Bond an DS Be ce eaey eR 11+ Mixed Mixed Standard Test Papers Seeterlce] Pack 2) Test Papers Pack@ @ Five realistic and recente} eee Ta eee nog Naot ee) O English \ & ZV) O DET aaiy oO Verbal Reasoning Lies Sx mv k h bond 11plus.Your exam journey Handbook Essential subject-specific guidance to the 11+ and other: eee retry La General skills practice for Key Stages 1 and 2, matched Pereira TOS eee cece eaea elie Practice for children not yet working at the level needed forit+ success, Assessment Papers SO ee Lary 10 Minute Tests Bite-sized practice. Ideal for revision and consolidation Challenge: Assessment Papers Cee eee eee ee Ba ergy EY ® More support from Bond @) Handbooks © Parents’ Guide ete ee Paras ee cre i" oes Pinel Posen rea rae ORO SC) The full subject rangeBond Deere 11+ Mixed Standard Test Papers Pack 2 The secrets of 11+ success OXFORD SGrgat Tagen sueet, OnterdesoMMUgtes ingsom Pape sed nthe production of Ns books tira _eoironmental regulations he county fang. Acknowledgements ‘The mac ii of Phar ha Firs Raps ps esr asresin 2021 Alyigluesbred No part of ths puleaton maybe reproduces magly, wince the por perms nwt aftord Urversy Alough we have made every toate an contee party website referencedin this workThe secrets of 11* success How 11* exams work Approaching 11* exams for the first time can be ‘a daunting experience. They are unlike any other school exam your child willtake for several reasons: = There's no pass mark. Success or failure depends on your child's performance relative to the performance of other children sitting the test. The pass mark can vary from year to year and from school to school. They can't be retaken. There is no second chance with the 11~ so ital rests on your child's performance on the day. There's no national syllabus. 11~ exams vary from area to area, and often from town to town. Often schools are extremely unwilling to give ‘out any information about the content of the exams. Its often impossible to see past papers. This varies from area to area but the actual papers usually remain a closely guarded secret. Selective schools give out very litle advics Itis common for selective schools to give. . out only the vaguest advice to parents wher approaching the exam andto discourage very much practice. Allthese factors make preparing & etitorthe 11° ‘a mysterious and often streSeful progess for parent and child alike, The mgst commionuestion parents ask about using practidatests is ‘What peroentae does my child needito getito pass?; Unfortunately” there's no easy fansWer.tO this but we ‘ean give guidance. (See ‘What a score rigans and how to boostit’infeachof the following subject, sections.) The Seeone most common dugstion 1S ‘How can | help them improve?’ The folgwving sections give ur tutors!*top tips to,help Your child through the »11” process and Boostitheir Scores. We strongly ‘ecommend thatyou think Bbout purchasing some ‘of the Bond bd0ks Tentioned inside the front and Back cover. Rartigulatly uselul are: 15 dhe Paréhts) Guide to the 11*. The essential ThartUal that provides a simple and practical 4-st@p,s¥stem for making the most of 11* preparation. 'm The Bond 11+ Handbooks. There is one each for English, maths, verbal reasoning and non- verbal reasoning. All the question types in these tests are fully explained in these guides to 11°. Tutors’ top tips for 11* success 1 Find out what exams your child will sit but don't agonise over ‘school gate gossip’. Find ‘out what the exams are and get the advice that the secondary schools give out, but don't waste your energy following rumours about what the pass mark is or exactly which questighs will ome up. I's better to spend yourtime helping your chil. = It’s always worth practising, “whatever secondary schools say{it's Wortitit. Children can improve thairerformance by 10-15 per cent by careful practice. = Start early if you ca, but don’t Worryityou haven't. Ideally itis best to start ereBaration for thet Texam at least ond yeaPahead. Aowever, don'tpanicsf you don't have that = Make a simple'action plan. However long , you've gothaye'a clear, simple strategy. There are twokByyprinciples: = staittrom Your child's present level of Kowieage \nelpiyour'thild to lear from their mistakes, The Parents’ Guide to the 117 provides a set of sfeady-made action plans you can use, whether you have two years or just a few weeks to go. | Motivation, motivation, motivation! You have tottake your child with you on this joumey. A simple rewards system can be highly effective. The Parents’ Guide to the 11° can provide a tried and tested motivational system if you want one. ‘= Don't just practise. There's a tendency to think that just practising one paper after another will do the trick. I's far more important to learn from mistakes. Going through the paper afterwards with your child and filing in the gaps in learning is crucial. ‘= Stay calm, manage stress, build confidence. Don't talk about the 11+ all the time. Use breaks, treats and bite-sized learning sessions to keep things fresh. Be realistic about your child’s potential. Pass or fail, t's important to try to make this process a positive one. = Manage the