Eleven Plus and Open Questions

Eleven Plus questions, in some authorities, are often characterised under two general headings. In an open question the eleven plus child has to provide an answer by writing an answer to a question. The answer could be an essay or a piece of creative writing. The closed question requires the eleven plus child to choose an answer from several alternatives.

Closed questions are used in eleven plus examinations because they fulfil every aspect of marking consistency. Some types of closed questions, however, seem to encourage rote learning. After all some children can be taught how to analyse questions - and evaluate possible multiple choice answers.

It would be interesting to know what approach to `guessing' answers takes place when a child runs out of time at the end of a paper. People have won the National Lottery by selting random numbers - or Luck Dips. How will your child react if he or she unfortunately has to answer ten questions in three minutes at the end of an examination? Will he or she go for the all ten `C' answers or will the answers be selected at random? What will your advice be?

Eleven Plus Reading

Reading is a whole lot more than phonic analysis and the ability to recognise words. Reading also involves comprehension – and this in turn implies understanding the meaning of the text.

When you and your child sit down together to start learning to read your child is using language and concepts that are already familiar. Parents put a lot of time into helping their child to read as sound early reading plays a crucial part in education. Bit by bit parents start to recognise that free reading enables their child to be free a parent’s patience and availability.

Free reading offers an introduction to new words and concepts. Parents will start to find that they have less control over what their children read.

In eleven plus terms, learning to read is learning to learn. Eleven plus reading is far more than reading and understanding questions.

Somewhere in the busy life of an eleven plus family there needs to be time for reading. Of course parents will want their eleven plus child to read – but some will also want music and drama lessons, sport, dance and a hundred and one other activities. Add to this homework from a diligent teacher at school, along with eleven plus work, and there is little time for your child to sit and read for pleasure.

Parents and the Eleven Plus

In 1926 the Hadlow Report recommended that here should be a separation between primary and secondary education at age 11. One of the further recommendations was that the allocation to either Grammar or Modern School should be by examination at the age of 11. It was felt then that the modern school curriculum should be the same as the grammar school but shorter and more practical.

In 1931 the Report of the Consultative Committee on the Primary School supported the Hadlow recommendation at the age of transfer should be 11.

In 1938 The Spens Report proposed three types of secondary school – Grammar, Modern and Technical. Children aged between 11 and 13 should have a similar curriculum to facilitate transfer.

Year after year the authorities have tried to improve standards of education. The Eleven Plus, however, has remained a fairly stable examination in the face of all this educational change. There have been some tweaks over the years, but by and large the examination has maintained a firm attempt to select bright and able children for the grammar school.

A number of parents seem to welcome the eleven plus examination whole heartedly because they feel that they have something significant to contribute to their child’s education.

Eleven Plus Drudgery

Back in 1928 Sir John Adams wrote about children in `Modern Developments in Education Practice.' He wrote:

"The good-old-grinders have on their side the undoubted fact that drudgery has to be faced in this world, and it does not seem an unreasonable contention that our pupils should be made to face drudgery as soon as possible."

Could he have been talking about elements of the eleven plus? It is not hard to wonder just how many bright children have been made to work through paper after paper as part of their eleven plus preparations.

There must be a fine line, at times, between drudgery and maintaining a competitive edge.

Eleven Plus Wit

A quick wit and a ready tongue may be essential tools as your children prepare for the eleven plus examinations.


Three girls were sitting on a wall today. The eleven plus girls were attending a holiday course. They came from different schools – but landed up as friends because they were sitting on the same table. We were in the middle of a break.

Two of the girls, by chance, were wearing purple.

I told them the story of the marine mollusks – and explained why the colour often purple denoted royalty. The sheer number of mollusks that were needed to dye cloth meant that only the very wealthy could afford to wear purple.

“You two are wearing purple, you must be of royal blood. You must be princesses.”

The two agreed.

“What about me?” asked the third girl. “Why aren’t I a princess?”

“You are not wearing anything purple,” remarked one of the `princesses’.

“What about my knickers?”

Eleven Plus Statistucs

Most of us look at statistics with some degree of caution. We also know that some children facing the eleven plus examinations will have to do well on a standardised test. Other children will win a place in a grammar school by being first past the post.

Statistics are used to standardise procedures and then draw conclusions. “Children over this pass mark will go on to do well in grammar school and are likely to do well at university.” Not all children who go to grammar school stay happy at school and university. Some children do not manage at grammar school for a variety of reasons. Yet on the day they do pass we wish them health, wealth and happiness.

We could set up a stand at the entrance to a large supermarket. Ten year old children, entering with their parents, could be tested on three eleven plus questions. The children who pass all three questions could be deemed selective. We could make a prophecy that the children who pass are likely to do well academically.

In the actual examination a child could win a place in a grammar school by answering three more questions correctly than a child who does not manage to pass. Benjamin Disraeli was supposed to have said: “Lies, damned lies, and statistics!” Can some eleven plus statistics lie?

There must be a finite number of places at the various grammar schools.

The children must be within certain age levels.

Race, colour and creed can not come into the equation if a child achieves a pass mark.

Vacancies may suddenly appear at a grammar school if a child decides not to take up a place.

The appeal system can not be `fair’ to all children – as it must be possible for one child with the same final scores as another child to be offered a grammar school place.

There must be a wide number of plausible factors why one child will `go to grammar’ and another lose out. All parents can do at this stage with some many examinations being so close is to keep focusing on the missing three questions. Working through full papers may be of limited value at this stage. It may be more fulfilling to concentrate on strengths and weakness. After all any sound eleven plus child will tell you that:

Three is the only prime number which is one less than a perfect square.

Special Eleven Plus Children

From the beginning of time teachers have been revered for their knowledge. The eleven plus teacher has knowledge as his or her stock in trade.

A primary school teacher needs to know about a range of subjects – whereas in a secondary school the teachers need more in depth knowledge. The eleven plus teacher needs knowledge about the curriculum and the examination.

Some teachers see themselves at teachers of a subject – and others as teachers of children. For some teachers there is no real difference between the roles.

The eleven plus examination places a strain on tutors – because there is an examination at the end of a period of study. The eleven plus tutor has to maintain high standards as well achieve a high pass rate among pupils.

Eleven plus tutors, parents and the children are bound together by a need for reciprocal communication. The tutor has the power because of his or her knowledge of the examination. The parent has the power because of the knowledge that they control the purse strings. The child has the power because he or she can decide weather or not to work hard towards the examination. Eleven plus children have a certain status – and some children trade on the knowledge that they are the special ones. And these children are quite right. They are indeed the special ones.

Eleven Plus Speed

Over the last few days we have heard a lot about speed.

The wonder runner from Jamaica – Usain Bolt thrilled us with breaking world records. What talent. What a wonderful man as well. He showed all of us that winning, and taking part in a stressful activity, does not have to be deadly serious and full of tension. His smiles and activities on and off the track must have filled most of us with a sense of wonder and joy.

This morning we rode the High Speed train from Ebbsfleet to St. Pancras. The journey from Gravesend, where we live, to the centre of London usually takes around forty five minutes. Today’s run took exactly 17 minutes. Nigel, our chatty and urbane conductor, told us that the train had reached, at times, around 125 miles per hour. Significant parts of the journey were underground – including a seemingly incredibly short spell under the River Thames.

Parents can be remarkably sanguine about their children passing the eleven plus – because most parents are realistic and down to earth about the ability and potential of their children. But some parents do tend to feel threatened by speed. They want their children to complete more questions on a paper – or fewer questions. They want their child to complete the paper on time – and miss as few questions as possible.

“If you get stuck on a question, leave it out and come back to it later on – if you have time,” is a plea made by many parents.

Suggest to your child to read a question at least twice. The second reading for many questions may not take much longer than the 9.58 seconds that it took Usain Bolt to run the 100m.

Benefits of the Eleven Plus

The eleven plus has a number of inter-related functions. Of course the examination exists to give children the opportunity of entering a grammar school education. But other functions may be at least as important:

The eleven plus acts as a spur to bright children and given them something to aim for.

The rigors of the examination ensure that teachers, tutors and parents have guide lines as to the content of the examination. The guide lines may be confusing at times – but at least they exist.

The children who pass the examination have something important to gain. By passing they know they have taken part in a public and competitive examination. For the rest of their lives they know that they have: `Passed the Eleven Plus!’

Different authorities and grammar schools have different pass rates. Some authorities will look for the top 25%, others the top 20% - while some schools only have places for around 120 Year 7 pupils. There is no universal pass rate or admission policy.

Most experienced eleven plus tutors will have good local knowledge about the admission requirements of the grammar schools in their orbit. Parents have access to a wealth of information on the internet and through play ground conversations.

A real benefit of the eleven plus is that it gives the opportunity of many children a chance to study and work hard in the years leading up to them leaving primary school. The syllabus may be a little narrow at times – but it does extend and enrich many bright children.

A further benefit of the examination is that it allows some parents the opportunity to be able to work with their children.

