived – along with the computers, digital newspapers – and even the blog.

There have been such big changes in the last fifty years that it may be time to challenge the effectiveness of the Eleven Plus examination is being able to select the very brightest in the land.

I should imagine that Gutenberg was very proud of his press – and he may have been overwhelmed to see the proliferation of print that is born every day. What would he have felt about?

Which letter of the alphabet comes immediately before the sixth letter of the fifth word in this sentence?

The Eleven Plus Invigilator

I had my car windows cleaned inside and out with vinegar over the weekend. This was not any old vinegar – it was honest to goodness white virgin vinegar. The windscreen wipers were also burnished.

Vinegar is an acid – and old fashioned spinsters are sometimes referred to as `vinegarish’ if they have a tart tongue and an acid disposition. Some children do not mind being taught by what is commonly called an `old battleaxe’ because they know exactly where they stand. The children expect no favors and do not seek any. We all know, however, that beneath that heart of stone there always lies a warm hearted and compassionate educator.

Children are never sure of where they stand if their teacher is happy and makes jokes one moment – and then bawls them out the next.

It may be worth while discussing the role of the invigilator in the Eleven Plus process.

Reiterate that the invigilator may appear to be stearn and unyielding but explain that an invigilator can not show any preferences or favours.

Explain that just because a person does not smile it does not mean that you are not liked.

Talk about how the invigilator is there to do a job.

Remind your child, if necessary, to be unfailingly polite.

Above all remind your child that he or she can communicate with adults. Remind your child of all the occasions when he or she has showed maturity and confidence with adults.

Remind your child of why adults enjoy his or her company.

Let your child go into the examination with a smile for the invigilator - and confidence in the heart.

Eleven Plus Motivational Speeches (1)

All over the country parents will be honing their pre Eleven Plus speeches. These are the words that parents will issue in ringing tones as their children go forth to enter the fray of the Eleven Plus.

Naturally the words of Henry V will come to mind. `Once more into the breech, dear friends,” will spring to mind. Henry was trying to mobilise his troops before battle.

“Once more into the Eleven Plus,
My dear child.

Make sure the night before ye examination you do go to bed real early,
To allow full rest and repose.
Try to ensure that your faithful chauffeur transports you
To the examination place on time.
Ask mother (or father) to avoid known traffic blackspots.

Bring everything you need to the searching examination,
Including pencils, rubbers and a calm and steady beating heart.
Look not upon the ashen faces of the other children.
Remember their fear is shown on their faces.
You keep your fear well hidden and preserve a reserve that all will envy.

Look carefully at your watch at regular moments in the examination.
Remember that to waste time can cost much.
If you are involved in multiple choice questions,
Complete the answers carefully.
Eliminate answers that can not possibly be true.
Yes – be true to your second reading of the question.
The second reading may give more insight than a hurried first reading.

You hold the family’s hopes with you.
Fight the good fight.
Dream the good dream.
Achieve the impossible.

Our love and thoughts are with you. Go well my child – and believe in yourself.
All you can do is your best.

Eleven Plus Answers

It is easy to suppose that our Eleven Plus children would learn with more interest and attention if the syllabus of the examination was more closely relevant to their everyday life. The knowledge and attitude that the Eleven Plus children have to acquire is greatly different to the knowledge they need outside of the examination.

One key area that could be addressed by educationalists is to allow parts of the examination to be conducted orally. The group mathematics and reasoning examinations rely traditionally on the ability to read and write.

While children are preparing for the Eleven Plus examination they are offered lots of information and explanation. The work is revised and consolidated. As the examination grows closer the children are expected to assimilate a multitude of approaches to different topics and questions. The children work through papers with their parents, teachers and tutors. The whole quest is for the single correct answer that could `tip the balance’.

12 men dig a hole in four days. How long will it take 2 men? This is a typical Eleven Plus question. What happens in one of the men hurts his hand and can not work for an afternoon? Suppose one of the men is a member of a local life boat crew – and is called out at short notice to save a sinking yacht. How is his time allocated? One of the men could have booked a family holiday to France – and will be away part of the time. Does the question allow for any latitude – or is there only one clear answer?

Over the recent Eleven Plus courses we saw two different answers to a story exercise that showed true maturity of thought, a wide vocabulary, impeccable style and a thirsty desire for retribution. By some chance neither child had addressed the question directly but had chosen to write a fanciful answer – rather than the more prosaic `correct’ answer. Both children showed signs of Level 6 English in their use of metaphors and personification. The children came from different schools – one boy and one girl – but both used rhetorical questions. Neither child gave a factual answer. Their work, however, was a delight to read.

If passing the Eleven Plus, however, depended on a formal and clear answer – it is possible that these two extraordinary children could have failed. The children may, however, have been failed by the examination system rather that failing through below par ability. I wonder if they both were too bright for the examination!

An Eleven Plus Genius

When your bright and able Eleven Year old begins a prolonged, and largely unwelcome, `discussion’ with you, then you may feel that you wish your child could be like other children: namely calm and loving.

Yet you need to take heart – all of the following worked against the tide of opinion:

Einstein in mathematics

Hemmingway in literature

Picasso in art

Brunel for engineering

Madam Curie in Science

Louis Pasteur in medicine

Dr Seuss in story telling

These are all men and women who were not prepared to wait for a `group’ decision.

In Eleven Plus terms the `group’ demands that the children have to reach certain standards in areas like mathematics and verbal reasoning. It is impossible for your child to be able to refuse your imperious pursuit of the execution of yet another paper.

If the Eleven Plus examination tried to find children who did not fit a `mold’ and if the examination did demand original thinking then the practice papers, along with the actual papers, would need to change.

Find a gifted and erudite teacher who could become an Eleven Plus examiner. Expect to see papers that stimulated and stretched children. Look for an examination where opinions of art were considered important. Encourage the children to think about alternative methods of transport. It would be wonderful if the examination did require a child to be able to create an impossible story.

Surely our esteemed grammar school deserve children who can think and discuss rather than children who know the trick of how to answer a rather pointless question like:

Abigail has one brother, Robert, and three sisters, Mary, Anita and Helen.

How many children in the family?

So the next time your child argues with you, than please consider – you may be stifling a prospective genius!

Good Luck to Eleven Plus Children

One of the Seven Wonders of the Ancient World that always captured my imagination as a boy, was the account of Nebuchadnezzar and the hanging Gardens of Babylon.

He was an administrator, an architect and an engineer. He was also a warlike leader. When one of the provinces revolted in 596 he suppressed the revolt and deported part of the population. There was a further revolt some year later on so he slew the king’s sons before his eyes – in cold blood. He then blinded the king and carried off most of the population into captivity.

The gardens were built on terraces – and rested on great slabs of rocks. An ingenious system of buckets carried water to the different parts of the garden. The beauty of the gardens was so great that they were named as one of the Seven Wonders of the World.

I worked with Eleven Plus children today on a large and popular course. The children went out to play in the large grounds of the Hurst Road Community Centre in Sidcup in Kent. There were several large and over hanging trees. Some children were fascinated by the trees – trying to knock down conkers while others played in and around the low vegetation.

Little heads popped out of hiding places as some of the children played an endless game of tag. Football was the predominant game of the boys. Each break time the composition of the teams seemed to change – but the score appeared to start again. While all this frantic activity was going on groups of boys and girls wandered around the grounds.

This could have been a scene from years ago. The games may have changed. The clothes are certainly very different. It is likely, however, that in our group of Eleven Plus children are the future architects, engineers, administrators, doctors, teachers, artists as well as sportsmen and women.

We can but pray that none of them will be drawn to violent acts against man kind but we do hope that at least some of the children will go on to build another wonder of the world.

Our Eleven Plus courses have run this week in Manchester, Southend, Ashford, Gravesend, Sidcup and Salisbury.

Thank you to all our dedicated teachers and assistants.

Thank you to all the parents who have entrusted their children to us.

We wish all the children well in their examinations. Like all their parents we think that they are wonderful.

Eleven Plus Cubes

Way back in palaeolithic times man drew on rocks.

We know that many early drawings were probably to do with magic, the hunter wanted good luck or a little bit of magic to be able to be a successful hunter.

Later drawings may have been used to keep records – or even send messages.

Today’s highway code shows us just how drawings are used to warn or direct traffic. Many of the common place signs are known universally.

To be able to draw a picture it must help if there is a strong artistic presence.

A graphic designer needs a different type of artistic temperament to a painter of landscapes – even though there must be a strong element of crossover. An architect requires different drawing skills to a portrait painter.

But the person who thought that working out cubes was a sign of intelligence (or of one aspect of non verbal ability) must have had a truly masochistic mind.

Moving the cube through 180˚is easy enough. When the cube is rotated as well as transformed, then we know that being able to provide an answer is around 35 seconds is a serious optimist.

I shared the extraordinary lengths that bright eleven years old are prepared to endure – just to solve a cube question.