exam day. Make sure that you have everything ready for the day, that yourchild tries to get a good night's sleep, eats breakfast and gets there in good time. How and when to use these tests 15 It's best to use them as real exam practice. ‘These tests are mock exams. They are set out in a style as close as possible to the real thing — though the format will vary from area to area. Its best to use them as authentic exam experience rather than for general practice, and touse them quite close to the exam. Follow the instructions in the answers booklet on timings and administering the tests. What’s in an 11* English exam? Most of the English skils your child will need to ‘draw on for an 11* exam will be a continuation of those being developed in literacy at school. Some of the questions on the 11* papers may be set at a higher level than your child has come across before, but they will be testing the same range of knowledge and skills. The content and structure of 11* English papers can differ greatly from dine! school to the nest, but a paper will general test ~ your child's knowledge of, and skills, = comprehension = grammar \ = punctuation = spelling \ = extended writin, j ‘ Com prehension Ps Stron@eombreffension skills arg/erdbial for success in 14* English exams, as most test papers include &Peastione contprehension task. Some papers Nean be based completely ar6und a comprehension text; subsequehtiyh\the>comprehension exercise 04d cary tp tof109% ofthe total avaliable marks. OnAerdenalchild will have about 50 minutes to ‘complete an English paper and may be asked to answer, quéstions that require them to find, select or reorganise information in the text as well as provide answers based on personal knowledge, interpretation or opinion. Responses may need to be presented in a range of formats, e.g. selection ‘of the correct multiple-choice option, one word or a short phrase, a few lines or a more lengthy ‘explanation written in several paragraphs (for more The Advanced Challenge Papers. Some schools are more competitive and may require your child to be working at an advanced level, There is a complete challenge paper that cover the four 11+ subject areas and is aimed at those more competitive schools. The questions covered in this challenge papers are more advanced and are working at the top of KS2 and the lower levels of KS3 work, This is ideal to.use if your child is scoring well above 85% ‘on each paper. The Bond Assessmedt Papers at 11-+-12+ are anideal foundation foFthis) challenge paper details about ¢11* comprehension Yasks "and the skills and strategies involved, seg*The English your child rigeGs fEPtiie 11* exam’ @h pag&4, Focus on Comprehensign ati Bord 74: English Handbook), Grammar, punctuation and spelling ( \Sound English skill§are underpinned by knowledge » o the rulesstelatifig'te grammar, punctuation and spelling As a result) an 11* English exam will test axchild's.understanding in these fundamental 4 ares. Qllestions based on these core elements of language may be included within the main comprehension exercise, or they may form a.Separate section that is unrelated to the ‘compretiension text (or more details about these key aspects of English, as well as strategies for tackling them, see ‘The English your child needs for the 11* exam’ on page 4 and Bond 11+ English Handbook) Extended writing Most 11~ English exams include at least one writing task. This may form a section within a combined paper that also tests the other skills areas listed above, or it may be set as a separate writing paper ‘Some schools will set a writing task but it may not be marked unless a child's total is borderline with the qualifying score. Where a writing task is taken into account for the overall score, it can carry up to 50% of the total 11* English marks. The time frame for a writing task can differ depending on the individual school and style of paper, but usually a minimum of 30 minutes is given. Typically, a child will have to choose one or two questions to answer from a selection of options. ‘Questions can be based on a wide range of themes:or writing styles, for example: '= a factual essay or description '= apiece of fictional narrative or descriptive writing = aformalinformal letter or diary entry = adebate ma continuation of a piece of given text = a composition based on a visual stimulus such as a photograph. (For more details about 11* writing tasks and the skills and strategies involved, see ‘The English your child needs for 117 exams’ opposite, Focus on Writing, Bond 11+ English Handbook and Focus on Comprehension). What a score means and how to boost it It is unfortunately impossible to say that a certain score can guarantee a pass in the actual exams. However, we suggest that a score of 85% (42/50 for the test paper and 17/20 for the writing tasie” enclosed) would be a standard to aim at. Ih is/ important not to present this to your child as\a~ concrete benchmark though, as the best motivaict, for them is to see the scores going up, Heke are some tried and tested tins for improvement, = Go over any incorrect answerShAlways go over incorrect answers so thal your child can see what went wrong. Zo help with this process, the answers for the tepege: are explained... 