Eleven Plus Agreements

When parents and eleven plus tutors start working together they enter into a form of agreement. Naturally there are expectations on both sides. Most parents will want a patient, well qualified and humane teacher. The tutors will no doubt hope that their charge makes the best possible use of the opportunities.

Agreements for years and years have been made through offering a handshake. In some cases the agreement is only legal when through both parties spitting on the palms of their hands before shaking hands.

The Romans used to seal a bargain through questions and answers. My old and battered `Brewer, The Dictionary of Phrase and Fable' suggests:

“Do you require money?” `An stipem vis?’

“I do.” `Stipem volo.’

“Will you give it?” ` An dabis?’

“Dabo.” `I will.'

“Will you be security?” `An spondes?'

“I will.” `Sponde.’

Today’s Eleven Plus parents can say:

“Will you tutor my child to the best of your ability?”

“I will, and thank you for the work.”

“What help can we give to help you?”

“Simply your courage and support.”

(Is this the stage where we spit on our hands to secure the agreement?)

Common Eleven Plus Mathematics Elements

It is likely that there are some common elements in a number of eleven plus examinations. It would help if the eleven plus child had the following:


A complete knowledge of tables – especially the division facts (for example) 56 divided by 7.
Fractions
Decimals
The metric system

Other areas could include
Number
Money
Percentages
Time
Graphs
Spatial concepts
Ratio and Proportion
Basic statistical ideas.

Many eleven plus child can cope easily with questions with whole numbers. More may struggle when fractions of a number appear to complicate the questions.

The other area where eleven plus children have the potential to do well is with two and three part questions.

A different Eleven Plus

"Top of the Form" first came on the air in the spring of 1948 when boys from twelve London Grammar Schools engaged in contests to test their wits and knowledge.

In 1949 the scope of the competition was enlarged to include girls.

There was a range of ages - and a wide collection of questions:

A sleeper is a person who is asleep. What other meaning does it have?

After whom is a policeman called a Bobby?

What kind of a Jack repairs towers and high structures?

Complete the following: Between you me and the .....

What kind of animal was White Fang?

Which King of England was knows as `The Hammer of the Scots"?

What does `Llan' (as in Llandudno) mean?

What is another name for a tailless cat?

Why do savages listen with their ears to the ground?

What is special feature of a Paul Jones dance?

If questions like these were included in the Eleven Plus we would enjoy a much wider breadth of questions. Some children would also arrive in grammar school with a lot more general knowledge.

Eleven Plus and Holiday Work

Some children may be inclined to feel that their lives are reduced to a Spartan existance if they have to work over the school holidays.

The Spartans were a hardy lot. Boys had to go barefoot in all weathers and wore one garment. Their food was coarse and their beds were hard. Every day they were kept busy at work at gymnastics - along with swimming and hunting.

When boys left their mothers at seven they were banded together into packs - and subjected to a strict discipline. Boys were encouraged to take beatings in good grace - to train them to be hardy. There was sometimes a prize for the boy who took the most number of stripes without uttering a sound.

Even today it is possible that some boys would quite enjoy a life away from school and work. Spartans, you see, were not taught to read and write. There was no Spartan Eleven Plus.

Is there another Eleven Plus system?

Just a thought.

The Austrians hold a strong belief in the `Bildung' - and this is a term that implies culture as well as knowledge. Some of the most brilliant minds of the 20th century were nurtured in the hothouse atmosphere of the `Gymnasien' - which is very close to our grammar schools today.

In Austria, at ten years old, children divide into two streams - one vocational and one more academic. I don't know how hard some parents push for their children to be in the more academic environment. If anyone knows please share with us.

Eleven Plus Support

The journey towards the eleven plus examinations for some children is tortuous. In the examination it must be possible for two candidates to work though the same set of questions – and answer them in the same way and yet still land up with different results. Most eleven plus candidates will have some characteristics in common. They will also have some differences.

Just because two candidates set out on the same journey they wil part in time and go their own separate ways.

Parents will want their child to work as honestly as possible. Honest work for some, however, will man something very different to other families.

A further factor that will affect performance is the mood of the child. A willing and motivated child will, we hope, work better than a disillusioned and hostile candidate.

Some child will make a point of reading the instructions carefully – and the question itself at least twice. Other children will look at the answers and pick out the bits of the questions that seem to fit the answers.

Not all children, in the end, will go through all the same papers and exercises. Some children may crave the more difficult exercises while others will wish for an easier life.

Some children will have better comprehension skills than others. These children will be clearly advantaged.

And finally – some children will enjoy supportive, involved and interested parents.

Eleven Plus Examinations

We understand from newspaper reports that children are finding `GCSE’, `A’ Level and Baccalaureate examinations easier and easier. Every now and then a report comes out which maintains that school leavers can not write good English or manipulate simple arithmetic problems.

The Eleven Plus examinations are closely prescribed. The content of many of the current papers and questions that our children work through is remarkably similar. Some areas even boast of a restricted number of questions.

It may be possible for a child to pass the eleven plus, and earn good GCSE and `A’ grades – and still land up at university with a low English standard. This feat could be achieved by the pupil writing a `pass’ GCSE English paper and then avoiding English papers during the `A’ levels.

We get the eleven plus examinations we deserve - and presumably want.

Eleven Plus Limits

The eleven plus child emerges at the end of the school day from an intensely complex classroom. Your child will have been exposed to a hive of human activity. The class teacher has been a motivational force within a prescribed organisational pattern.

Some eleven plus children will be emerging from a formal and fairly rigid school day. Other children will have experienced a relatively un-timetabled day.

As bright children enter Year 5 it must become increasingly difficult to allow the more able to spread beyond the limits of the curriculum.

Before the eleven plus was abolished in so many areas teachers has targets to work towards with their bright children. The SATs at eleven can not hope to replace the intensive individual work which dedicated teachers offered to selected eleven plus candidates.

Types of Eleven Plus Questions

A story that is often told relates how a dear woman remarked: “That Mrs. So and So thinks she knows so much. She keeps talking about the intelligence quota of children. We all know that I.Q. stands for intelligence quiz.”

Factors that make up intelligence must include the aptitude to be able to do well in tests. We know that certain eleven plus children can do well in some tasks or test questions – but not so comfortably in tests covering different tasks.

For many years it was felt that intelligence covered five major groups:

Cognition
Memory
Convergent thinking
Divergent thinking
Evaluation.

While children are working through eleven plus tests we can see evidence of all these different types of intelligence. Cognition means discovery or recognition. We can see a child discovering am answer or a solution – and the rush of pleasure of pleasure that accompanies the solution. Memory includes remembering how to do a certain types of question. Convergent thinking includes focusing to find an answer to a problem. Divergent thinking is to do with a child casting around to find an answer. Evaluation comes into the equation when the child feels a need to provide a timely solution.

The thinking comes from a psychologist called Guildford writing in 1958. He gave examples of cognition as:

“Rearrange the letters to make real words RACIH, KLCCO.”

Guildford also suggested test items like:

“Put the vowels in the following blanks to make real words.

P_ W_ R

C_ RN_ N.”


Similar questions to these still occur in some eleven plus papers.

Multiple Choice Eleven Plus Questions

Most of our eleven plus papers are presented in a multiple choice format. The children are offered alternative answers. The great advantage to the examiner is that a large number of questions can be set. This is turn ensures that a wide range of subjects can be covered. Most multiple choice tests seem to demand a high number of questions - within quite tight time limits.

In straight forward multiple choice questions there is a stem or header. This followed by a series of suggestions - and one answer is correct.

In other types of multiple choice questions the eleven plus children will be asked match statements. Here your child could be asked to find a statement that is correct - and abandon questions that a partially correct or even false.

Other eleven plus questions demand a statement, phrase or sentence to be completed.

You need to remind your child that unless he or she is expressly told other wise, there is usually only one correct answer.

Mention too the need to mark the answer sheet neatly and correctly. Remind your child to really listen when the invigilator is giving instructions.

Point out the need to complete as many questions as possible.

Empower your child to guess when necessary.

Eleven Plus Opportunities

Long before the Eleven Plus, Lord Eccles (b 1904), maintained:

"British parents are very ready to call for system of education which offers equal opportunities to all children except their own."

Eleven Plus Puzzles

Children sometimes really enjoy working through eleven plus papers. There is a kind of rigid monotony to most papers. Once they have done four or five papers they will only meet something unexpected very occasionally.

We could consider introducing cryptograms. These are word puzzles in which incorrect letters have been substituted for correct ones.

TJ QNW ZBRI IN LDD ZOBI YOTSVADR YBR VN, QNW CWLI LINF PTXTRP IODC IOTRPL.

To solve this you, and your child, will need to formulate some rules. You could for example, try to identify the vowels. A different approach could be made through the short words.

The fun behind this is that the passages are could be made up of quotations. Your eleven plus child would then need to study a range of quotations. You would then need to explain the quotations. Some children may even be stimulated to understand the source of the quotations. This sort of learning is far less sterile than simply working through papers and exercises.