For the non initiated cubes appear in certain non verbal reasoning papers. Some brains can work the answer out in seconds. Other brains never seem to find the solution.

Eleven Plus Thanks

A bright and bubbly ten year old bounced up to me at around noon today.

“Hello! I am in the top maths group at school.

I have a lovely tutor.

I love school.

This course is the best work I have ever done in my life.

It is so hard.

I love it.

Is there any chance of another course next week?”

With words like these all the hard work and preparation seem worthwhile.

Q.E.D.

Quod Erat Demonstrandum

In Latin that means that something has been demonstrated.

At school we used to write Q.E.D. after proving a theorem in geometry.

Eleven Plus and the Grammar School

“I want my child to attend `Grammar’ because I want the very best.’ These are words spoken (or dreamt) by many parents. But what is that `little bit extra’ that parents hope that the grammar school will provide?

Many grammar schools have a proud tradition. A number of grammar schools date back hundreds of years. Some are even housed in imposing buildings. Others, however, rely on their `old boys’ to maintain tradition. It is very difficult to quantify the influence of the success of a school’s predecessors. Good role models are possibly a key element in learning to successful.

Some pupils may even be influenced by the fact that they are sitting in the same classroom as an already famous past pupil. Parents are only too happy to be able to say:

“If you open your mind you too can do it.”

“Use your own talents to carve yourself a career of distinction.”

“You too will develop your own already strong character – and you too will become a leader.”

“Try not to abuse your gifts. Do the work to the required standard – and on time.”

“It is vital that you plan ahead. You can not continue living from day to day.”

“You know that school is a stepping stone to the future. Believe in yourself. Be confident in these surroundings. Just do your best.”

Eleven Plus Practice Papers

Teaching children towards the Eleven Plus is part art and part science.

The part art comes in because we are not always sure what makes a child learn. The children we work with will have learnt different things from school. The children will also have been offered different support from their parents. Their peers will have different attitudes towards studying and sitting the examination.

If we could work out what enables a child to learn the Eleven Plus syllabus – and how the child will be able to retain and use the information – then teaching towards the Eleven Plus examinations could become more of a science.

At times the parents of Eleven Plus children will want their child’s teacher to be able to wave a wand to excite and stimulate their child. At other times parents may demand a more scientific approach – with clearly defined objectives.

The Eleven Plus examinations are set to try to find children of ability – and who will benefit from a grammar school education. The debate about what constitutes a fair and proper examination needs to continue. Parkinson’s Law reminds us:

“The defect in the intelligence test is that high marks are gained by those who subsequently prove to be practically illiterate. So much time has been spent in studying the art of being tested that the candidate rarely has time for anything else.”

All this is to say that children should feel that working through practice papers is a means to an end – and not the end itself.

Beginning the Eleven Plus

When the White Rabbit was presenting evidence at the Knave’s trial, he asked the King for directions. A piece of paper was presented as evidence – but all that was on the paper was a collection of rather odd verses.

The White Rabbit put on his spectacles. `Where shall I begin, please your Majesty?' he asked.

“Begin at the beginning, the King said gravely, “and go on till you come to the end: then stop.”

Every parent that has read Alice in Wonderland aloud will recognise these words.

The King kept trying to have the Knave proved guilty – while the Queen wanted Alice out of the way:

“Off with her head!” the Queen shouted at the top of her voice.

Parents approaching Eleven Plus preparation, need to begin at the beginning.

They need to collect information about the examination.

Parents need to ponder if it is possible to do the work at home or whether outside intervention is required.

Is an assessment needed?

Will the much loved child actually do the work or will there be a string of arguments.

Is the candidate in the top set?

If the candidate is in the middle set then is additional help needed with the like of comprehension, reading vocabulary and tables?

Will all the family work together or will one parent or another pull against?

How much co-operation will be offered by the school?

The best part of the whole Eleven Plus process is that there is no Queen shouting:

“Off with your head!” – if, like a pack of cards, it all crumbles.

To understand a little more about multiple choice tests we need to look back to the Army-Alpha tests that were developed in America during the 1914 – 18 war. The American Army needed good leaders. The Army-Alpha test gave grades between A and D. Naturally achieving an `A’ grade suggested good officer material.

It is interesting to look at some test items from all those years ago. We can then try them on Eleven Plus children. I took these items from my1935 book called `Psychology’ by Boring, Langfeld and Weld. (John Wiley and Sons).

Test 1
If six is more than four, then, cross out the five, unless five is more than seven, in which case draw a line under number six.

1 2 3 4 5 6 7 8 9

Test 2
If it takes 8 men 2 days to dig a 160 foot drain, how many men are needed to dig it in half a day?

Test 3
Why are warships painted grey? Because gray paint

--- is cheaper than other colours
--- is more durable than other colours
--- makes ships harder to see

Test 4
Complete the number series.
9 1 7 1 5 1 ___ ___
4 5 8 9 12 13 ___ ___
1 4 9 16 25 36 ___ ___

Test 5
Cold is to ice as heat is to: wet cold steam stars

When we look at the content of these items it is easy to see why I am concerned that the present writers of Eleven Plus tests seem to be stuck in time. The world has moved forward considerably. Why do the authors of Eleven Plus tests still include some pretty silly questions?

Multiple Choice and the Eleven Plus

On a certain day in each county children sit in rows in desks. Outside invigilators prowl up and down the rows.

There is a deep silence – broken only by the sound of pencils falling out of nerveless hands.

There are huge clocks to that the children can monitor the passing of time. Nervous eyes flick sporadically – and calculations are made: “Twenty questions, 12 minutes left. How can I do it? The questions are getting harder. I am becoming anxious now. What is mum going to say if I do not finish?”

. The papers are made by experts. There is a right answer and some wrong answers. All the eleven plus child has to do is recognise the right answer.

In some cases only the correct answers are counted.

In other multiple choice examination the wrong answers are subtracted from the right answers.

We warn the children of `red herrings’ in the answers.

If the question was:

Rearrange the letters of the word to make a word corresponding to the definition.

shore (a four legged animal)

A) horse
B) hotly
C) spider
D) horsu

We hope that the bright Eleven Plus child will choose `A’ for a horse.

If `C’ was chosen then perhaps a mark should be deducted because every child knows that a spider has more than four legs. Deducting marks if a child does not show ability and concentration could seem to be attractive to some.

Losing marks for unstructured guesses could help to focus attention.

A big problem with timed Eleven Plus Multiple choice questions is that a child could pass the examination in the morning when he or she is feeling fresh. The same examination could be failed in the evening when the `candidate’ is tired.

The Eleven Plus Nag

David Copperfield ran away after Mr Murdstone beat him.

Mr Murdstone had a `lithe and limber’ cane – which he twitched and swished when ever he could.

He thought that David needed to be more careful in his work.

“Mr. Murdstone! Sir! Don’t! Pray don’t beat me! I have tried to learn sir.”

“Can’t you, indeed, David? We’ll try that.” He had my head in a vice….

David used to be given questions which could possibly daunt some of our Eleven Plus candidates:

“If I go to a cheesemonger’s shop, and buy five thousand double-Gloucester cheeses at fourpence-halfpenny each…. “

David did not do all that well over the course of day and Mr Murdstone became more and more incensed with him. David bit his hand and was severely beaten.

David was then locked up for five days. He was subsequently taken from his mother and sent to school in London.

The Eleven Plus moral to this story? The more some children are berated for not achieving as much as their parents would like the more some children will feel inadequate and unready to learn.

The days of the switch and the stick are long gone – but pressure can also be put on by parents. It does not seem likely that any children working over these holidays will have resorted to biting their parents. If mums and dads have been bitten it is possible that their child was trying to tell them something.

“Mum, Dad, don’t nag me. I have tried to learn.”

Exciting Eleven Plus Work

The tutorial system was invented by Socrates. There is a theory about the so called `Socratic Method’ that it sprung from the character of the Greek people, because they loved arguing questioning and dealing with new ideas.

His premise was that it did not make much sense to throw lots of ideas and lessons at people. He thought that it was better to question. The other person had to answer the questions. Socrates did not want to question a person to find out what they did not know – he was attempting to help the person to find their own answers to his questions. His method was to engage a person in a conversation then criticise and discuss the answers and thus lead the person to a positive conclusion.

A number of parents would love to develop elements of the `Socratic’ approach with their own bright Eleven Plus children. Imagine being able to develop a strong relationship with your child that was not dominated by the restraints of a formal pen and paper examination. Imagine being able to spend an hour a week arguing, objecting, defending, counter attacking, discussing and helping your child towards some truth or other.

Surely a full blooded, and carefully prepared, discussion would be of more benefit to our Eleven Plus children than an argument about settling down to complete a full Eleven Plus paper. In an examination we need children who are able to think and reason.