1 Use the Next Steps Planer inside thd back) cover. This will provid a plan fopwhal to'd6 next Wheaties been marked. ‘s 1 Inpreve basie exam techiqudd work on itpprOking speed, working eficienly ~ coming _eqback to trickier questions later ~ and pacing %\ within'the time limit, Improve general English skills. Ensure the # foundations até sifng enough. Use the range obehaaklsts belOw to help reinforce your i ids English skills. 1 Tafetyhat isnot fly understood. The secret is not fo keep blindly practising but to target the areas of English that your child is weakest in. This is where crucial marks can be picked up. The English your child needs for 11* exams Below is a set of brief checklists that highlight the key knowledge and essential skills your child will need for the five main aspects of English (for more details on these five areas, the skills required and for further practice activities, see Bond 11+ English Handbook, Focus on Comprehension and Focus fon Whiting). To further underpin each. ofthese key areas, encourage your child toyféad as widely as possible. Extensive reading is ‘Oné”Bhthe best ways of improving word, gréfmiar and speliing knowledge, as well as sugporiiig ofmprehension and writing skills. . Com prehension, f ‘Comprehensioh exercises c: of skills, Talk comprehension asks: ‘with your chile ah@kcheck that theyean: Smaton yinddstand and relieve = summarise part of ae , ‘. ech interpretand preci = place afta cont (@.g. historical, cultural or sogalN, . Gommépt ota writer's aim andor viewpoint a plot line (m= comiment on the organisation and structure used ‘explain a writer's use of language = support answers by quoting from the text = demonstrate knowledge of vocabulary, spelling and syntax. ‘Support your child's comprehension skills by making sure they know how to: 1@ find vital clues in a text 1m recognise different text types = identify different question types 'm check their answers. Grammar and punctuation For 11* English, your child needs to have sound foundations in the core aspects of grammar and punctuation. In particular, it will be valuable to ‘check that they understand how to: = recognise and use parts of speech (e.g. nouns, pronouns, verbs, adjectives, adverbs, prepositions, subjects and objects)structure phrases, clauses, sentences and paragraphs use common punetuation marks (¢.g apostrophes, commas, full stops, question marks, exclamation marks, colons and semi- colons) write dialogue (both in the form of direct and reported speech) identify and form compound words, synonyms, antonyms, similes, metaphors, abbreviations, acronyms, gender forms and diminutives. will also be assessed inan 11 English exam, it will be valuable to check that they are able to: = recognise and spell common letter strings = form singulars and plurals '™ attach prefixes and suffixes = identify and spell homophones and homonyms ® spot silent letters and unstressed vowels. build confidence. Therefore, try to ensure: y child: im leams their weekly spelling lis ol 1 knows the key speting nls (e.g) before except after ‘c’) 1 is aware of their on =) = can use a diilonary'8fd thes: one) es “ ‘sina aths exam? nlike reason for which your child has to pfactise-special skills, maths for 11~ is just a ion of the work your child does every day jome of the questions may be a litle they will be testing the same skills and Although the content of a maths exam may differ from one region to the next, a paper will usually last from 45 minutes to one hour and will test your child's ability to: = uses a range of techniques to practise (2.9. ‘Look, Say, Cover, Write, Check’; creating mnemonics for difficult spellings: playing word games such as Scrabble” or completing daily spelling challenges using a spelling list. Wri ing specific writing tasks, The focus could be pretty much anything, have to draw on a wide ran ni skills. Try to give constrysti ach child's writing and checkethat tnéy’ean: ly 1m write legibly ai : G “2 onese m underst Cc on an extended vocabulary and use ‘curate spelling {© use all parts of speech and punctuation marks correctly (see above). \d develop ideas effectively think and calculate quickly apply times tables knowledge apply the four number operations (+ ~ x +) understand key aspects of number relationships, measurement, mental arithmetic, geometry and data handling. For more details of the maths topics involved, see “The maths your child needs for 11* exams’ on page 6 and Bond 11+ Maths Handbook.What a score means and how to boost it It is unfortunately impossible to say that a certain score can guarantee a pass in the actual exams. However, we suggest that a score of 85% (42/50) would be a standard to aim at, without using this as ‘a benchmark to frighten your child with. The best motivator is to see the scores going up. Here are some tried and tested tips for improvement = Go over any incorrect answers. Always go over incorrect answers so that your child can see ‘what went wrong. To help with this process, each answer for the test paper is explained. '= Use the Next Steps