Try asking your child to explain this to you:

(If you want to see what children can do, you must stop giving them things.)

An Eleven Plus Average

You have just moved to a new five bed roomed house. There is a large conservatory – big enough to hold a table tennis table. You buy the table on line and it delivered the next day. You need some table tennis balls. You take the family to the large `Super Sport Shop’ and set out to purchase some ping pong balls.

A knowledgeable sales person comes up to you and asks if you need help. You admit your total ignorance and explain that you are grateful for any advice. The sales person assures you that new ping pong balls are very strong and can resist almost any pressure. “The balls will break at around eleven pounds of pressure.”

You dip your hand into a tub of balls and emerge with six balls selected at random. You then set out to test the strength of the balls. The balls break at different pressures:

9.5 8.0 11.0 11.5 9.6

Should you buy the balls from the tub?

When your eleven plus child has to read and reread a slightly confusing question like this you may feel that you are entitled to become frustrated if he or she does not appear to read the question carefully.

Your child will be able to work out the mean – or take the average. In this case the mean is 9.5. You know your children. Is this still a good buy?

A Fairer Eleven Plus Test.

It is likely that some of us will remember the old CSE examinations. In some examinations children were asked to answer five questions out of ten. This gives a large number of combinations of correct answers! There will also be a large number of questions that are not selected.

Let us imagine that the Eleven Plus authorities want to try a different form of examination. The first part of the paper (Section A.) could be made up of reasonably traditional questions – requiring straight forward answers. The second part of the paper (Section B) would then be made up of ten questions – where the children had to answer any five.

The total time the children spend on the paper does not need to be any longer.

So which questions would children avoid?

A large number would avoid anything to do with percentages.

Other children would do anything to be able to leave out a question on codes.

Would having the ability to choose questions lead to a fairer test eleven plus test? Some bright and well prepared children may enjoy the challenge.

A Break from the Eleven Plus

It is a sad part of the eleven plus that humour is stifled. The majority of eleven plus questions are not really designed to raise a smile. Answers have to be right or wrong – there is no place for shades of grey.

I am sure children would enjoy an exercise that stimulated a smile.

There was an old man of Khartoum
Who kept a dead sheep in his room.
“To remind me,” he said,
“Of someone who’s dead,
“But …..

The actual final line reads:
“But I can never remember whom.”

A different rhyme is about Mr Jones.

“There has been an accident,” they said,
“Your servant’s cut in half; he’s dead!”
“Indeed!” said Mr Jones, “and please
Send me the half that’s got my keys,”


It could make a pleasant break from the formality of papers if elements of the eleven plus looked at offering children the opportunity to think and enjoy a laugh.

Eleven Plus Tests

How do you help your child to better in the eleven plus examinations?

A fortunate few parents and children will feel that the eleven plus is there to be passed. The parents will maintain that if their child passes then their child is destined to pass. Some parents will maintain that their child does not need any significant extra work. They are the lucky parents. They must also have very able children.

Other parents will simply want their children to do as well as possible. These parents have the potential to be extremely realistic about the prospects of passing, but still tell their child to do the best they can.

Other parents, for one reason or another, will rely on last minute drilling. They will try to isolate the work their child needs – and then offer as much help as possible. They hope that when their child sees an eleven plus problem all the lights will flash, the wheels will turn and the penny will drop.

When children do not achieve high scores on eleven plus tests some parents take it philosophically – other children seem to fear the reaction of their parents.

Naturally every child – and every parent - is a kaleidoscope of shifting colours, emotions, fears and strength. Some children will embrace tests, others will fear the test as well as the outcome.

Words in Eleven Plus Verbal Reasoning Tests

Verbal Reasoning tests presuppose that children are aware that the words they meet are presented in what is now called `Standard English'. In the classroom, however, comments, observations and answers by a child are usually delivered within closely controlled parameters. Most children are expected to answer reasonably formally. The eleven plus examinations insist on convergent answers.

Eleven plus examinations force children to prepare, think and write in predetermined lines. Children need to unnderstand words and have a usable vocabulary within the limits and the expectations of the paper they are working through. In multiple choice tests children do not have the opportunity to offer an answer that ouside of the choices on the paper.


Children who are thoughtful, divergent in thinking and have the ability to `think outside the box' could, sometimes, be held back becuase the answers they think up could, sometimes, be as correct as those offered by the person who has preapred the question paper.

Eleven Plus Guessing

When you are working with your child towards the eleven plus you will sometimes advise your child to work the answer out logically. At other times you actively advocate the idea that a guess is somehow necessary. After all some of the answers to some eleven plus questions show that an inspired guess is just as likely to be right than actually understanding how to do the questions.

Try a little experiment with 20 Questions. Start with asking your child to guess a number between 1 and 20. Of course some children with quite naturally guess numbers at random. Other children may attempt to formulate a set of rules – based around the 20 Questions numbers and who else is playing.

When your child has the hang of the game and is playing energetically – and largely correctly – then throw in that the rules are going to change. Instead of numbers between 1 and 20 you want your child to guess a number between 1 and 2 million.

Does you child follow a similar set of rules – or is the change enough to ask your child to formulate a new method of dealing with answers.

Parents of Eleven Plus Children

When parents are looking for an eleven plus tutor they take many factors into account. In a few cases there could possibly be some common elements irrespective of the sex of their own child.

if the tutor is a male or a female

if their child shows any preference for being taught by a teacher of either sex

if the tutor is likely to show any bias towards a boy or a girl

Of course the great majority of parents will want a successful, broad thinking and accomplished tutor. They will want experience and confidence. They will want a tutor who can talk about what happened in the lesson.

Eleven Plus Regions

It must be very difficult for the writers of eleven plus papers to be able regionalise them for all the different eleven plus areas.

It is easy to see how one region can ask for certain criteria to be met - while another asks for s different set of numbers of questions. each region too may have different degrees of difficulty. The actual eleven plus papers could then easily vary from one county to another.

What would be the effect if one county asked for slang or jargon to be taken into account? A slang question is often like a colloquial question. “He is just crazy,” could mean that the person is `slightly round the bend’ or it could mean enthusiastic, energetic, full of energy – as well as being wholesome and attractive.

Eleven Plus Mistakes

Eleven Plus tests do not seem to have changed much over the years. My 1963 copy of Essentials of Verbal Reasoning by O.B. Gregory has questions that puzzle children in today’s eleven plus papers.

“If CQDLQ means VERSE what does LQCQDQ mean?

Is it possible then that parts of the conventional eleven plus tests are out dated?

What would happen if today’s verbal reasoning test was enriched with some test items requiring a littler more creativity and thought?

After all it is possible to teach a child to look at the position of the two Qs – and then place them into the word LQCQDQ to come up with the answer SEVERE. To answer a question like this takes ability and intelligence – but the technique of answering can be taught. Children who have the ability to focus and think in convergent terms are likely to be able to answer a question like this remarkably easily. A child with a more scattered or divergent approach may find a question like this a little more confusing.

Today’s verbal reasoning test has the ability to change a child’s future in the space of the fifty minutes it takes to write the test. If a child makes mistakes on three code questions then a place in a grammar school could be in jeopardy.

We should imagine that the chance of child passing ten GCSE subjects with a verbal reasoning score of 105 would be lower than the chance of a child attaining ten good GCSE grades – with a verbal reasoning score of 125. Look at the same two children on twenty years time. It would be much more difficult to predict which individual would have a satisfying well paid job - and be happily married.

There could be a a forty six year d reader of this blog today who used Gregory's Essential of Verbal Reasoning all those years ago and was able to do the codes questions. Perhaps there could also be a reader who was not able to cope with the codes questions in the allocated time. All we can hope is that these imaginary readers are both happy and content.

Eleven Plus Points

You are a prospective parent - and would like to send your child to grammar school. Not just any grammar school - but one that would be right for your child. You have read the prospectus and live fairly near to the school. Your sister's child is happy at the school - but will have been there for three years before your child attends.

It is the evening of the open day. You have attended one of the head's talks and are on the way to the science block. Your child loves science. You meet the head, by chance in the corridor. The head stops, smiles and asks you if you have any questions.

The first thing that comes to mind, and you really don't know why, is: "Does your school run a second hand shop?"

You listen to the answer - and suddenly another thought pops into your mind. "Are all the mathematics teachers qualified to teach mathematics?"

You listen to a comprehensive answer. You thank the head and turn away. Your child suddenly rushes after the head and asks a further question. You can not hear the question because your child is facing the head - and not you.

The head smiles and answers. Your child returns beaming.

You ask: "What did you ask the head?"

Your child child smiles and pulls you towards the science room.

Why not ask your child what question he or she would ask the head of a grammar school?

Eleven Plus Problems

One of the problems of the eleven plus is that the examination makes an assumption that all children are in the same state on the day of the examination.

Just think - what must run through your child's mind when you say: "Well dear, today you are going to take your eleven plus."

Some adults become almost hysterical at the idea of being tested in one way or another. How is it possible that we expect all the eleven plus children to enter the examination room and then behave in a similar manner?