An endless diet of papers – day after day, week after week must surely dull the minds of some children. Other children love the `comfort zone’ of papers. They know what is expected of them. The children know that provided they can reach around 70 – 80% on a paper they can keep their parents motivated and involved.

The next time the major publishers of Eleven Plus papers gather to talk their offerings, I hope they will spare a thought for a paper that demands thinking, discussing, arguing and finding a useful conclusion. It is very difficult to become truly animated about answering a question based on:

One of the (nests, fish, birds) (fell, drove, climbed) out of the (egg, nest, sea).

Eleven Plus Language

It was only a few years ago that your ten to eleven year old was four years old.

A typical exchange could have been:

Mother: `This cup is big.’
Child: `This cup is big.’

Mother: `Show me the cup that is big.’
Child: The child touches the big cup.

Mother: `Tell me about the cup.’
Child: `The cup is big’.

Of course now we are talking about bright pre Eleven Plus children – who at four years old would probably have embellished the conversation.

`Tell me about the cup.’

`The cup was given to the family by Auntie Jean. She said that the big cup was her favourite because she used to be given extra sugar. I like drinking from the big cup because it has so much sugar.’

It is very likely that children who do well in Eleven Plus examinations will have a big vocabulary. It is even more likely that the children will have demonstrated that vocabulary a very young age. Children with big vocabularies are likely to be able to read a wide number of books. The earlier the experience starts the better.

A number of us will recall the experiments of Hebb Williams on animal intelligence in 1946. In one of the tests a dog is brought into the room while hungry. After the dog had smelt and seen the bowl, the dog was able to watch the food put behind a screen at the opposite corner of the room.

Both the pet reared and the cage reared dogs went immediately to the spot where the food disappeared.

After some trials the food was placed in the opposite corner,

The cage reared dog went directly to the spot where the food had been placed originally. The pet reared dog went to the new spot.

For Eleven Plus children to do well their minds will need to be challenged and enriched over and over. If the diet of weekly and daily Eleven Plus selection papers goes on and on then it is possible that some children will stop thinking and simply react to the questions.

Some parents, however, will continue to see the need to offer their children stimulating conversations and prolonged arguments. (All in the cause of good Eleven Plus results!)

After all an argument can start as:

“Did.”
“Didn’t.”
“Did.”
“Didn’t.”

Careful direction could ease the argument into:

“Oh brother dear. I am simply horrified that you thought the answer to number 23 was 8. After all to find 10% of a number simply divide by ten.”

The Eleven Plus and Hard Work

On my way into the Pavilion Leisure Centre in Bromley on Saturday (yesterday) I saw this group of students enjoying a yoga class and thought, “That looks hard! It must feel fantastic!” I went on to think that the rewards of all that disciple and endeavour must be sublime.



If it was easy to pass the Eleven Plus examinations we would not need to reward the children with a grammar school education. It follows that as the examination is hard to pass we need to reward the grammar school children with the best possible education.

If the Eleven Plus examination was considered to be unimportant – and hard to pass - then it is likely that the examination would be dropped altogether.

We know that some children can pass Eleven Plus examinations with inherent ability – and without doing extra papers. Other children, with ability, need the additional benefit of extra training and help. This is our room at Hurst Road in Sidcup set up for last week's Eleven Plus course.



It seems likely that bright children, after grammar school and university, will be able to provide themselves with a livelihood. We also hope that they will also earn a high enough income to be able to have some elements of power and prestige.

A number of us will also hope that our children will look after us in `old age’. It is thus essential that our Eleven Plus children become powerful and prestigious – and earn enough money to be able keep us in our dotage.

Eleven Plus Messages

It is always interesting to think of what words parents could use while trying to motivate their children to do well in the Eleven Plus examinations.

“Well dear, just look back at all your ancestors. They all did well at school. Look at your Uncle, my brother, he is a judge. Your father went to university. You need to work hard too for the honour of the family.”

“No, you do need to read a lot more. We are all readers in our family. Wide reading shows that you have a good character and are well educated. Simply watch less T.V. and do a lot more reading of good books.”

“Your Auntie Cookie sings opera. She started singing very early – even younger that you are now. She worked hard at her singing – and look where she is now. Why can’t you try and be like her?”

“Your father’s brother was a famous swimmer. One day he swam across the Channel. It took him many hours but he never gave up. I never met him but your dad says he was a very nice man. You have to work hard and never give up. Then you will succeed.”

These are all rather lofty aspirations – your child may enjoy something a little more pragmatic.

“If you work hard you will be able to buy a nice car, wear fashionable clothes and go on designer holidays overseas.”

You would not, however, want to tell your children about a horrible man (Tacitus) who lived in Ancient Rome. He said: “To corrupt and be corrupted, is the fashion.”

Without putting your children under too much pressure, you want them to be, at the very least, decent, hard working and un-corruptible.

Mostly, however, you want your child to be normal. So a heartfelt plea to your child to work hard and be good is going to be far more valuable than using contrived and unrealistic motivational words. I am not sure that it will be all that useful to reminding your child about ancestors, character, hard work and not giving up. It is likely that your children will respond more positively to a simpler message.

New Eleven Plus Ideas

It is always interesting to see other people’s thoughts on education. I am not quite sure of the age of this blogger – but it seems that she has strong views on giving up her Friday nights for extra tuition.

The spelling and general syntax is fascinating to read. We can look back at the language of Shakespeare and Chaucer and see how much language has changed over the years. Perhaps the following passage is a glimpse into the present and the future.

hate that my fri nights are eaten up my tuition.. meaning no more fri gatherings till e end of yr when most prob i wont continue with e tuition. argh.. the sacrifice i suffered for money. lol. i kinda of like this new kid.. jus tt i feel tt 2 times a wk eats up too much of my time.. or maybe one of e days are on fri nites, tt's y. havin extra tuition on this sun.. requested by e kid.. she's clever.. jus tt she lacks confident.. and it's understandable when u r in a gd sch with all those fierce competition around us.

Our Eleven Plus children should make perfect sense of the sentiments expressed in the passage – as well as be able to enjoy the spelling and the language. All the children who have the privilege of being able to write an essay or a passage towards the Eleven Plus may enjoy an essay demanding:

Using modern text English, what are your views on the Eleven Plus? Make sure your plan covers:

Your thoughts and feelings on being examined to reach a grammar school.

How you react to competition.

Should you have to give up your Friday nights for extra study?

(Remember enriched text spelling and punctuation earn extra marks.)

Eleven Plus Change

It is hard for children to understand what changes they will undergo as they work through an intensive Eleven Plus course. On a day to day basis the outside of the children may look different because of changes of clothes. We hope that inside they gradually realise that they can cope with the examination.

When children come on an intensive course parents hope that their children will benefit from a period of concentrated work. Parents also want their children to do as well as possible. What is certain is that the children will change in one way or another. Some children will have the additional boost of being able to quantify the feeling. “I can do well in a competitive examination.”

The causes of the change in children over three days will be many and varied. Some children will realise that they can answer some questions better than other children. A different cause could be the reaffirmation of words so often said by teachers, family and parents: “You are a clever child. Look how well you have done.”

I watched a boy today who scored a goal at break time. All the players applauded his effort. He returned to work in silence and was highly attentive. The goal had given him praise from his peers. He felt good about himself. His work improved.

Years ago I remember reading the analogy of the iron bar. An iron bar is not simply an iron bar – it has the ability to change. We can bend an iron bar, it will rust and it can be welded. We don’t want to bend our children, or allow then to rust or have a need to weld them. What we want is an individual who is always changing and reacting.

We hope that the children are able to sustain effort and interest right up to the examination. We don’t want children to become tired of doing Eleven Plus practice papers – we do want a sense of freshness and adventure.

Eleven Plus Expectations

These holidays I have had the privilege of working with a number of very bright children. It is fun to look ahead and try to suppose how these children will change over the next fifteen years.

We can look round and find evidence of change in all our families. We all know of an archetypal Uncle Fred who left school at sixteen, with no qualifications, and has landed up a construction engineer. (Uncle Fred is the only one who really can afford a holiday.)

We can easily look at some of the eleven year old girls and wonder how they will change by the time they are eighteen years old. Somehow, and in time, the eleven year old girl will change to become a woman. This will bring about multiple changes of behaviour and attitude. It is very likely that becoming a mother, at what ever age, will bring about even more significant change in personality and expectations.

It must be difficult for some parents to appreciate the tremendous demands made on their children by the Eleven Plus. Children have to have the time and energy to do the extra work. We demand that prospective Eleven Plus candidates adopt both the role and the characteristics of the academically able. At school, however, the self same child may not be in the highest groups. He or she may be happy to be in the middle group. The necessary change in attitude to work required by the Eleven Plus may be stressful.

What is exciting is when the child from `the middle group’ suddenly realises that he or she can do the work on the `top group’.