Planner inside the back cover. This will provide a plan for what to do next when a test has been marked. = Improve basic exam technique. Work on improving speed, working efficiently ~ coming back to trickier questions later— and pacing over the 50 minutes. = Improve basic maths. Ensure the foundations are strong enough. Use the checkii section below to help. = Avoid the most common maths errors. These are: — not reading the question correctly dng an efor in the working out ~ mi = not knowing the topic well enough = losing focus part way through = not able to do the paper use of feeling tired, unwell, ary, thirsty, distracted — rushing or feeling under pressure = not answering the question f 8 | When marking a sure that each erro thréugh the paper, make labeled s child @ them tol They that skill and shtould can see what ig causir a can then tar improvelongside your child'S confidence. _ subiraction problems 12 Preer S 7 Sequefices 8 Equations and algebra 9 Function ‘machines mode and range| 16 Probability Number Shape and space | Measurement 1 Place value 17 2D shapes: | 25 Metric and . circles, angles imperial a este ae and bearings measures 18 2D shapes: | 26 Reading scales triangles 2 27 Time and 19 2D shapes: timetables. quadilaterals, and polygons 20 Perimeter and area 21 3-0 shapes 22 Volume and capacity 23 Transformations 24 SymmetryThe maths your child needs for 11* exams 11+ maths will draw on a number of key areas in line with the National Curriculum and the national numeracy strategy. These can be broken down into a number of sub-topics as shown in the table below. All these areas will be covered in the enclosed ‘maths papers, but your child may be weaker on some than others. The tutors’ answer explanations will help your child see how each question should be solved. For more detailed explanations of strategies and further practice of particular sub- topics, follow the tutorial links to the relevant sections in Bond 11+ Maths Handbook. Basic skills checklist All maths topics are underpinned by a set of basic skills. We suggest that it is worthwhile reinforcing these if your child is having problems. ‘See below for suggestions: 1 Check number bonds to 20. Can they easily add and subiract numbers with answers up to 20? 2 Support times tables facts. For the purposes of 117 maths it is crucial that children are fluent in their tables up to 12 x 12. 3 Help your child with place value. Caniffey read whole numbers to a milion and multiplyoF) divide any whole number by 10 quickly? 4 Help your child with doubiingrand halving. Your child should be able to double“all pumbers to 50 and halve all numbets to 100Quickly. 5 Revise the fourfhumber operations: + = 6 Check units of méagurement. Both metrigand imperial for key lengths, weights afd capacities. For morg“Hetails, on how to stippBtt these basic skills, s8@ Bond 11+ Maths Handbook ae (The secrets of 11* success in rerhetybacopiig What’s in a verbal reasoning exam? Verbal reasoning is not a subject thatyour chil will study as part of their schoo! curriculd, DUR is dependent on a set of core EnglistySKills 2&well ‘as some basic maths operations. You wilind a summary of the underlying skills ad howto practise them at the end of this subjéct section, The exact scope and"eontent of'ant'11* verbal reasoning test will dffer"across UK regionsrtbut 2 typical paper will test your Bhila's ability to: = process verblalinformation = apply Idgical thinking and | pDEeckng skills find and'follompatterns afig,rules '& ddtermine word mBaninef spell accurately 1 gptiyteaghnat sats = Work systematically. All verbal reasoning questions can be categorised into four main groups and a set of 26 question types. This paper practises many of the types; some, which are rarely set in 11° exams, are not included here for lack of space, but are practised in the range of Bond Verbal Reasoning ‘Assessment Papers. You can identify the question Yves in the Papeh via the references. below. (18-20) qieans'questions 18-20. You will ind a full explanationof all thé reasoning question types in Bond 17% Verbal Reasoning Handbook. \Group 1: Sorting words 1 Identify groups of words. 2 Sort words into categories. 3 Pair up words (62-57). 4 Find words that do not belong (1-6) 5 Find words that are the most similar. 6 Find words that are the most opposite. 7 Find words that have letters in common. These question types are all about word recognition and definitions. They rely on a good understanding of vocabulary and the abilty to identify synonyms and antonyms with ease. Reading widely will help strengthen vocabulary skill. Dictionary games and familiarity with a thesaurus will also help to widen word knowledge and build up skils. Group 2: Selecting words 8 Combine two words to make new words (2-38).9 Choose pairs of opposites (13-17). 10 Finish one word and begin the next (64-68). 11 Find a prefix for a set of words, 12 Make new words by adding or removing letters. 13 14 Change letters to make new words (89-44), Select the best words to make a complete sentence. 