It does seem that what is being tested, in the some children, is the amount and the extent of eleven plus preparation. You want to give your child a menu of lots of papers and tests, the best possible tuition and then expect the your child to walk into the examination and perform to the best of his or her ability.

All parents can do is the best they can. It is, however, a sobering thought.

Eleven Plus Programs

Set 4
An Introduction to Eleven Plus Programs

Page 1

Are 492 and 0.29 both written in the decimal system?

Answer A: Both 492 and 0.29 are part of the decimal system - Page 4

Answer B: Only 0.29 is writ en in the decimal system - Page 8

Page 4

You are correct both 492 and 0.29 are part of the decimal system.

The decimal system uses a base of 10.

If you have heard of a different number system go to Page 12

If there is no other system go to Page 2

Learning like this may appeal to some children. They would enjoy the journey - and like the feeling that they are in charge of their own destiny.

Why should children pass the Eleven Plus?

Apart from saving the fees at a top class independent school, why would parents want their children to pass the eleven plus?

It has been estimated that:

A primary school education increases a man’s productivity by 50%.

Secondary school education by 110%

University education by 315%.

Parents will want to try to explain these thought to their children by a variety of practical methods. There must be flaws in the following arguments.

Method One. Use a big juicy apple.
Take an apple as the whole. Cut it into three parts – representing the 300%. Take one section so we are now down to one third – or around the 100% mark. Cut this last third in half and we are down to 50%. Dog the pip out and this is where education starts to count.

Method Two. Empty the piggy bank.
Count 315 pennies into one pile.
Count 110 into another pile.
Count 50 into another pile.
Place one small penny all by itself.

Use the evidence to try to drive home the need to keep working and trying hard.

Eleven Plus Mathematics Books

We are often asked about mathematics books parents can use with their children. The problem with papers is that they set questions – but do not always help the children with setting out of examples and the steps leading up to the correct answer.

The Edexel Foundation GCSE Mathematics book, Heinemann, ISBN 978-0-435534-08-0 provides part of the solution. The sections on algebra look particularly clearly laid out.

A bright eleven plus child man enjoy the two sample GCSE Foundation papers. As eleven plus children approach their examination they could be surprised to see just how well they can do on a GCSE Foundation paper.

Eleven Plus Communication

Teachers at school, parents in their social settings and eleven plus tutors all play a part in helping the eleven plus child towards the examination. Some children will readily work at home through papers - other children may need a little more help.

The intricacies of the eleven plus examination emerge slowly. Parents can not hope to master the content of the examination without learning about the examination, themselves and their children.

There is a wealth of information around about the types of questions that will be asked and how the questions will be presented in the examination. The teacher at school, however, can not be wholly responsible for the performance of a child in an external examination. After all there are many factors beyond the control of the school. Parents can only do the best they can in helping their child prepare. The children themselves will, most often, simply do their best.

One important element is communication. Parents can not expect a teacher at school to be able to answer a direct question: "Will he pass?" There are too many variables.

Parents will have knowledge of what their child can and can not do. Parents can simply hope that their child does as well as possible in the examination.

The tutor (if there is one) adds breadth and depth to the program.

The candidate, we hope, will appreciate the urgency of the endeavor and will work accordingly.

Your eleven plus child will benefit from understanding where each of the parties come from. This is part of eleven plus communication.

Eleven Plus Reading Errors

If your child happens to misread a question it could be more than carelessness. Ask your child to read the question aloud. Record any mistakes:

Omissions
Substitutions
Additions
Refusals
Repetitions
Reversals
Gross mispronunciations.

Add to the equation a lack of understanding of the word - as well as poor comprehension of the question.

You will need to keep everything in perspective. It can be argued that errors in reading can be ignored provided your child grasps the meaning of what is being read.

National Grammar School Association

The National Grammar School Association web site gives information about grammar schools in an authoritarian and in formed manner.

The site is full of research and information and is well worth a read.

We all want children to do well in eleven plus examinations in order that the children have the best possible education and opportunities.

One side of a case for the Eleven Plus.

Is there still a strong case for grammar schools?



Read more: http://www.dailymail.co.uk/news/article-1201768/Labour-accused-breaking-promise-45-lessons-set-ability.html


Once again the comments on the report are illuminating.

Eleven Plus Holiday Reading

The school holidays are here. Your eleven plus child can not spend the whole time doing papers. There is, perhaps, a little time to do some reading. What could or should be read?

An eleven plus child is naturally reading independently. This has probably meant that for some time you, as parents, have had little to do with the selection of books and reading materials.

You may, however, decide that your child needs to read books that will be of value. This is where you feel that you have the competence to be able to present your child with material that enrich and expand the eleven plus vocabulary. This is where a trip to the library could help. “I have a bright ten year old child; please suggest some books around the thirteen year old level.”

If you, and your informed sources, get it wrong all you will have achieved is frustrating your child. This is where you will be informed, in no uncertain terms, that the book is boring and that it fails to hold attention. (Or words to that effect.)

You may also overcompensate by choosing a book that is too easy or too hard.

Teachers call the process of arriving at the right level of book as an `Informal Reading Inventory.’ Of course some parents will need to present the book on bended knee and offer a credible bribe to read the book. Other parents will be able to leave the book lying around rather casually in the hope that their potentially avaricious reader will fall on the book and attempt to devour it in a sitting. Most children will enjoy a holiday reading path some where between these extremes.

Many book shops tend to group books in bands of readability. Internet searches can also offer fruitful rewards.

And now for the parents' `Informal Reading Inventory’.

“Did you enjoy that book?”

“Would you like to read another book like this one?”

“Were some of the words a bit too hard?”

“Would I enjoy reading it?”

“Should we suggest this book to any one else?”

A Challenge to the Present Eleven Plus

There seems to be very little that is being written about the Eleven Plus by the authors of eleven plus materials, or tutors or the parents that can be subject to `astringent intellectual scrutiny’.

Publishers do not appear to be calling for eleven plus change.

Eleven plus tutors do not seem to demand change.

The authors of the actual eleven plus tests do not seem to be searching for change.

There have, however, been extraordinary changes in the world over the past fifty years. Why has no new form of examination emerged to challenge existing procedures?

Suppose there was a `Royal Commission’ or a white paper that examined two elements of the present eleven plus.

The first must be to establish exactly what the aims of the eleven plus are – and what kind of curriculum is needed.

The second part of the eleven plus discussion must cover the procedures of learning and teaching that are appropriate.

Sadly it is only the parents who have found themselves in an `appeal situation’ that are offered the opportunity of being able to argue a case for `astringent intellectual scrutiny’. Why can't other parents be offered part of a platform of eleven plus change?

Eleven Plus Blues

Some teachers find the occasional parents rather intimidating when they are questioned about their work. The teachers, or tutors, of eleven plus children may, at times, also feel under pressure. Teachers are simply ordinary people – but they are also expected to effect change in a child in extraordinary and super human ways.

Teachers can become stressed, just like other members of the general public, through tension, frustration, anxiety, anger and depression. It is possible, for example, that some teachers may be affected by the current downturn in economy. We remember the words of Harry Truman who said:

“It is a recession when your neighbour loses his job: it’s a depression when you lose yours.”

Teachers must be affected by the demands made on them by parents. The eleven plus teacher can not easily change the circumstances at home. It would be possible, for example, for a teacher to suggest that the T.V. is turned off while the eleven plus child is working through a paper. The teacher can not, however, take over the remote control.

Stress in Eleven Plus teachers can come from a variety of sources. A primary cause must be the attitude of their pupils towards work. A child who does not want to work becomes a challenge to the teacher. The teacher is being paid by the parent to do a job. Naturally the teacher will want to do the best possible job in the time allowed.

Sometimes the sheer enormity of the task can cause stress. A pleasant and hard working child may simply be working a little too slowly. No teacher would want to try to change a worthy child – but the date of the eleven plus examination is fixed. Time is remorseless.

Sometimes eleven plus teachers must feel that they are simply swimming against the tide. Their pupil takes on yet another activity. “Give me a busy man and we will get the job done,” may be true in some circumstances – but a child needs time to reflect and rest. Parents need to make sure that their child does have time to rest and reflect. It is not, however, a teacher’s role to appear to criticise a parent.

A teacher, however, has many rewards that can help to `blow away the blues’. A child learns her tables – yet again. This time it works. More confidence with tables leads to an understanding of lowest terms in fractions. This in turn helps with percentages. There can be few jobs that offer that satisfaction.

Freud and the Eleven Plus

Freud made us aware of the need to understand the human mind. He stressed the difference between conscious and unconscious thought.

He postulated ideas that long ago that led to a feeling that psycho analysis would help to engender free and natural development through the prevention of repression. Of course his ideas led to many half baked theories about the need for `free discipline'. The real benefit of his work was a deeper understanding of the causes of delinquency in childhood - and an understanding of some of the ways in which such causes can be avoided. Freud also made us aware of how different approaches could contribute to methods of handing problem children.