The whole point of doing Eleven Plus work with our children is to try to help the children to be able to choose what expectations to live up to. The alternative of a child trying to live up to a parent’s expectation does not really bear thinking about.

Eleven Plus Examination Methods

There was a vogue at one time of promoting what is called the `Open Book’ or `Prepared Questions’.

The `Open Book’ is when pupils are allowed to take a book into the examination – and are then encouraged to refer to the book. The general idea is that children do not need to learn lots of facts – but they do need to know where to find answers.

Some teachers will be good at helping children assimilate facts. What the teachers then hope is that their Eleven Plus children will go on to understand the relationship between the facts.

Suppose Eleven Plus children were allowed to take a `How to do Verbal Reasoning’ book, into the examination. The prospective Eleven Plus candidates would then have to find the relevant page, understand the notes and then use the book for reference.

It is very likely, however, that the better Eleven Plus candidates will need to rely less on outside books and notes than some less able candidates.

The Eleven Plus Cuddle

Back in 1912 Marie Montessori wrote a book called `The Montessori Method’. She was born in 1870 and was the first woman ever to be granted a medical degree by an Italian University. She worked with children who were considered `defective’ and raised their academic standard to the levels reached by normal children. She then went on to raise academic standards in normal children. I have a copy of the 1964 edition.

What would she have made of our Eleven Plus children? We are talking about our bright, well educated children who have been offered every advantage at home and at school.

In Chapter One of `The Montessori Method’ she had the heading:

Stationary Desks and Chairs are proof that slavery still exists in schools.

While she was writing about tables and chairs she wrote: `Here we have striking evidence of the errors of the early materialistic scientific pedagogy which, with mistaken zeal and energy carried the barren stones of science to the rebuilding of the crumbling walls of the school.’

An Eleven Plus parent naturally can say: “Go to your room and do some work!”

An Eleven Plus parents can also say: “Let’s sit on the carpet, turn the T.V. off and work on this together.”

Is this what Marie Montessori was talking about? Should we be able to expect a bright eleven year old child to be able to work quietly on a paper? Is telling your child to do some serious work in the bedroom a form of slavery?

Montessori goes on to talk about the sorry spectacle of a teacher who has to `pour cut and dried facts’ into the heads of scholars. She is concerned with the education of children who have to have the intellectual contents of school programmes `poured into their intellect’.

Our Eleven Plus children do need to learn some cut and dried facts. Our Eleven Plus children do need to have prescribed programmes `poured into their intellect’. Organised programs of work are necessary to help our children pass the examination. But every parent knows that a stolen ten minutes of going over a problem, while lying on the carpet, can be the highlight of the day.

I imagine that every single Eleven Plus parent is really good at the celebrated `Eleven Plus Cuddle’.

Eleven Plus Cross Words

Some time ago psychologists found that ability on crosswords compared favourably with results on IQ tests. Rearranging letters is the staple diet of many crosswords.

We need to wonder sometimes just why some items are included in Eleven Plus tests. A number of verbal reasoning papers seem to have at least one `rearrangement’ exercise. The examiner draws up lists of words that can be rearranged. Suppose the exercise is rearranging letters into names of animals. The examiner could start with a list of easy words – and then possibly offer three or four other lists of words that are increasing difficult to rearrange.

List 1
Snkuk
Niol
Rede
Tgrei
Barze
Selwae

The 4th List could be:
Rotligala
Laglroi
Tinram
Lettru
Elreoiedo
Peatnole

Children and adults who do well on `Countdown’ are able to unravel and decode words at lightening speed. Other people, who are verbally able, continue to struggle. Eleven Plus children can be helped by being encouraged to read the question carefully. If the topic is to do with animals then it is essential to focus on animals. It is no good offering names of flowers.

A child, however, could win or loose a place at grammar school on the ability to decipher and interpret one word. Lots of reading – and an extensive vocabulary – must help some children. But if some children are more predisposed than others to be able to find answers to some types of `tricky’ questions, then some Eleven Plus children could be penalised unfairly.

In Mary Poppins we find a really useful `panegyric’ word. We know that she intended elaborate praise – and many children of all ages delight in being able to spell the word.

Eleven Plus Question:

`Give a 34 letter adjective with no clear meaning, possibly to do with praise’.

Eleven Plus Answer

Supercalifragilisticexpialidocious

The Eleven Plus and Character Building

Education was easy for some before the French Revolution. The rich, the aristocracy and the clergy were able to impose a strong degree of conformity on the masses. It was perfectly sensible to educate members of the ruling class – because, in time, they would rule.

Along came the industrial revolution. This led to greater social mobility. The rise of cities meant that there was greater diversity of behaviour. People wanted a social situation where they could choose what kind of life they wanted to live.

The two World Wars educated men and women – and showed that there were many other cultures and ways of living. Women were given the confidence that they could hold down demanding jobs. The social dynamics of Britain and the family changed.

The educators who fashioned the early Eleven Plus examinations at the end of the Second World War were pressed to provide a different school system.

The Eleven Plus examinations still invite controversy. Some feel very strongly that society should not attempt to create a class of children who are offered `every advantage’. Naturally thousands of parents will not agree. They want the best possible grammar school education for their children.

We can but hope that the preparation that children do for the Eleven Plus examinations will help to mould thoughtful and hardworking individuals.

George Bernard Shaw in `Man and Superman’ tried to define how an artist saw the world and explained that a true artist would let his wife starve, his children go barefoot and his mother keep working until she was seventy. He then allowed Octavious to say that `it is out of the deadliest struggles we get the noblest characters’.

Perhaps the work done by Eleven Plus children does build character. Perhaps having a goal at a young age – and working towards that goal - makes our Eleven Plus children grow into adults who want more than second best.

In years to come we don’t want starving wives and husbands, barefoot children and over worked grandmothers. Perhaps we simply want children who are prepared to struggle and work hard for what they get. We can also hope that our children will, in time, turn out to be `noble’ characters.

Eleven Plus Thoughts

2nd January 2008 - `I have no chance of passing the Eleven Plus. I don’t want to do it. Just because Uncle Cook went to grammar does not mean that I have to go.’

8th February 2008 - `I have told you one hundred times that I do not want a tutor. I don’t want to do the Eleven Plus.’

14th February 2008 - `I suppose it was all right. She was nice to me and didn’t laugh when I made a mistake.’

23rd March 2008 - `Yes I know I have to do my homework. Just let me finish what I am doing.’

12th April 2008 - `Please can you help me with this verbal reasoning? I think I know what I am doing but I want to make sure.’

2nd May 2008 - `I know it is time for supper – just let me finish what I am doing. I want to do better than last time.’

5th June 2008 - `No thank you. I don’t want to go to the cinema with everyone. The film is so boring. Besides I have finish my Eleven Plus Work.’

`17th July 2008 - `Yes, I am finding it all a little easier. It is much better when Dad can help me. He does not nag as much – but you are good Mum at what you can do.’

19th July 2008 - `Well Dad can’t be home in time so I suppose you will have to help. Oh! I didn’t know that you could do them. Thanks Mum. You are brilliant.’

14th August 2008 - `I am going to phone Uncle Cook. I want to go to the same grammar school as he went to. I like work now. My teacher at school says I’m getting better. I am in the top group for maths now and I really like it.’

2nd September 2008 - `I know the exams are close. I can’t wait. I like doing papers – they are so easy. When I get stuck I know what to do. It is so easy now.’

28th September 2008 - `It was brill. I could do everything. Do you know Uncle Cook; I would like to be in your house at school. I can’t wait.’

Some day in March 2009 - `I can’t believe it!’

Eleven Plus Gentlemen

Be yer of oure Lord, a pousand prehondred foure score and fyue, of the secunde kyng Richard after pe Concuest nyne, in all pe gramerscoles of Englelond children leuep French, and construep and lurnep an Englysch.

This can be translated into:

In the Year of Our Lord 1385, in the ninth year of Richard 2nd, in all grammar schools in England children are abandoning French, and are construing and learning in English.

Our fixation with Grammar Schools looks as if it goes back a long way. Long ago `civilised’ children were taught in French - as if it was the speaking of French that made a person into a gentleman and a scholar.

At our local Grammar School, Gravesend School for Boys, over eighty boys, who are about to enter Year 7, are on a week long course where they are immersed in French for a week.

I wonder if the reason is to make the boys into gentlemen or if it is to give the boys a good start in French.

When Henry the Fourth seized the throne in 1399 England gained a king whose mother tongue was English. In the fifteenth century very little French was taught because it was no longer the native tongue of England.

If anyone has any firm evidence that boys who enter Grammar School are likely to become Gentlemen – please share it with the rest of us.

The Eleven Plus Quick Fix

There are no short cuts to Eleven Plus success.

Every single athlete at the approaching Olympics will have prepared and planned.

Our ten year olds also have to prepare and plan. Some will relish the challenge while others will be a lot more cautious.