15 Find a connection to complete a sentence or word pair (45-51). These all rely on a sound understanding of how words are constructed. An ability to identily and use ‘common suffixes and prefixes is necessary, along with frm knowledge of word roots. Accurate spelling is needed in order to identify single letter changes within words. These skills need to be supported by careful observation and a methodical approach. Group 3: Anagrams 16 Rearrange letters to make a word. 17 Rearrange a sentence to make sense of it 18 Use arule to create new words (75-78, 80-88). 19 Complete crosswords. 5 20 Apply alphabetical order. x . len ina sentahge ¥25-80). 22 Find a small word in a larGer word (68-63). These all rely on asoynd knowledge of the alphabet, ‘an understanding of words. definitions énd geod’ spelling skills. For sofe.questions itis Necessary to look for clues @r the context ifi@ seritence. For ‘others: your chil rust use careful ebservation in orderto’spot letters, letter patterns 6r letter positions in agtord, For some question types itis necessary toffind a rule and be able to apply it in the same way w 10 anolFer word or Sel oflwords. 21 Find aword Group 4: Coded sequences and logic 23 wotk out letter and number sequences (19,24¢09-74), 24 Code and decode words using numbers, letters and symbols. 25 Make deductions from given information (18, 31). 26 Apply number logic (7-12). ( This set of question typestests your child's logic and deduction skis as well as the ability to work out and follow sequences and patterns. Sequences, such as thase in code questions, may use a combination of letters, numbers or symbols. Knowledge of alphabetical order will be helpful for letter pattern and sequence question types. Logic and reasoning skills will be needed for problem-solving questions. ‘As with most reasoning question types, the key to tackling these questions is to work cafefulliy, and logically. The golden rules for sliccess | in verbal reasoning . ‘ = Have a strategl for Bver/ question type, Make sure thal your Mighas a way of anpro\ning ‘every question type\Go to Bond 41+ Verbal Reasoning Handbook for a technic for any particulaF question type. You wil find links‘to the relevant pants of the’beokig the ‘Verbal _Beedeonine ansiverg and explanations’ ¢ tWerk methodically. Always‘tackle questions in asfstematic way. DW Practise wid@lyt0,avoid surprises. W's very important tlpractise a wide range of question types. Even ifyoutthink you know exacily what qlestion types are included in the exam in your tea, it's worth practising more widely — actual past Papers are a closely guarded secret. Bénd's papers practise the widest range of Verbal reasoning questions for this reason. It's surprising how often children come out of the ‘exam having met question types they haven't seen before, so the ability to ‘think on one’s feet is an important skill. 1 Target what you don't know. The secret is not to keep blindly practising, but to target the difficult question types. Some question types in verbal reasoning are intrinsically harder; the difficulty of others will vary from child to child. Don't shy away from doing lots of practice at the hard stuff. These may be the questions where ‘crucial marks can be picked up. = Make sure the basic English and maths skills are in place. See the checklist below. What a score means and how to boost it For the reasons given above, itis impossible to say that a certain score can guarantee a pass in the actual exams. However, we suggest that a score of 185% (72/85) would be a standard to aim at, withoutusing this as a benchmark to frighten your child with, The best motivator is to see the scores going up. Here are some tried and tested tips for improvement: = Go over any incorrect answers. Always go over incorrect answers so that your child can see ‘what went wrong. To help with this process, each answer for the test paper is explained. 1m Use the Next Steps Planner inside the back cover. This will provide a plan for what to do next when a test has been marked. = Improve basic exam technique. Work on improving speed, working efficiently — coming back to trickier questions later — and pacing over the 50 minutes. 1 Follow the gokien rules above! Basic skills checklist In order to be successful at verbal reasoning there are a set of invaluable basic skils to practise: 1. Develop logical thinking skills. The abiltyto think logically, analyse evidence, spot common links, patterns of rules, and work systematicaly( 7 are essential skills in verbal reasoning. Logic'\ puzzles and games can help here, fot examples crosswords and wordsearch puzzles; riddles, “> brainteasers and cryptograms (textiitter'in code); electronic or board gameSthat reduire | tacical thinking. \\ 2. Develop accurate spelling Make sure your chi teams ther regular Sehool spel iss. tis als worth working out youRghid's spelling age"tsee The Parents’ Guide,to the 1° for advice on how to do this) soyou cafVassess theippreserttlevél and judgeshaw Much they need te impreve. By thgtimdof thes 1", a child's spelingiage should ideally bearound 1-2 years “Cpe actual age, 3 Lear to use a dictionary and thesaurus. Regular use of a dictionary and thesaurus will help to develop several key skills. Familiarity with these essential tools will strengthen your child's knowledge and understanding of alphabetical order, word meanings and relationships between words. 