In eleven plus terms Freud would have pointed out that a child learns best when the child's energies and drives are properly engaged.

There is an old saying in education: "There are no such things as problem children, only problem parents."

In Freudian terms a child identifies with his or her parents - and with his or her teachers. For some children it is all too much to have a parent who is also a teacher. This leads to the emotional peaks and troughs of the relationship between the child and his or her parents.

Putting Fun Into The Eleven Plus

Parents will want to try to help their children feel happy about working towards the Eleven Plus.

Parents will want an atmosphere of co-operation and consent. Most parents will want any arguments nipped in the bud because of the fast moving nature of life. Most parents will remember `King' as there is probably no other game that so encapsulates a sense of fairness.

King is a ball game in which one person has a ball and throws it at one of the other players. There is no retaliation. Anyone who is hit by the ball joins the thrower in trying to hit the rest of the players.

The rules are simple.

You can not run with the ball.
You can pass the ball.
You can punch the ball away with your fist.
The game ends when all the players have been hit.

The start of the game is simple. The players stand around in a circle with their legs apart. The is thrown into the ring and when it passes through the legs of one of the players then that person become the `King'. As soon as the ball passes through the legs everyone runs - except for the `King' who has to catch the ball.

Parents with children who complain about the eleven plus may consider playing this game with their children. The adults will find plenty of opportunities to bring fairness into the conversation. After all the whole game breaks down if one person does not follow the rules. Point out to your child that the whole eleven plus project can be compromised if the basic rules of co-operation and endeveour are not followed.

If you can achieve this state of mind then you too will be King (or Queen - if you wish.)

Eleven Plus Advice

The idea of good `bug' is a broken down exterior but a `hot' set up. This picture was shot at Bug Jam 2009.

I bought my first VW when I was training to be a teacher. The first car had been a Wolsey bought by selling my racing bicycle - it was big and heavy on everything. There was no power steering in those days. The second car was a Ford Popular - because of a broken leg. It was much lighter to drive. The third car was a 58 VW. It was dark blue with bucket seats.

A feature of this car was the petrol tank. There was a little switch situated just behind the gear level that held the key to the reserve petrol tank. As a student I needed that switch over and over again.

In those day I used to play the double bass at parties and dances. A double bass fits neatly into a VW bug - but does not leave much room for passengers. Passengers were essential as they had money.

As parents give their child advice about what to do after leaving school they will probably warn them that it of little having a car as because of the cost of insurance and petrol. Parents will probably also point out that hiring the vehicle for profit will probably nullify the insurance. Some parents too will want their child to buy a car that is safe and reliable - and big enough to take a `big' musical instrument.


Posted on Sunday - as there was no link to the internet in the middle of a field at Bug Jam 2009 at Santa Pod.)

Eleven Plus Opitimism (Friday)

It is likely that almost every set of parents will approach the eleven plus in a highly individual manner. Parents will rely on different books, exercises, tutors and advice. Their children mainly just accept what is offered.. Of course the children may argue about the amount of work that has to be done. The children’s defences must surely collapse when they are offered those heart felt words: “We are only doing this because it is for your own good.”

We are at Bug Jam 2009 today. The are VWs from all over Britain and Europe. It is obvious that certain activities bring people together with common interests. The VW enthusiasts adorn their vehicles with paint jobs and extras. Naturally a split screen pre `58 is highly desirable.



Some of the camper vans seem to have had their rust painted on in an effort to add authenticity and glamour. This is a bit like a parent engaging a number of different eleven plus tutors to `ensure’ that their children pass the eleven plus.



It has rained nearly all day so that there has been no drag racing because the organisers won’t allow anyone near the track if it is wet. There is an old and oft used phrase: “Tomorrow will be better.”

This is a great phrase to reflect on when dealing with the eleven plus. Parents have to be optimistic. They have to be confident. Their children have to believe in their parents – and children have to believe in their parents.



(Posted on Sunday as the mobile card to link the lap top to the internet did not work in the middle of a field.)

The Magic of the Eleven Plus

Today we are going to embrace the Eleven Plus Spell. This is a useful spell for any mother or father on the eleven plus road with just a few precious days to go. As a parent you should be able ease yourself into the eleven plus mood.

This is where it gets a bit hazy – which could possibly be dangerous for any one tempted into the world of magic. You have to decide if the eleven plus spell is for you or if it is for your child.

The Eleven Plus Spell for your child:

I wish my child can pass the eleven plus.
I wish my child will pass the eleven plus.
I wish my child has passed the eleven plus.

(Remember for a spell to come true you have to say it three times.)

The Eleven Plus Spell for Parents

Collect five pebbles and put them in a ring on the steps leading out of the house.

Place a candle inside the ring. (Ignore the ignorant neighbours at this stage.)

Lift a cup into the air and say:

“As the most auspicious day approaches I call upon the elements to bring fame and fortune to my child.”

If you are honoured with a clap of thunder you know that global warming is on the way. If the thunder is accompanied by lightening you know it will rain.

When your child asks you what you are doing simply smile mysteriously and say: “You are too young to know. I will tell you after the eleven plus.” (By then you will know if your spell actually worked.)

The Eleven Plus Ombudsman

Primitive societies, without a written language, have limited fields of awareness about their past. History tends to become distorted – and drifts between myth and real history. It is felt that a story can hold its own for about twelve generation before significant change are made.

I have just looked at Stephen Fry’s Twitter. As of this moment there are 3402 updates with 54 877 following and 655 666 followers. It would have taken a medicine man many many years to build up such a large group of adherents.

Mr Fry must now feel that his twittering is a habit that he has to feed – when ever he is in the mood. There is however a difference between pure memory and habit memory. Pure memory would be Mr Fry remembering incidents and facts that actually happened. Habit memory is a little more complex. Habit memory takes into account memories of the past – including traditions, information gleaned from school, the neighbourhood and society in general. So some of Stephen Fry’s twitters could help us to develop our thoughts and ideas. His last twitter included the words: “God bless Bill Gates. (I never thought I’d say that.)”

These words open up feelings about Microsoft, Bill Gates, philanthropy and spending money. Mr Fry gives us the ability to reflect as well as look to the future.

It is possible that twittering could possibly be a modern manifestation of the development of language – all encapsulated is a restricted number of characters. Twittering naturally can involve the past, the present and the future. Twittering, however, is a written language so there is a digital record. There is no need to twitters to be passed down through twelve generations.

If we look back to the past some societies used drums to communicate brief – but sometimes powerful messages. Just like twittering – it must have been possible to interpret the drum beats in different ways.

One problem with the present eleven plus is that there is now so much information available through the internet, books, papers, teachers and other parents that it must be difficult to work out what is myth and what is reality. If Stephen Fry twits something it must be right – otherwise any one of his thousands of followers would be able to put him right.

Who can put the worried parent right? We are long past the sound of jungle drums. We can not believe everything on the internet. There must be trusted books and publishers. Certain playground gossip must be correct - at times. Perhaps we do need an official eleven plus twitterer. So here we are with the first clarion call for the: “Eleven Plus Twitter Ombudsman.” Any takers?

Eleven Plus Technique

A well known, and much discussed, eleven plus concern is that of guessing multiple choice answers. What happens if your child does not guess the right answers – but another child does guess a few correctly and then goes on to win a place in grammar school?

Of course guessing can take place in any examination. A bright and able child should be able to construct a sensible and thoughtful answer even if he or she does not know much about the subject. A number of parents will be able to look back on their school days and remember an examination that they passed more by luck than hard work.

Parents will, however, have to deal with the problem of what to do about guessing in the actual eleven plus examination.

Suppose the eleven plus examiners could tell the children that a missed question would result in a mark being taken off the total.

“Now listen carefully, dear, if you miss a question you will loose a mark.”

“But that is not fair. I may not finish the paper and so I would loose marks.”

But what would happen if every time a mistake was made on an eleven plus paper – and a mark was deducted?

“Dear, in the verbal reasoning examination you will need to be very careful. If you make a mistake you will loose a mark.”

“That is even worse. I don’t want to do the eleven plus. I will be frightened about making a mistake – or leaving a question out. I’ve said before – it is not fair!”

“Yes, it would be much easier if you knew all the answers. You may, however, have to work even harder. Even so we don’t really know what will be in the examination.”

Suggest to your child that a look could be made at the odds available when guessing:

Two options – one right and one wrong. The odds are fifty fifty.

Three options – one right and two wrong. The odds have changed and increased.

Four options – one right and three wrong.

Five options – one right and four wrong.

If the examiner constructs the answers so that there is only one plausible answer the chances of making the correct answer are increased. Examiners seem to prefer having four options – but then they can really have only one other plausible answer.

Think how difficult it would be for your child if there was one correct answer and five wrong answers. If the examiner then added the complication of three plausible answers then any advice that you offered to your child would have to be quite impossibly complicated.

With a four option question, favoured by the eleven plus examiners if there was only one question the odds of obtaining full marks is one in four. With two questions the odds of full marks are one in sixteen. With three questions the odds are one in sixty four. With seven questions the odds climb to one in sixteen thousand three hundred and eighty four. If your child does answer all seven questions correctly – the odds are that he or she actually does know something about the answer.