Some of the grammar schools in our area require a written exercise. The English is only used for evidence - so there is no pass or fail mark.

We show the children a series of different type of essays and give help with planning. One topic was: Should there be speed cameras near schools?

We were offered a remarkably mature and carefully reasoned answer. It could have been an adult writing. In the penultimate paragraph, however, she appeared to move onto another plane and started writing about congestion charging.

If any one has ever been fined for a late payment of a congestion charge please let me know. This little would be lawyer will be able to out argue the whole of Transport for London. It seems the father paid the enhanced fine in the end.

I hope that this little one does not go to work for Transport for London in future years - otherwise we will all be paying as an super-expensive rate.

We can safely think that her Eleven Plus preparation will be meticulous and carefully planned. I doubt that she will have much to say about the amount of work she does. If she does communicate about her studies it will be to a most trusted person. She, no doubt, will have read Alice in Wonderland at a very early age:

For this ever be
A secret, kept from the rest,
Between yourself and me.

Eleven Plus and the Role of Parents

When your child sits the Eleven Plus you hope that the seat is comfortable, the desk is the right size, there is sufficient light, the room is neither too hot nor too cold and there is a reasonable amount of `quiet’ noise.

Way back in 1924 there was an experiment about lighting in America. The study was to do with the optimum amount of light for workers. The results were difficult to follow. The measured output of the test group went up with changes in light. The problem was that the work of the control group also improved. The control group did not have any changes in lighting but their output still improved.

When the lighting of the test group was lowered – the work output improved – but so did that of the control group. These surprising results were called the `Hawthorne Experiment’.

In Eleven Plus terms if parents take an interest in the Eleven Plus preparation their child’s work will improve.

If a child attends a one to one tutor the work will improve.

If a child takes part in individualised learning – the work will improve.

If a child goes on a course – the work will improve.

With a good report from school the child’s work should also improve.

There are so many different variables affecting a child’s progress towards the Eleven Plus. On our course today the children had three different `pep talks’. The first was from a teacher in a local Grammar school – talking about early days in the grammar system. The next talk came from a widely travelled teacher who stimulated the children by telling them about the need for hard work to be able to earn enough money to be able to travel. The third `pep talk’ was from a young woman who had attended a local grammar school, with wonderful results, and had just completed her first year as a medical student. She described cutting up bodies along with a need for unrelenting work.

The `Hawthorne Experiment’ took place at the Hawthorne plant of the Western Electric Company in America.

We want all our children to feel inspired, involved, supported and confident.

We just hope that one day they simply: “See the light.”

Eleven Plus Power Plays

Many of our Eleven Plus children will become leaders one day. There are many definitions of the word `leader’ – but in Eleven Plus terms we could think of a leader as a person with a status that allows him or her to exercise influence over other people.

A clear cut expansion of the word `leader’ can be seen over and over again in politics. Here a leader is offered status by followers who can withdraw the leadership in a variety of ways. A coup seems a popular method these days.

A different example of leadership can be demonstrated by Michael Vaughan. He will be remembered as the captain who led England to their greatest triumph in modern day cricket, when he won the Ashes back in 2005 in one of the best Test series ever played. Here he showed leadership and was a fine example to all in the land. He was rewarded with an OBE.

As a child I was fascinated by the story of Madame Curie. She overcame so much misfortune to become a revered Nobel Prize winner for her work on radium. She was so selfless that she gave away the money she received for her prize. She was a leader – but did not live in the limelight in early years. She simply worked and focused on the task in hand. The rewards and publicity came later in life.

So a leader collects followers because he or she is superior in some way. It could be financial – in the way that men with money have taken over so many football clubs in the Premier League. In spite of their financial clout the owners have had to find leaders to manage their football clubs.

A child has to listen to parents. The parents are still the leaders of the family because they are the adults. A child can not initiate a coup. They can’t go out and buy new parents. Eleven Plus children, however, do need to be focused and have a clear picture of what they hope to achieve.

So when a mother or a father says: “Go and work.”

The child has to say: “How high?”

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Eleven Plus Anxiety

We meet children, every now and again, who are really anxious about taking a test, meeting strange teachers and the unexpected. It must be quite `normal’ for most children to feel anxious about the Eleven Plus examinations.

There is a lot riding on passing:

Gaining access to a desirable school
The promise of a good education
Meeting and making like minded friends
Enjoying an atmosphere where is it acceptable to be bright
The chance of being able to go to a `good’ university
The hope that one day a good job will emerge.

I suppose we all need to understand just what the children are worried about. We also need to appreciate just how real the concerns are. It also helps some children to realise that there are some other children who feel the same way.

How can we build confidence?

Help your child to learn that while it is important to be able to keep up – it is not essential to keep up with everyone.

Structure the day so that there is time to do the extra work involved in passing an examination. A round of activities and clubs will not leave enough time for study and contemplation.

Help your child to understand what is in the examination. Go over the language that will be used in the instructions on how to do the test.

Do lots of work on meeting deadlines – especially with practice papers.

Build timing into the daily life of the family. “How time flies when you are having fun,” is true. “How time flies in an examination,” is equally apposite. Help your child to wear and use a watch! (I recently met a mother who talked about her child and problems with timing. She did not wear a watch and neither did her child. This is fine for daily life – but not in a pressured examination situation.)

Try to reason with your child about what needs to be done immediately and what can wait.

Develop a climate of confidence where parents and Eleven Plus children feel that they can speak freely about worries and perceived anxiety.

Try not to believe and hope that it will: “Be all right on the day.” Your child may not believe you.

Eleven Plus Mothers

This blog is for mothers who have ten to eleven year old sons who occasionally make smart remarks.

There is a tribe called the Marquesans where there is shortage of women. The result is that there are households made up of a head `husband and father’, a wife and a group of `secondary husbands’. The women tend to be the dominant members of `the family’.

The job of bringing up the children is left to the secondary husbands.

So when our Eleven Plus mother says: ’I don’t know, ask your father’, the Marquesan child can choose any number of fathers. If Number 2 Dad can’t work it out the lucky Eleven Plus child could ask Dad Number 3.

All I can think is, that the typical Marquesan mother is a very lucky woman to have all those men running around after her.

Imagine being able to call on six different husbands to have `a serious talk’ with your ten year old about any alleged smart remarks.

Eleven Plus Multiple Choice

We listen with great fascination to stories of gamblers. There are the men and women who believe that the `system’ they have developed is good enough to beat the odds.

Our next door neighbour in Zimbabwe was Baron Hercules Robinson of Culcreuch. His castle back in Scotland was very old and very cold. The walls were grey and the countryside was green. As a young man he brought the first ball point pens to Southern Africa. He was a gambler. When he left Arica he gambled in London and Monte Carlo. On one visit to his castle we were regaled with stories about some of his epic games with Omar Sharif.

At one time or another we all try to beat the odds. It could be an unwary traffic light, or an extra five minutes on a parking meter. There is that little part of all of us that wants to beat the system.

Our children learn this before they can walk and talk. It could be a cry for attention when there is nothing wrong at all or even a heartfelt plea for an ice cream when there is no need what so ever for any more sustenance.

One habit we do need to beak in children is the desire to gamble when they are working on multiple choice papers. We tell them over and over again:”Look for the answers that can not possibly be right. Eliminate the obvious red herrings.”

If all else fails teach your children to play bridge over the summer holidays. In bridge the players arrive at a contract – and say how many tricks they hope to win. Money can change hands. You will naturally not mention money with your children – but could play for other commodities. Your child will learn that to gamble (i.e. just guess the answer) is not an attractive way of conducting an exercise. If you guess you are unlikely to win. “If you guess too many answers it is unlikely that you will pass your Eleven Plus.”

Eleven Plus Promises

Sometimes you may have the feeling that your child is working passively. This is when you realise that your child is simply waiting for instructions and information.

You may feel that all you are doing is repeating your instructions – but your child does not really understand what you are saying – or even making an effort to understand.

You notice the yawns and the: “I am so bored with this work. Please can I do this later when I am not so tired?”

You hear the challenging sentiment of: “Mum, do I really have to do this work? You know I can do non verbal reasoning. You know I am better than you at non verbal.”

You say to yourself that enough is enough. You call a family meeting. Decisions are made. You write down the outcomes. Your Eleven Plus child will maintain the following precepts:

I promise to be more involved in what I am learning.

I will try harder to listen to what you are saying.

I will never again eat chocolate just before I am due to do some work.

I will make sure that I concentrate on my work. I will not argue that I need music or the T.V. on when I am working.

I will try to avoid having a short break every few minutes to check on what is happening in the rest of the world.

If you actually are right, I promise that I will acknowledge that, and try not to argue.

I will try hard to do my work when it is convenient to the rest of the family.

I will remember to say: “Thank You”.

Eleven Plus Verbal Reasoning

We don’t really know when language arose. It probably goes back over half a million years. It is possible that there was a need for language when man started making tools. In the Stone Age man made flint tools – and later on the tools of bone, ivory and antler.