4 Encourage your child to read. One of the key elements for success in verbal reaSoning is a good vocabulary. The knowledgeof™) words and word meanings undefpins,most verbal reasoning question types; you don't recognise a word, you can't answer’ question confidently even if you Khowthesiaht strategy! Wide reading is, oneofthe best ways of increasing word knowledge, knowledgd of grammar and us®¢f context. @ 5 Play word games. Word games, areiideal for, developing werd building and’spaling Skis. Ghildfen are Gften motesteceptive to teaming whien they don't realise that’s wRal they're doing! /unichScrabble, Boggle, Arti¢ulate! (children’s =vérsion), Hangman ane Golintdown are ideal Pudzle books that include crosswords and » wordsearches.are.also very helpful. 6 Checkffelevant maths skills. Several verbal reasoning question types are also underpinned bby ba8ic Maths skills. In particular your child eds Sound knowledge of number bonds, the f6ur basic number operations (addition, subtraction, multiplication and division) and times tables facts. For more details on how to support your child's basic skills, see Bond 11+ Verbal Reasoning Handbook. ne secrets.of 11* success in non-verbal reasoning ) } ina non-verbal reasoning Non-verbal reasoning is not a subject that your child will study as part of their schoo! curriculum, butit is dependent on a set of core skill integral to ‘maths, science, design and technology. It does not rely on literacy skills: all the questions arein pictorial or diagrammatic form. The exact scope and content of an 11~ non-verbal reasoning test will dfer across UK regions, but a typical paper will test your child's ability to: information = process graphic or pictor | apply logical thinking and problem-solving skills= understand how objects relate to each other in space (spatial awareness) '= find and follow patterns and rules = apply maths skills: rotation, reflection and symmetry m work systematically, All nonverbal reasoning questions can be categorised into four main groups. These papers pradiise most of the types and some, such as the spatial awareness questions inthe Challenge Papers may, or may not be included in your child's 114 ‘exam, but being able to do these questions cover those areas where it is included. These skils are practised inthe range of Bond non-verbal Reasoning Assessment Papers. You wil find a full explanation of all the non-verbal reasoning question types in Bond 11+ Non-verbal Reasoning Handbook. Group 1: Identifying shapes 1. Recognise shapes that are similar and different. 2 Identity shapes and patterns. 3 Pair up shapes. 4 These question types test understanding ahd recognition of shape an patter. They rey om ability to: 1 find shapes that are sitar deg ° '= sort given shapes or symbols actorciing totheir ‘common features, wy Group 2: Missing shapes _ 4 Find shape fa conte seqdhee 5 Find a gier\partwithin a shape. 6 Fine missing shape trom apsaltern. Thee quéstion typesyaiso test Understanding of shape ad pattern. Theyitely,on the ability to: identity and gly a Fale ® see shapes withi ‘shapes and patterns within patterns, = mak nani given sets of objects or symbol Group 3: Spacial awareness 7 Recognising mirror images. 8 Visualising symmetry. 9 Visualise a 2D image of a3D pattern. 10 Visualise how a folded piece of paper with holes punched in will look like when unfolded. 11 Recognise how two parts of a 2D or 3D shape wil ft together. 12 Recognise how a construction of blocks can be made from individual parts. 43. Linking nets to cubes. These question types test an_uhdefélanding of ‘shapes and how they fit togetifér, Phey.eonsolidate skils in 20 and 3D shapes afd visvalising how a shape will look onge it) is trafisformed. These ‘question types tes’ ‘ 4 1 understanding of Sjmmetry \ ea & know & derlying ealires © peace anoD shapes 1 yisbalisiteya shapdfrom a BiferBnt perspective {2D and 3D shapes. Group) : Coded shapes and logic » 4 code an Reade shapes. 15 Apply shap@ logic _ Thee dltesifon types test understanding of shape andiggic skills. They rely on your ability to: 1 think systematically and make deductions find and apply a given rule = identity common features '® see shapes within shapes. What a score means and how to boost it Forthe reasons given above, i is impossible to say that a certain score can guarantee a pass in the actual exams, However, we suggest that a score of 85% (51/60) would be a standard to aim at, without using this as a benchmark to frighten your child with. The best motivator is to see the scores going up. Here are some tried and tested tips for improvement: = Go over any incorrect answers. Always go over incorrect answers so that your child can see what went wrong. To help with this process, ‘each answer for the test paper is explained. '= Practise what you can't do. Do all the practice you can at the questions you find hard.