In some eleven plus areas, in some examinations, children have to answer eighty eleven plus questions in fifty minutes – so the chance of scoring full marks decreases markedly.

All this to say – if there are four options - encourage your child to work out the answer. Then remind your child to reject the two implausible answers and simply check between the remaining two plausible answers. This is called examination technique.

Eleven Plus Development

Mental Development is supposed to grow rapidly during early childhood and the intermediate years and gradually tape off in late adolescence. There is a graph which suggests that one half of child's mental status is achieved by the age of three and at ten years old and by around ten years old about eighty percent of mental capacity will have been reached. Every parent must be reassured to know that the terminal point for advances in mental development occurs at around twenty one.

Another figure that is quoted quite often is that there is only about 0.6 correlation between mental ability and test scores. This means that there are many factors other than mental ability that enter into school success.

Factors like teaching methods, exposure to the the correct eleven plus syllabus, the child's interests along with social, physical and emotional security must all play their part.

A child who does very well on verbal reasoning questions but who is not motivated to do well at school may not do as well in the eleven plus examination as a child who is focused on winning a place at grammar school.

It would be very interesting to read about research into verbal and non verbal reasoning test results at the age of eight - and future success in `A' level results.

Great decisions are made about children aged ten years old - that could affect their future education. Surely the results of the eleven plus - in some cases - must be treated with great caution. There must be a case to argue that it is likely that there could be fluctuations in test scores. Thus a child who is denied a place in grammar school because he or she is one or two marks off the pass rate may have a case that their appeal needs to treated sympathetically.

Faster Connection

We are about to install the new BT Business Broadband.

The potential speed on our line is 4.5 mbps - according to www.bt.com/broadband/speedtest.

How fair is the Eleven Plus?

In English elementary schools the principle of an annual examination conducted by an impartial outside examiner, in the person of an inspector, prevailed from 1862 for about thirty five years. The examination was individual in key subjects – and by class or group in other subjects. The amount of Government subsidy was determined by the results of the examination. This was the plan called `payment by results’.

In those days there was little connection between examination and payment. This was in effect the idea of an external examination – that it selected children who would do well in secondary and elective schools. There was, as there is now in the eleven plus, a clear distinction between educational and competitive examinations.

Competitive examinations like the eleven plus are not meant to be educational. They are meant to select children for entry to grammar school. In some schools the influence of the eleven plus begins in reception.

The eleven plus is designed to be fair for children who are in the top twenty five percent. Some questions, therefore, may be unfair for children who are not of above average ability. The problem with the present eleven plus, however, is that forces within the school – and outside of school – can affect the results of children. In other words an able child attending a good school dedicated to helping children to do as well as possible academically, along with involved parents and the possibility of a good tutor may have a better chance than a child who is not give similar help and support.

There will always be stories of able children who do not pass an eleven plus examination. Back at H.Q. we often talk about an outstanding girl who failed one eleven plus examination but passed a second with extraordinary results. She did not want to attend, under any circumstances, a mixed eleven plus school which was near to the home – but wanted an all girls school.

Hard Eleven Plus Problems

One of the classical grand systems in psychology is called the `Gestalt Theory’. A strong element of this system is that the brain gathers information and then assembles it in a form that can be used.

Some kinds of traditional eleven plus training books seem to take the view that there are a number of key types of question that will occur in the eleven plus examination. The presentation of the eleven plus exercises is therefore often in a logical order – and many eleven plus books seem to follow a remarkably similar order.

The supposition is that if your child learns, and practises, a number of key eleven plus types then your child will be able to apply this practice in the actual examination. Parents work on the premise that if their child goes over the different types of question again and again then bit by bit their child will gain examination ready confidence.

The Gestalt theory (as seen in eleven plus eyes) seems to lean towards the idea that the brain is able to vacuum up a whole collection of seemingly random types of eleven plus question and then classify and organise the information into usable chunks. Then when your child is solving a problem the brain tries to assemble variables and then deal with them in a structured and organised manner.

Nevertheless your child will not be able to dig into a paint pot of colours and ideas and solve a hard eleven plus problem unless he or she has been exposed to some sort of system. Parents can make an important and lasting contribution to their child’s eleven plus education if they occasionally expose their children to difficult and intriguing problems.

Eleven Plus Boys and Girls

How does one account for differences between boys and girls as they study for their eleven plus?

A dated and sometimes unfamiliar stereotype of males seems to hover around men being more interested in adventure, physical activity, mechanics, science and business. Women, according to past observations, were more interested in domestic, artistic and humanitarian activities. Males were supposed to be more aggressive, rough and fearless. Females were more timid, sympathetic and emotionally expressive.

All these statements are not as true today. Just watch a determined and able eleven plus female candidate tearing through an eleven plus practice paper. The words: “No prisoners” spring to mind. She can be determined, focused and dedicated. She will be dismissive of the speed of calculation of an ordinary human. She will relish problem solving and will have her eyes set on winning a place in grammar school.

Words like `timid' and `emotionally expressive' will not enter her thoughts and vocabulary.

This week I have worked with an eight year old (She is nearly nine).

I hope she leads our country one day.

Eleven Plus and Time

It is not hard to feel privileged when working with eleven plus children – because they are bright and alive. The repartee and speed of response is sometimes breathtaking. Some of them, however, do seem to have a problem with time. We all know about absent minded professors, or egg heads, and time – and but wonder if the ability to maintain a careful watch on time is a cross some seriously bright children have to bear.

Timing is not a problem on easy, medium or hard questions. The problem comes when a really difficult question emerges. That is when the adrenalin kicks in – the eleven plus child in on this earth to solve this problem.

Having a watch helps. Ask your children where the word watch comes from. You will be reminded that five hundred years ago watch keepers used to walk through the streets at night. They carried clocks and called out the time every hour. After a while the clocks were made smaller and smaller and were called `watches’ after the men who carried them.

Some of the early watches looked like eggs – and were a similar size and shape. Bit by bit the watches became more reliable and kept better time. Today we even have watches that are updated by radio signal.

Watches can vary very much in size and cost. Your eleven plus child needs a watch with a large face. It is important that your eleven plus child needs to understand how to use a watch to time work.

You could spend a profitable afternoon going for a walk, whilst calling out the time every quarter. This could build an awareness of time passing – and the need to maintain close contact.

The Cat's Whiskers and the Eleven Plus

There will be some among us who still remember how to improve the reception on a crystal set. Every enthusiast probably had a set way of dealing with the problems – but there must have been some common elements.

The cat’s whisker may have moved – so try a new point.

The tuning dial may have moved.

The aerial may be fouling something.

The earth may not be secured properly.

Try a new crystal.

If there are no sounds examine all the connections carefully.

Check that no foreign matter has lodged under the terminals.

Make sure that the ear phones are working correctly.


By now you will have built up a picture of a cat’s whisker. You know that you will receive sounds. You know that you may have a little more trouble with obtaining good reception using the cat’s whisker – than you would using the radio on your mobile phone.

Your child will probably follow a similar set of thoughts as he or she struggles with a question. If years ago you knew that you have an unreliable aerial then you would immediately look to moving or replacing it. In just the same way when you encourage your child to think about multiple choice questions you will to follow a set of rules:

Read the question.

Re-read the question.

Look at the multiple choice answers and immediately eliminate the answers which are patently absurd.

It is possible that your list of do and don’t must fall over far more than one page. With a crystal set – suddenly there was the most exquisite noise and you thought to yourself: “I did that”


When you say to your child, in a happy and pleased manner: “You really are the cat’s whiskers!” you know that you are really thinking that your child has tuned in and is actually listening to you.

Steps to Eleven Plus Glory

You may think sometimes that your child is approaching the eleven plus syllabus almost as if he or she is learning by grazing. A little knowledge is nibbled here and a little understanding there. This system of learning may seem to be unorganised and lacking in any direction – but it may suit a particular stage of learning.

Some parents will argue a convincing case for structure. Indeed a number of eleven plus teachers may feel constrained to follow a highly systematic order.

What ever the `system’ that is used the overall aims must be remarkably similar.

Step 1
Try to encourage your child to become an independent learner. Some children find this hard – they are so used to being told what to do by all concerned at school and at home.

Step 2
You may need to explain the relevance of what is being learnt. This could be very difficult on some types of verbal reasoning question – but less so for mathematics topics like ratio or proportion.

Step 3
You may need to try to help your child to use time effectively. Some parents will need to organise their child’s time. I met a family this weekend who wanted to start eleven plus work at the beginning of the new school year – when their son entered Year 5. On two nights a week he had two activities after school. On the other three days he only had one activity – and only one on a Saturday. When would he have time to read? When could he spend time on a paper? When as his time to reflect? Could he ever have time to day dream?