We can see wonderful painting on walls of caves from long ago – along with carvings and engravings. The finest achievements of Stone Age man are only around one hundred thousand years ago – so it is possible that language was flowering in those days.

When we look at the language our Eleven Plus children need we have to be aware that a child’s language needs are very different from those of adults. So while we expect a child to learn words like `mummy’ and `doll’ and `spoon’, it is possible that adults many years ago were developing language around hunting, fishing and feeding families.

The Bronze Age was a mere five thousand years ago – and the Industrial Revolution is far more recent. Since the onset of the Industrial Revolution language has developed at an extraordinary rate.

If the Eskimos had Eleven Plus examination then the examiners would have to be very careful of the word `snow’. The Eskimos have words for `soft snow’, `new fallen snow’ and `hard snow’. We visited the Science Museum over the weekend – and saw, once again, Stevenson’s Rocket. The impact of this machine on the world must have generated many new and descriptive words.

Bright eleven year old children use language to influence the behaviour of their family, friends and school mates. The children want (or need) food, money, sleep entertainment – along with a desire to pass examinations. If the child does not have a wide vocabulary it becomes very difficult to manipulate words and ideas.

Eleven Plus children need to read and write. It does seem hard to reduce language to: “as AB is to CD find the letters after EF …….”

Eleven Plus and Examination Traditions

I have a `First Impression” copy of the book `Hearts not Heads in the School’ by AS Neil. It was published in 1945 with the warning: THIS BOOK IS PRODUCED IN COMPLETE CONFORMITY WITH THE AUTHORISED ECONOMY STANDARDS.”

He was publishing ideas on education around the time that early thought on Eleven Plus examinations were being formulated.

On Page 40 he writes:

I grant that, owing to our iniquitous examination system, most children are compelled to develop the head at the expense of the emotions and the body, but I am taking it for granted that in the school of tomorrow the child will not be ruled by the old men who keep up the examination tradition.”

The school of tomorrow has arrived. To some bright children the Eleven Plus is still an `iniquitous examination system’.

Eleven Plus Roles

On any given Sunday a ten to eleven year old child can assume many different roles.

On waking the child can be a child – eating food brought by loving hands.

After breakfast the child can suddenly become a T.V. critic – with a great and determined desire to `just see the end of the program’.

Then there could be time for a little Eleven Plus work. Here we see the role of the serious student. Irritable, short tempered and wanting help `NOW!’. (Please.)

In the car the child becomes a navigator – and starts arguing with the Sat Nav. “We didn’t go this way last time.”

On arrival at the Science Museum the child becomes a child again – wondering afresh at the range of exhibits that span such diversity and depth.



The Launch Pad is very popular. All we can do is hope that the Eleven Plus candidate feels happy, secure and highly stimulated.

Co-operation suddenly becomes more than a buzz word.



Children work together without arguing.



Grandparents give love and stability. This allows the child to change from being a prospective scientist to a much loved grandchild.

Eleven Plus Reading

“What can I do? I’m bored of the books I have. I want something to read.” Familiar words? I hope so.

You will probably have read aloud all the well known books like “Wind in the Willows” by Kenneth Grahame when your `Eleven Plus Candidate’ was little. Even though this book was written in 1908 it could still be enchanting to a ten year old – because it has fantasy characters and the story is about an illusion. Your child may want to re-read a timeless classic.

No doubt the Dr Dolittle stories (Hugh Lofting), which date back to the 1920s could also give still a good re-read to a ten year old. Other authors from the twenties like A.A, Milne with `Winnie the Poo’ and J.R.R. Tolkien with `The Hobbit’ could also stand the test of being read aloud. All you have to do is find an audience for your child to read to.

In the 1930s authors like Arthur Ransom’s Swallows and Amazons and Emil Kastner’s Emil and the Detective enthralled many children – and the appeal persists today.

Recently members of our family have been listening to the Enid Blyton’s Famous Five stories on audio and the romance of the stories persist. Perhaps you could encourage the writing of a short and simple book – and then recording the book to read to others.

In today’s world there is such a proliferation of books – that there must be something out there that will catch your child’s interest. T.V. brings stories to life in a different way to words on a page. Reading books based on television series can bring great pleasure. The Hannah Montana books, for example, are deeply satisfying to some ten to eleven year olds.

Even though paper back books are relatively cheap – buying ten to twelve of them quickly adds up.

Eleven Plus Learning

The house is quiet.

The television is off.

The siblings are involved in something or other.

A parent sits down with an Eleven Plus child.

The very bright and highly motivated child does not seem to understand. Oh dear! Emergency! Think of hiring a tutor. Phone the partner. Consider a little parental temper tantrum. Call in reinforcements. Oh dear!

It may help to remember that the way an adult learns is different to the way a child learns.

An adult is able to rely on prior knowledge.

An adult is able to rely on previous experience.

An adult may think that the method that is being used to explain to the child should be easily understood.

An adult may have a set attitude towards learning.

So the parent must say:

“Oh dear – I must remember that to understand this, my child needs information.”

“Oh dear – My child has no previous experience of this. How can I help?”

“Perhaps my method may not be the best.”

“I need to be a little more flexible.”

Class and the Eleven Plus

There is a fascinating article in the New Statesmen today by Danny Dorling.

One of the points he made was that in time gone by more boys were able to attempt Eleven Plus examinations because there were more places for boys.

He argued that the Grammar School boys created a class classification based on men's occupations.

If we look forward to twenty years time, our present Eleven Plus boys and girls will be busy building a new world.

I have the feeling that ability, money and privilege will still count.

Sleep and the Eleven Plus

There is great excitement in the shires tonight. A mother has just re-invented a Sleep Learning.

She spent the afternoon going over percentages with her ten year child. At one stage both parties were in tears. There were hugs and kisses – and a general air of reconciliation developed – and emerged.

The much loved daughter went to bed – and mother sat beside her for an hour reading the notes they had developed on percentages.

“To find ten percent of a number, simply divide by ten.”

We understand that the daughter finally dropped off to sleep with her mother’s voice extolling the delights of percentages. A few minutes later the mother fell asleep in mid sentence – but continuing to read percentage rules to her daughter.

The mother is working on the theme that the brain keeps working - even when the body is asleep.

Eleven Plus Class Sizes

Class sizes up to sixty children were common a hundred years ago. There used to be a single teacher who was both revered and feared. Discipline had to be taut. Control had to be absolute. Pain and beatings were administered for small misdemeanours.

The teachers used lots of drill exercises. The class could not progress at the speed of the most able. The teacher could only allow the class to move forward at the speed of the slowest. The children who learnt quickly were expected to help the less able.

Gradually teachers and educationalists were able to argue that education was there to help a child achieve his or her potential. To achieve this laudable aim class sizes had to drop.

We still have one teacher teaching a class. The size and composition of the class can show considerable variation.

Many of our Eleven Plus children are very bright. We tested a child in one of our centres this week who only made three mistakes on two standardised tests. This places the class teacher in his school under tremendous pressure.

Group Tests and the Eleven Plus

Most of the children are writing Eleven Plus examinations will be writing in a group setting Some children will be in their own school. Other children could be at a variety of venues including the local grammar school, the Authority headquarters and sometimes, a different primary school.

Some children will have the advantage of sitting the examination with their own peer group – while others will be working with strangers in an unfamiliar environment.

Some children will relish the idea of a new setting – because they will be pleased to show just what they can do. Others will be less sure of the physical surroundings.

Before the children go into the examination the test will have been standardised and validated on a large number of children. All children, therefore, will be offered the same set of written and oral instructions.

The reliability of the test can only be questioned if the physical circumstances are vastly different from one group of children to another.

Group tests are naturally going to be less accurate than a test administered on a one to one or more personal basis.

Talk to your child – explain what you think will happen in the actual examination room or hall.

Discuss the toilet facilities.

Explain that even in a group setting, with unfamiliar children all around, that it is essential that your child asks for help if there is a problem. There will be little help once the examination is under way – but your child should ask if he or she does not know exactly what to do.

The Challenge of the Eleven Plus

We have been told over and over again that an individual’s intelligence develops as a result of interaction between nature and nurture. We would also like to think that the majority of the children writing the Eleven Plus will have had a broadly normal development. All things being equal; the Eleven Plus children will have enjoyed the fruits of a similar environment. We must presume that if a child attends a good school he or she will be stimulated and extended. We all hope that a good home background will contribute towards good results on intelligence tests.

Psychologists, however, can not agree on what intelligence is so the Eleven Plus Authorities have turned towards reasoning tests as a primary selection tool. A reasoning test is designed to use pre-planned questions in order to arrive at a normal curve of distribution. The questions are analysed on an item by item basis. Questions that do discriminate are kept – and the rest discarded.