= Use the Next Steps Planner inside the back cover. This will provide a plan for what to do next when a test has been marked. = Improve basic exam technique. Work on improving speed, working efficiently ~ coming back to trickier questions later ~ and pacing over the 30 minutes. = Follow the goklen rules above! Skills and games to help with non-verbal reasoning In order to be successful at non-verbal reasoning there are a set of invaluable background skills to practise. These are the ability to: = think logically = analyse images = spot common links, patterns, differences and rules im relate objects to space = work systematically. ( 1 Reinforce key maths concepts. A number off non-verbal reasoning question types@res, underpinned by some key maths skills eg it" will be extremely beneficial to strengthen Your child’s understanding in these areas. In % particular, your child needs to’ comfortable working with: ) m= angles ‘ m= reflection \* a goiatién 560, shies. a -Play-games that geVelop MBn-verbal reasoning \ skills. Paying garfigs and’Solving puzzles are ) two of the sto improve observation J and reasoning Skill as well as to develop spatial awareness. Children are often mere géceptivéte teaming and developing skills when ‘they/Con't realise that's what they're doing! The following games and puzzles will prove helpful: = Complete jigsaws and sliding-piece puzzles (complex pictures and numerous pieces will create more of a challenge). = Work out ‘spot the difference’ puzzles (the more detail in an image, the greater the skills test) = Decipher visual brainteasers —try one a day over breakfast 1 Play ting games involving tetrominoes (0.9. Tetris) or pentominoes (e.g. Katamino). These types of puzzles are widely Avail for most games consoles and are often ) found on mobile phones. The p promote spatial awareness and caralso support your chiid’s understanding of key mathis concepts: rotation, sfmmieuy/hets, area, can helpto develop spatial awarends5.¢s well as st¥pathen basic mang abities (0 , SydontTand Kakuro) or $hape-building _-buzaies and constiuct 3.) modelling kits. Solve dissection puzzies such as tangrams. These Chinese puzzles encourage spatial awaréfi6gs and problem-solving skils befause they consist of seven geometric sohapestrat, when put together correctly, (Crormia reétangle or a square. They can also ‘be Positioned in various outlines to form yother shapes (e.g. an animal or a person). # Ready-made tangram sets are widely available or you can have fun together making your own out of still card, = Crack a Rubik's cube! Do activities that develop spatial awareness. There are plenty of fun activities that help to develop spatial awareness. They are not only a fun way to leam, but spatial awareness is a key element of STEM subjects in school Folding paper airplanes and origami are great ways to develop spatial skills and there are ‘some brilliant kits and books that are suitable. Folding pieces of paper and hole punching them before opening the paper up again provides help in spatial awareness. Try and imagine how the paper will look before unfolding it. Finally, ry drawing the unfolded paper before you unfold it and see how close the drawing is. Take a selection of objects and place them on a. table. Now draw what can be seen from differentBond Deere 11+ Mixed Standard Test Papers Pack 2 Notes and Answers This booklet contains: © advice on how to administer the tests © answers © tutors’ explanations for every answer OXFORD UNIVERSITRPRESS Grgat Chagnon street Onord\ so Magnes ings Paper wed inthe production of ray rss isa gparifite LnversiyctOntora‘eeeebiepreductmade on Tefurigys te Unversity ablegive oe ence research crept escalating noise Outer s.2 Teperesiace maar Oxpraypreay ressinibeUR ards pte © Sac uns, Ng Prince cr iluer atcha OMe dungety ress The moral ig of rh Firs Ms “pp aye iissetin 2025 AlrlreWhat's in the pack? This pack contains one standard mock test paper for each of the following subjects: = English = maths m verbal reasoning = non-verbal reasoning. A separate writing task, which provides key practice of wirting skills, is also included, What do you need? 2 A quiet, well-lit place to sit each test. A stock of pencils. A pencil sharpener and an eraser, Blank paper for rough working. A dock or timer. Calculators are not allowed for the maths paper. Setting the test papers 1. Before you start Try to provide a calm yet formal atmosphere in which your child can take the test. itis important that you recreate the real test as closely as possible, ‘go Yt censure your child has an appropriate workspace, and no distractions. Choose atime to do atest when your | child is rested and relaxed t Standard tests ask children Yo, fil in, write or circle, answers on the test paper itsél,.Therefore, when reading the front page ofythe test paper your child, point out the importante, of answering’ carétuly and crossing or rubbing out any altered Yanswers clearly. Ensure thatienough rough paper is available for working eGfansiers; they shoul nof use the ‘emply Space gn the paper for wérkings. Allow §0 fhinutes for each test (paper except non- verbalfeasoning, which has atime limit of 30 minutes. ‘On, avetage, children Will Maye,dne minute to answer each question opethe English and maths papers and) about 30, seconds, for each verbal