Step 4
Parents will, at times, need to `get involved’ and struggle with finding answers to questions. I met some parents over the weekend where both parents went through an eleven plus paper the night before their child worked through the paper. The parents went to these lengths because of the nature of their child. This degree of involvement will not suit all families – but may be useful on occasions.

16 Years after the Eleven Plus

"Hello Shaun, do you remember me?"

"Good afternoon, I do recognise your face. How are you?"

"You don't remember my name do you?"

"No, I am sorry."

"Well my son did the Eleven Plus with you sixteen years ago. His name is Daniel. He went to university and became a Civil Engineer. He is working in America now."

"That is wonderful. Please send him my best wishes.

Eleven Plus Changes

What would happen if the the authors of the `Real Eleven Plus' were prepared to ask opinions about the composition and the nature of the tests? There can have been only minute changes to the examination over the past fifty years - and a lot has happened in this time. Wars have come and gone. Education Secretaries have come and gone. Some types of Eleven Plus are still there.

1. Introduce critical thinking tests - as some universities are trialling.

2. Extend other tests - such as projective tests to help in the process of measuring ability.

3. Have each and every child rated by a group of adults and professionals.

4. Measure his or her preference for stressful situations.

5. Spend even more time taking more children though reasoning tests to make it fairer for all.

6. Offer a standard learning task to see how much is learnt and retained.

Of course some will welcome change. Other will argue against change for change's sake. Some will say: "If it ain't broke don't try to fix it. All we can hope is that one day the silent majority will have a voice that can ask for an investigation into thr Eleven Plus examinations

When to do Eleven Plus Papers

Parents are sometimes able to argue with some conviction that there is a strong case to leave eleven plus revision to simply working through a few papers just before the examination. “We only did a two or three papers, untimed of course, and my daughter passed with flying colours.”

These parents have strong evidence, of course, to back up their claims that go back over many years.

Case 1: Salamanders
Salamanders reared with little opportunity to swim freely learnt to swim remarkably quickly when they are offered the opportunity.

Case 2: Chicks
Chicks reared in darkness fir a few days actually learnt to peck accurately with a far faster rate of improvement than did chicks that were give every opportunity in learning to peck.

Case 3: Children
Children who were given special practice in stair climbing and tower building showed improvement – but children who were not given such special practice learnt the same skills but took much less time.

Case 4: Hopi Indians
Hopi Indian children who were reared on cradle boards, so they could not use their legs, learnt to walk at much the same time as other Hopi Indian children.

Parents of Eleven Plus children will no doubt rejoice in the results of this research. They will be able to justify in their own minds that there is little need to purchase piles of eleven plus papers. The parents will be able to say that there is little need for tutors and eleven plus courses. Playground gossip will agree that their no real need for their school to be blamed for not doing any extra eleven plus work.

There will naturally be some unconvinced parents who will maintain that: “It is better to be safe than sorry.”

Eleven Plus Parents

Research carried out some fifty years ago suggested that intelligence does not decline or decrease after the age of thirty.

Naturally this information will be of vital importance to parents of eleven plus children. If you can not do some strange eleven plus question it does not mean that all your brains are shrinking, it could be simply a poorly conceived eleven plus question.

Fair Eleven Plus Examinations

There are a few lines from a lyric at the beginning of "My Fair Lady" which seems to sum up the parts of te current state of the eleven plus.



Arabians learn Arabian with the speed of summer lightning.
And Hebrews learn it backwards,
which is absolutely frightening.
But use proper English you're regarded as a freak.
Why can't the English,
Why can't the English learn to speak?

We are taking booking for courses all over the country. Every county wants its own take on the examination. Individual schools want to show how individual they are by designing their own eleven plus examinations.

Why can`t the eleven plus authorities agree on a common examination?

Desirable Eleven Plus Characteristics

Gone are the days when a parent can say to a child: “If you don’t work hard towards your eleven plus you will become a shop assistant.”

In the first place a person who decides to make a career in a shop has to have certain attributes which are hard to install – namely the ability to withstand the continual wear and tear that comes through contact with customers. A shop assistant who can deal with an aggrieved and angry customer has personal qualities which some eleven plus children may need. After all a child working towards the eleven plus has to feel special – and be cosseted at time by all concerned. (“The eleven plus is such a worry.”) Equally the eleven plus child is only one member of a family so that there can be no banging of doors (Literally as we as figuratively.)

Shop assistants have to be enthusiastic and cheerful – otherwise they will drive their customers away. Eleven plus children also have to be enthusiastic and cheerful otherwise they will drive their parents away. After the link between mother the earth mother and mother the eleven plus teacher can be tenuous.

Finally a little sincerity has to creep into the equation. Parents can be driven to say – with considerable conviction - “As I said before, if you don’t work hard towards your eleven plus you will have to become a shop assistant, but take heed if you do then you must be not only the best possible but the most sincere shop assistant.”

Do we remember a shop assistant who has been courteous and tactful? Very likely on major purchases. It is also likely that we keep well away from the angry and disillusioned. Every time your eleven plus child is friendly and hardworking say a little prayer. After all children under some degree of pressure must need to re charge their batteries – so long as it is not at your expense.

There is not an eleven plus parent in the land who will not display characteristics of patience, perseverance, adaptability, sincerity, courtesy, tactfulness and resistance to pressure at one time or another. They can only hope that their eleven plus children do the same - at one time or another.

Eleven Plus Payment by Results

The whole idea of the National Curriculum was that children between the ages of 5 and 16 should follow a centrally directed curriculum consisting of core and foundation subjects.

The second premise was that children should be tested at ages seven, eleven, fourteen and sixteen. The rationale for the change was that some state schools did not offer a curriculum that was appropriate to their needs and those of society. Nation wide testing was advocated because standards seemed to be slipping when compared with children in other countries.

Of course there was no room for eleven plus testing in the great scheme of things.

In essence, however, the national curriculum in the `new’ form of core foundation subjects went back to the Education Act of 1902 when the then Conservative Government abolished 2568 school boards.

Testing at 14 has already been abolished. SATs at eleven has been attacked on many fronts.

But back in 1862 there was a system of payment to schools based on a limited range of subjects – the 3 Rs. (Reading, writing and Arithmetic.)

Suppose that some future government introduced a different system of payment by results based on mathematics along with verbal and non verbal reasoning.

This would introduce considerable controversy into the present fraught education system!

Think of a scenario where teachers at school were actively trying to help bright children to tackle demanding mathematics problems and cope with having to learn to reason and think!

It does not bear thinking. All over the country worried parents would not only have to worry about the pressure they were putting on their children – but parents would have to worry about the pressure the teachers at school were putting on their children!

Eleven Plus Mini Tests

In 1991 we started on developing a computer program that used the strengths of the National Curriculum to try to help children to learn in a measured and organised manner. We used standardised tests to diagnose strengths and weaknesses –and our test results were trusted by parents, children and professionals. The great majority of the tests were administered and interpreted by serving teachers – which gave dignity, authority and strength to any diagnosis.

Our program ACTION served us well – prescribing over two and half individualised lessons for children. A few years ago we started on eACTION – that allowed us to use the developing power of the internet to deliver lessons. Back in 1998 some children attending Etc were taught through the internet – but the download speeds were too slow. We used a Macromedia product called Authorware to carry the lessons.

Today eACTION allows us to test and diagnose through a battery of internet ready tests – and deliver lessons to any where in the world. Some children still do pen and paper standardised tests when deemed necessary.

Continuous assessment has always been achieved and carried out through each child’s ACTION plan. We have just added the concept of on line mini tests which allow us to offer partial assessments in the child’s own home.

Children attending our Eleven Plus courses over the coming holidays can be tested to see just how secure their examination readiness is. As the children work through pen and paper eleven plus exercises on the courses their results are entered onto eACTION. Parents and the eleven plus candidates log on to revise and consolidate the work they did in their lessons.

Predicting Eleven Pus Success

One reason for asking children to compete for grammar school places is an attempt to use the results to predict future academic success. In other words a child who does well in the eleven plus, and then has the benefit of a grammar school education, should do well at GCSE, A level and I.B. examinations.

There must have been many comparisons of test results over the years. Are Verbal Reasoning tests better at predicting than Non Verbal Reasoning tests? What part does mathematics play in being a useful predictive tool?

Are there any tests which predict success in particular A level subjects? If so, how good is there predictive power? It would also be very helpful to us to know just how valid the eleven plus test results are.

We know that grammar school rely on the validity of the eleven plus test. We know too that verbal reasoning plays an important part in most eleven plus examinations. Verbal reasoning is a common element in many different eleven plus tests so grammar schools must rely on good verbal reasoning results.

The preparation for verbal reasoning tests must take many different paths. Good reading skills, and a strong usable vocabulary, must help. Good results on verbal reasoning tests must also be affected by the influence of the school, the home and the neighbourhood. A good tutor along with involved parents may sometimes also play a significant part in helping some children to do well on a verbal reasoning test.

Eleven Plus Aptitude

The word intelligence is sometimes used instead of aptitude. The work aptitude is sometimes called reasoning. It is easier to say that a child has not passed the eleven plus because of a lack of aptitude or poor reasoning skills than it is to say that a child lacks intelligence.