The scores on Reasoning Tests are then validated against similar tests – and if all is satisfactory – the test is standardised. All books, papers and Eleven Plus exercises are designed to try to help a child to do as well as possible on the reasoning tests.

At the start of the first `real’ Eleven Plus test we all hope that test sophistication will have a bearing on the final scores. It does not necessarily follow that eleven year old children need to do a practice Eleven Plus paper every day. After all ability to do well on reasoning papers is a combination of a number of different abilities. It would be exciting for all of us if provenance of the present reasoning tests could be challenged.

Eleven Plus Relationships

“Thank you, but why do we need to learn algebra?”

Some children are not simply passive learners – they want to know why and how.

Algebra deals mainly with equations, which are mathematical statements. The statements contain an equals sign such as 3x + 6 = 12. Early on in the primary school the algebra is mainly shown in diagrams and drawings. As children move towards the end of KS2 into KS3 more formal notation is used.

When children say that they `love mathematics’ they are often talking about the creative side of mathematics – where they are encouraged to solve problem. We sometimes work with our more able Eleven Plus children on the equation: y = mx + c.

There would be a general outcry if Eleven Plus papers asked children to cope with ‘y = mx and c’, but bright ten year old mathematics can cope – and enjoy.

“Algebra helps to describe relationships between numbers.”

Some teachers and parents are to be envied if there is time to be able to spend a morning exploring the relationships between numbers.

Eleven Plus Marking Problems.

There has been lots of discussion on the recent debacle with the results of the SATs tests.

At the turn of the century the `early’ objective tests often had essay questions. The problem then, as today, was that there was considerable difference in the marking. Different examiners marking the same paper would give different marks. The same examiner marking the same paper on a different occasion could give different marks.

This lead objective testing to tend towards lots of short answers. Then along came multiple choice testing. Multiple Choice is the commonest form of objective testing.

The construction and standardisation of tests is done by the large organisations like (NFER) and Moray House.

Reuters has prepared an informative article on the state of progress towards nationwide SATs results.

Within this BBC website:there is a fascinating article on the problems facing markers.

Eleven Plus examinations are now, however, usually multiple choice.

We sometimes have the pleasure, however, of preparing children for Eleven Plus tests where there are no multiple choice questions on certain papers.

Eleven Plus Vocabulary

Our children writing Eleven Plus examinations first of all have to know something. They can not write an Eleven Plus examination with some knowledge.

The children also have to understand what they know. It will be almost impossible for them to be able to answer a question on volume without some understanding of the concept.

In some Eleven plus questions our children will need to be able to think. This could be critical thinking – or distinguishing between facts and opinions or even `thinking outside of the box’.

The children will also need to be able to demonstrate technical ability. This could be the ability to read and understand the instructions at the start of a section and then proceed to answer a number of questions correctly.

There is also the question of communication. This is more than an Eleven Plus child communicating with his or her parents, communication be simply writing down the right answer.

We know, for example, that vocabulary is a vital factor in many different types of examinations. A good vocabulary is essential in verbal reasoning.

Suppose the children were asked to define the concept of `orange’.

Some children would immediately opt for the colour orange.

Other children would interpret the definition of orange being a fruit – and thus describe the word orange in terms of a member of a family or grapefruit, lemons and limes.

Any children watching the recent European Football Championships will recall the vast swathes of orange as Holland played. The orange there was celebrating the House of Orange.

To arrive at the right answer in a verbal reasoning test – where the word `orange’ is involved - our children need to be able to follow different thought processes:

They will need to know in which context the word is being used.

They will have to think to distinguish between the different definitions.

They also have to be able to communicate the answer.

Question 1A: The fruit of an evergreen tree
Question 1B: A colour between read and yellow
Question 1C: The colour of a ruling family in Europe

Eleven plus parents will be working with their children on vocabulary but, as we have just seen, even everyday words can stimulate discussion and conjecture. Keep a dictionary close to hand – especially when working through papers. Talk about words and ideas. Help your child to recognise that exploring words can be exciting and refreshing.

The Eleven Plus

Many years ago Charles Darwin became involved in studying children. He watched their behaviour and development – and presented a picture of children who were genetically structured to adjust to the environment.

His half-cousin, Francis Galton, demonstrated that children really were individuals – and that they conformed to norms.

It was left to Burt, back in 1921, who popularised testing on a more scientific basis.

Today there are many teachers, educationists and parents who feel that the SATs testing at 7, 11 and 14 is un-necessary.

There are also many opponents of Eleven Plus testing. We met a mum at the recent Kent Show who argued vehemently against the Eleven Plus. She maintained that her bright and able child would do just as well, if not better, in a comprehensive school. We wish the family well.

Standardised tests give us the ability to select on as level a playing field as possible. The problem is the tests we are using today to test children are remarkably similar to those set all those years ago when selection tests were first mooted.

After the Second World Way the five day cricket test was all important. Today every one is talking about Twenty Twenty. The game is still cricket – but the rules have changed. We still have two sides. We still have a wicket. There is still a ball, bowlers, fielders and batsmen. Standing at either end there are the umpires. Today, however, the umpires are aided by modern technology – and a match judge. Twenty Twenty is pulling in the crowds. The game is still cricket – but not cricket as it was known fifty years ago. Time has marched on.

Time must also march on for the psychologists who are devising Eleven Plus tests. New and exciting tests are needed. Children today have had TV from birth; they have mobile phones and access to technology that was not even dreamed of fifty years ago. Surely the Eleven Plus tests should reflect this?

Our organisation is responsible for preparing hundreds of children. There are many more thousands of Eleven Plus children working hard towards the examinations. Surely our children deserve more? It is just not cricket!

The Eleven Plus Journey

For some children the Eleven Plus examinations represent a form of rite of passage.

Initiation ceremonies prevail in many civilisations. Most of us will carry images of young African children taking part in ceremonies that may seem to be hostile to our eyes. We are also aware of the transition that marked, many years ago, the passage of young Red Indians into adulthood.

At one time the gentle Christian confirmation marked the initiation of children into adults. This was not so much a confirmation ceremony, however, but acceptance into the Church.

For some Eleven Plus children preparing and passing a competitive examination can be likened to some form of initiation. We start with a child, closely protected by parents and teachers, and suddenly thrust `The Candidate’ into the world of competition and work.

Many years ago boys were sent to sea as cabin boys – and then on to become Midshipmen. Imagine your eight year old being pushed onto a ship leaving for far off lands. You would worry that you might not see your child again. Your child would need to adapt from a child centred life to one where everything is adult orientated.

In the Eleven Plus examination your child will be faced with a battery of questions. The work will be timed. You will naturally prepare your child as best you can.

On the day of the examination you will make sure that you offer a healthy meal. You will check for a clean handkerchief. You will offer a warm hug and final words of advice. Your child will leave your arms and go forward bravely (you hope).

To all intents and purposes your child will leave you as a primary school child and return as a potential grammar school pupil. A big jump for both of you!

Handwriting and the Eleven Plus

A very pleasant couple approached me at the Kent Show yesterday and asked if we could help with hand writing. Naturally I went through a short series of key questions:

Is he left handed or right handed? (Right)

How old (14 years)

Where is he at school? (Grammar School in Kent)

Has he always had a problem? (Yes – always.)

What is the problem he is having? (Generally untidy.)

Does he want to improve? (Oh yes. The teachers are complaining – and one teacher said he won’t mark any work next year.)

A few suggestions:

Remind him that his work had to have been relatively neat at one time or else he could not have survived at grammar school.

Point out too that in the days of Queen Elizabeth the First `gentlemen’ had to have neat writing.

Suggest too that most teachers have untidy writing because they see so much untidy writing from their pupils.

Conform that in years to come he won’t have to write any thing down because of computers, phones and keyboards. (At school he has to be neat – or else!)

Some practical points:

Never let any letters touch the line. Always write just above the line.

Space the words very carefully – this makes the writing look regular.

Write with both feet flat on the floor – to drive a good posture.

Angle the page correctly – the page should be faced away from the body.

Work especially on the tails top letters for example the tails on a `y’ or a `g’.

Don’t slouch.

Want to write neatly.

Accept a `big’ bribe gracefully.

Eleven Plus Future

A conversation at today’s Kent Show.

The time about 08.45. (The show opened officially at 09.00.)

A couple walking by our stand:

“Nice to see you again. My two came to your centre some years ago. X. is twenty nine now and Y is twenty seven.”

“Good morning. Thank you for stopping. It is good to see you again.”

“Yes your people were brilliant. Both children loved the centre.”

“Thank you. What do they do now?”

“They both went to university. X is working as a management consultant. Y is still in Kent. He has started on a new job”

Is this an Eleven Plus Question?

I heard this at the Kent Show today. Please help.

The scenario: A woman and a child standing a few feet from our stand - deep in conversation:

"I am fourteen years older than you."

"How old are you now?"

"Six."

"That is right. I had you fourteen years ago."