Intelligence tests usually contain questions on vocabulary, analogies, similarities, opposites, arithmetic and general information.

Father is to son as bull is to (ewe, cow, colt, calf and mare)

Sometimes an intelligence test can look at short term memory – for example recalling a series of numbers. Quite often codes are used – and here the code can be used as often as is needed. Questions are sometimes designed to take into account the ability to learn and apply the code.

These types of questions were prevalent in intelligence tests sixty years ago. Surely eleven plus questions could have moved on?

Earlier this week I worked with a boy who obviously had high non verbal and spatial abilities. He found some types of verbal reasoning difficult. If his eleven plus examination had been made up of non verbal reasoning, spatial abilities and mathematics reasoning questions he would find a place in any grammar school.

It was likely, however, that his verbal reasoning scores would struggle to rise over 115. He would do very well in mathematics and computing grammar school – but not one that specialised in languages. In time he should go on to enjoy a degree in engineering – but would struggle at university doing Ancient Greek.

He may or may not gain entry to the local grammar school but he will certainly lead an academic life away from certain types of books and words. His intelligence is obvious – scores over 135 in non verbal reasoning and mathematics point to this. He may lack certain verbal reasoning skills in spite of every effort on the part of his parents and the school. He deserves a place in a grammar school.

Developing Ability at the Eleven Plus Stage

The notion that intelligence is fixed goes back to the days of Charles Darwin. His theory of evolution, and the intense controversy that surrounded it, helped to form the thought intelligence was fixed for life. His younger cousin, Sir Francis Galton, reasoned that intelligence could not be developed but what was needed was the selection of superior beings who would then survive and reproduce.

Galton built some tests which he offered to college students. In time psychologists began to test the theories of fixed intelligence and came up with a measure of ability called the `Developmental Quotient’. For many years it was felt that whatever test was used the child’s ability would stay around the same level.

What would Darwin and Galton have thought about coaching for the eleven plus? We are currently working with a boy who came to us in Year 4 – with around average results. In his recent tests at school his mathematics and reasoning results (verbal and non verbal) were all above 128. His environment had helped – having parents who could afford to pay for coaching, his school had helped by providing an encouraging environment – and the boy had helped himself.

The boy in question has surely demonstrated that there is much more to testing ability at the eleven plus stage than expecting a child to `deliver the goods’ on a day at a certain time.

What we do know about this boy that he has developed to such an extent that his measured intelligence has grown over time. He now has a chance of passing the eleven plus – whereas if there had been little intervention it is possible that he may have continued to display the characteristics if an `around average’ pupil. Around average pupils can not find their way into grammar schools. A different style of management at school, along with an inspired and able class teacher, and of course the boy could have reached a level where entry to grammar school was likely.

Eleven Plus Debate

The debate on “Grammar Schools are Best” was an inaugural event by the Spectator.

The surroundings were superb – built in times when austerity and credit crunch were not dynamic foreboding words. We gathered, before the debate started, for `drinks on the terrace’. It was so civilised. I kept wondering how many of the past geographers had been grammar school boys and girls. One teacher arrived with around eight girls in tow. She peered at the queue waiting for drinks and said, “You are on your own. Do not stray!”

Around two hundred and forty of us must have attended the debate. As we walked in there was a poll - `For or Against’. Mr Neil, the Chairman, announced that 173 had voted for the motion, a few against and about 50 `Don’t Knows’. A secret ballot was taken at the end of the proceedings where some of the `Don’t knows’ had become `Against’.

Those debating for the motion relied heavily on the how grammars schools had opened up opportunities for children with poor prospects of any real social mobility. Those `Against’ pointed out that grammar schools were still the preserve of the middle class.

The audience were given ample opportunity to make a variety of points. Most of the speeches were short and to the point. One teacher, however, went on and on and had to be restrained.

There were some witty extemporised remarks. Some people do think on their feet. A statistic had just been quoted, by a main speaker, about the increased number of comprehensive children passing their GCSE examinations. When the speaker drew the point out that strong leadership and gifted teaching in the comprehensives had led to a rise in GCSE grades, when compared with those of forty years ago, some wag in the audience raised his voice to yell; “The GCSE examinations are easier today than they were forty years ago.”


The motion was carried. I felt privileged to be there.

I am looking forward to attending the debate tonight, promoted by the Spectator, at the Royal Geographical Society between 6.45 and 8.30.

"Grammar Schools are the best."

Speakers for the motion include: R. Hon David Davis MP, Stephen Pollard, Gragam Brady MP.

Speakers against the motion: Rt Hon Charles Clarke MP, Simon Jenkins, Polly Toynbee.

The event is chaired by Andrew Neil.

Every parents wants to feel that they have some choice in teh schools that their children will attend. The ability to earn a place in a Grammar School is not right - but a priviledge which a child earns by being bright and hard working.

Eleven Plus Nagging

Parents, teachers and eleven plus children all chat at some time of another about the cycle of feelings. The terms people use may be different but the cycle is sustainable. Very simply:

How I think and feel about myself.

How others behave towards me.

How I behave towards others.


How I think and feel about myself:

The Teacher – I am confident that I know what I am teaching, I have some knowledge of my eleven plus pupils and I am able to work with the parents of my eleven plus children.

The Parents – I know what I want. Quite simply I want to give my child the best possible chance of passing the eleven plus. I know my child’s strengths and weaknesses and expect the teacher to bring out the best in my child.

The Child – I like work that is interesting – and I do well at work that I like. I want a teacher that is fair and makes the lesson interesting.

How others behave towards me:

The Teacher – I am a professional, I will earn respect with every pupil. I will listen to the concerns of parents.

The Parent – I am our child’s mother (father). I would like our teacher to understand and respond to my concerns. My child must understand and act on my concerns.

The Child – Just don’t lecture me.

How I behave to others:

The Teacher – I will respect the needs and concerns of all concerned. I will, however, defend my position if I come under fire.

The Parents – I will do my best to be realistic about my child’s ability and will therefore try to understand what the professions are saying.

The Child – I will work hard, be polite, say thank you, always start my eleven plus work without being nagged and tidy up my work after I have finished.

Eleven Plus Tests

The eleven plus examinations are designed to select children for entry to grammar schools. The remit of the examination does not need to include differentiating scores between children in the lower twenty five percent – but does need to be reasonably accurate with establishing the ability of children in upper twenty five percent.

Verbal reasoning tests in their present eleven plus form rely heavily of good reading skills. These could include the ability to read and recognise a word, good comprehension skills and a sound reading vocabulary. Children entering the eleven plus links with a can’t read and won’t read mentality are disadvantaged.

We have, on occasion, met children working towards the eleven plus examination with gross discrepancies in reading ages in the order of a year and a half. There could be many factors in mitigation – but essentially a child preparing for the eleven plus need to be able to read well.

To find test items that can select the top children in a competitive selection test the constructors of the test first of all have to try out a number of items with various groups of children.

The eleven plus test has to take into consideration the popularity of items with children, fatigue, practicability and ease of administration. After all if the items in the test cause stress or concern in children it is evident that they should not be included.

Once the items, the length and durability of the test have been established it is then checked against other tests of ability. The reliability of the test also has to be checked. As well as parental concerns the grammar schools also need to know that they are being offered children who have tested effectively and efficiently.

Eleven Plus Check Test

The Eleven Plus examinations are but a few weeks away. Most parents, by now, will be resigned to the gods of fate. A little test of fortitude and spirit could help.

Which of the following does your child really need?

A. A full set of current Eleven Plus selection papers.
B. The ability to prepare and deliver a reviving cup of tea.
C. Warmth and loving understanding of the stresses of taking the eleven plus.


Where should your child do the eleven plus preparation?

A. At school because the school always has good results.
B. With Mrs J. Kelly who helped all five of her children pass.
C. In the attic with access to good on line tests.

What is the fundamental rule of the eleven plus?

A. Listen carefully to your parents.
B. Check each answer carefully even if you do not finish.
C. Don’t ask your mother to solve a hard problem while she is dishing up a meal and talking on the telephone.

What is the correct response to an unanswerable question?

A. Just wait until your dad gets home.
B. Just wait until your mother gets home.
C. Just wait until I get you home.

What should you check before you start working with your child?

A. The T.V. is off.
B. You have the answer book secure in your hand.
C. You are impervious to any misleading suggestions.

How long have you been working on the eleven plus?

A. From birth – but I may need more time.
B. We wil start next week – that gives us five weeks to the examination.
C. I was not very good at mathematics at school.



Sores
Give yourself 50 marks for each answer you think you have marked correctly.
If you are not sure of the answer then give yourself 40 marks.
If you think you have made a mistake then offer yourself a mere 20 marks.

250 and 300 marks – you are too good to be true.
200-250 marks – one of you has to change – either your child or you.
150 – 200 marks – you are an ideal eleven plus parent. You are naturally full of fears and concerns. You have good friends who enjoy the same type of red wine. Your child will be fine.