If any one can work this out - please let me know.

Eleven Plus and a White Paper

There was a Government White Paper in 1958 “Secondary Education For All: A New Drive.” (Sounds familiar?)

The paper contended that since children were different they needed courses that would nourish their individual abilities and interests.

The White Paper felt, however, that that it was wrong for a child’s future to be determined by a selection test at the 11-Plus. The government wanted to experiment with comprehensive education in rural communities – and in selected urban communities.

The major political parties voted against each other – and drew battle lines – just as today.

Today’s parents could look back in their family history and work out who voted for the Eleven Plus – and who was against.

Eleven Plus Bullies

I listened to a mum today at the leisure centre. She described the problems her daughter has had with bullying at school. The girl is now ten years old and will be taking her Eleven Plus after the summer holidays.

The girl is very bright. She has found Level 5 work easy to cope with and loves the challenge of new work. She is perfectly happy to tackle hard and demanding questions – and is friendly and unassuming. We have enjoyed her company.

It transpires that she has been bullied at school on a regular basis.

Her parents have followed the correct paths. They have spoken to the various teachers, and the head teacher. The mum said: “The teachers have been brilliant. We could not ask for more.”

The girl has had counselling because, in spite of energetic intervention, the problem has persisted. The bullies, apparently, have been unrelenting.

This is a sad tale. The statement was made that it was unlikely that the bullies would follow the girl to grammar school.

The academically gifted have been persecuted for ages. History abounds with able people who have been hounded and pilloried.

The Eleven Plus and the Psychologist

If your daughter showed precocious athletic talent aged nine it is very likely that you would, at some stage, turn to a sports psychologist for help and advice.

You would want the psychologist to help your child to relax and focus – and really pay attention.

You may agree to your child engaging in other forms of exercise – like Andy Murray did very recently with yoga. He was, we are told, aiming at strength and direction. Before that he had attended an academy in Spain to hone and develop his skills.

The wonderful little Laura Robson who won the Wimbledon Junior Girls title had been coached when she was nine years old by Jo Durie. Over the years Laura must have had the best possible preparation.

So here are some of the components of future Eleven Plus champions:

If you feel you need extra help, find best possible teacher who can relate to your child.

Be prepared for you, and your child, to move out of your comfort zone.

Recognise your child’s strengths and weaknesses – and accept them.

Keep smiling and cheering and offer lots of praise even when all seems to be going down hill. After all your child may, at times, be able to fight back.

If some one other than you appears to understand your child better than you – listen and use what you need for your on-going relationship with your child.

11+ Mothers

A mother mentioned today that she thought she would `put her child in' for a number of Eleven Plus examination.

The first examination would be `as a trial'.

The second examination would be the `real examination'

The other two would be backup tests.

Two of the mathematics examinations are multiple choice.

One examination has a story which is not marked. (Unless it is needed.)

In a different Eleven Plus examination the English is marked.

All four examinations do verbal reasoning. Two with multiple choice and two traditional answers.

Fortunately the `Eleven Plus Candidate' is a bright boy - and should enjoy the challenge.

He will write in four different locations.

If he passes one of the Authority Eleven Plus examinations he will be allowed to appeal to try to reach the school of his choice - even if he has already sat the examination and not passed.

Now most mothers have quite busy days. On top of looking after the family, the spouse, a job and serving as an unpaid taxi driver the poor mum has to try to keep everything in her head. Examination dates, transport problems, extra lessons, horse riding, drama, cricket, and Irish Dancing all have to be satisfied and classified.

We wish the family well.

Parents and the Eleven Plus

Parents sometimes have difficulty in encouraging their children to participate fully in the `Eleven Plus Experience’. Another way of developing this concept is to suggest that the much loved child, on this occasion, simply does not want to do any extra work.

Naturally this calls for a parental pep talk. A pep talk where parents go though the full range of emotions. One moment they are appealing to their child’s better side, the next a threatening frown flutters across the face and then the straight forward bribe is offered. Only a parent can rationalise all these three threads into one three minute pep talk.

You child needs to understand that it is essential that he or she is attentive.

It is also important that your child wants to learn.

And thirdly the work must be appropriate. It is no good asking for a speed test on a full Eleven Plus paper when your child simply does not feel like doing the work.

Eleven Plus Food

“You have had your chips. I am going to sort this out!”

If you tell your child that he or she had had his chips it either means that something bad is going to happen or that he or she is going to get what is deserved.

The Schools Minister has just announced children at secondary school are going to have to stay at school at lunch time to encourage healthier eating. Primary school children have much less freedom to leave the school’s premises within school hours.

When you child arrives at grammar school, after all that hard work, it could be that a basic freedom is denied. No lunch time chips.

This means that there is possibly a third meaning, which your Eleven Plus child will have to get used to. “You have had your chips,” may mean no more than no more potato chips until your child has left school.

Starting Eleven Plus Work.

Four sets of parents asked today:

"My son is leaving Year Three. When should he start lessons?"

"Is he reading?"

"Yes, a little, but he loves maths."

"Please encourage him to read. Develop his reading vocabulary. He will find that he needs a strong reading vocabulary."

Sats and Eleven Plus

We heard today that the SATs results are to be delayed by a week.

Poor children.
Poor parents.
Poor teachers.
How sad for every head teacher.

We hope that this will not happen to the Eleven Plus results.

New Eleven Plus Examinations

"Have you got your phone, dear?"

"Yes mum."

"Is it fully charged?"

Yes thank you mum."

"Did your sister give you back your sim card?"

"Yes thank you mum."

"You are not on pay as you go. You are on a new contract so you take your time over the answers. Don't rush!"

"Yes mum."

Conversations like this will be taking place all over England when a radical change is made to the Eleven Plus examinations. Children will be tested through their mobile phones. They won't need to sit in stiff rows answering questions. They will be able to `chill' and do their examinations in comfort. Many boys and girls will love the challenge of the new technology.

Eleven Plus standards will rise. Grammar schools will benefit.

Why?

Because a lecturer has found a new way of communicating with his students. We can use this leap in technology to force through much needed changes to the way the Eleven Plus examinations are administered.

Eleven Plus Papers

There is more to preparing for the Eleven Plus than working through a range of Eleven Plus papers. We need to draw a little picture. We have a boy who is the `top’ groups at school. He is well liked by everyone in the class, good at games and enjoys work. He tells his parents that he wants to go to grammar school.

The family go out to buy the latest Eleven Plus papers. They also download lots of free papers. They lay the papers out all over the floor and try to get a picture of just how much has to be done. They down load a copy of the prospectus from the internet.

The next morning the family drive to the nearest grammar school and walk as far as they can around the perimeter. They sit in the shadow of a big tree and pass pages of the prospectus around. The family then find the nearest bus stop and work out the logistics of school journeys.

This then is evidence of good preparation – possibly even establishing an Eleven Plus framework. But when the hammer beats down how will our Eleven Plus candidate react?

He will need to be able to cope with lots of verbal information. He will need to learn facts, make generalisations and, at times, think!

He will need to be able to demonstrate that he has high level intellectual skills. It is a temptation to call a person an `intellectual’ when they are given the opportunity to be able to demonstrate their wide vocabulary.

He will need to have the right attitude. He must be able to listen – and reflect. He must be willing to learn. He must want to `get to grammar’.

Finally, he must want to work through a selection of Eleven Plus papers.

Are Eleven Plus Children the Elite?

In any discussion on the Eleven Plus the question of elitism must be aired. Why should bright and able children be offered extra resources when it is possible that they should be able to make good use of the existing educational system?

A number of Eleven Plus children must fall into the group called the very able or `gifted’. We, in Etc, are sometimes privileged to be able to work with children who are in the top one or two percent of the population. We then have the opportunity of being able to try to help to develop the children in a variety of way.

As we are dealing with nine to eleven year olds we are sometimes able to discuss the type of Eleven Plus work with the child and the parents. Some `families’ opt for acceleration so that the child is able to do the work of older children. We have a specialist Eleven Plus room in one of our centres where very bright children can meet once a week and work together in an atmosphere of endeavour and excitement. Other children, and their parents, simply prefer enrichment and more directed Eleven Plus work.

Coping with a wide range of Eleven Plus children does demand a need for individualised learning programs. Many of our brighter children love having the feeling of control over their work. Some children are perfectly happy to work on their own, at times, and relish in a struggle to solve problems. Some of the less able candidates prefer to have the work explained to them in fine detail. Occasionally, however, we meet a really bright child who demands to have work explained – just to be able to have the opportunity of engaging in endless discussions and arguments.

We do expect `Eleven Plus’ children to make a significant contribution later on in life. Some of the Eleven Plus children will go on to become important leaders. Naturally some children who did not go to grammar school will also emerge as leaders. Attending a grammar school will open some doors – but not every door. Thank goodness that `born leaders’ will emerge from a wide spectrum of schools.