and non- everbal reasoning question. In light of this, encourage them Jo move,on, from questions they are stuck on befofe,tog’much time is wasted on each paper. Your child may fing it helpful to put a cross in pencil by questions Wat have been missed out so that they can be quickly spotted later on. Remind them that they ‘can always go back at the end i they have time left. ish reading the instructions together before you ‘start the clock. When the time is up they should stop writing. If they Gp have not finished, draw a line at the point they have reached. You can always allow them to continue after the time to get more practice, or else leave the remaining questionsfor another time. Encourage them to think about whether they should try to speed up, or to work more carefully, depending on hiv they finish the paper. Please see below for additionatifotmation regarding setting the non-verbal reasoning tést paper and the separate extended wajing task J Setting the non-verbal réasoning/paper This paper shouldbe Set in'Sections, as follows: 1. Goto Section 1 Oife test booklet and.wotk through the exampld\with your child. Your éhild Should then try the two practice questions; ive thém tha correct ansivéts whtenithey have fifighed &nd discuss any dificuities with them Explanations of how to do Are BtactiGe questions are found in the ‘Non-verbal FReagoring answers nd explanations’ section. Your child shouid then compiéle Section 1. They have six minutes for,this Section. When the time is up they ® should stop witing, If they have not finished, draw a line atthe point they have reached. You can always allow them i6 corfinue after the time to get more ractibe, onelse leave the remaining questions for ahgther time. 2. Proceed through the other sections in the same Way. Hf you do not wish to sit with your child through this process, adopt the following procedure: 1. Ask your child to work through the example and practice questions for all of the sections in the test booklet at their own speed. They should then look at the ‘Non-verbal Reasoning answers and explanations’ section to ensure that they understand how to solve the practice questions for each section 2. Tell your child to go back to Section 1 and begin the test questions. They should continue on to the next sections until they have finished all of the test ‘questions in the test booklet, or until 30 minutes have passed. As there are five sections in each test booklet, inform your child that they will have six minutes for each section. When the time is up, if they have not finished all of the questions, they should draw a line at the point they have reached They can always continue after the time to get more practice, or else leave the remaining questions for another time.3. Marking and feedback The answers that follow should be given one mark unless otherwise indicated. Do not take marks away for wrong answers, but do not award half marks. The target score your child should be aiming for is 85% (see ‘The secrets of 11° success’ booklet). See the details below for turning the score on each test paper into a percentage. English: double the score to get a percentage. Maths: double the score to get a percentage. Verbal reasoning: use this chart to get a percentage. 72/85 equals the target score of 85%. Marks] 10 | 20 | 30 | 40 | 50] 60 | 70 | 60 % [12 [24 [35 | 47 [59 | 71 | 82 | 94 Non-verbal reasoning: use this chart to get a per- centage. 51/60 equals the target score of 85%. Marks | 10 [15 | 20 | 25 [30 [35 | 40 | 45 [50 [55 % [17 [25 | 33 [42 [50 | 58 | 67 | 75 [83 | 92 ‘After marking, follow these steps: = Go over any incorrect answers. Always go ov incorrect answers so that your child can see whi cover. This will provide a plan when a test has been m: went wrong. To help with this process, answer in these test papers is explain f=" 1m Use the Next Steps Planner inside thé bi 10 dé’next Setting the writing task It is also important to recreate the exam experience when setting a writing task, so try to ensure your child hhas a quiet place to complete the exercise, The task can be completed in pencil or pen, whichever your child feels most comfortable with. As the writing task is based on the comprehension text in the Standard English test paper, the extract should before the task is attempted. Allow up to tepminiifes for this. ‘Aword|limithas been set or the| ie children to pradise writing concisely gested time frame of 30 minutes has your child to pract iven. If you want 19 at Speed, try reducing ut stil allow up to ten within iogoes je frat rag Rt in tak ir Writing and try feoffeF positive, constructive 3K. As it dan be difficult to mark a piece of iting, a su marking scheme for the task follows theEnglish-answers and explanations’. 17/20, st ScOFe of 85% (see ‘The secrets of okle!). Some general guidelines for have also been provided.‘Answers will vary for questions that require children to answer in their own words. Possible answers to these questions are either given in italics or written as bulleted. lists Section 1 1 10 " They wanted to warn Miss Slighcarp about the danger of roaming wolves (lines 2-3). Itis likely to be winter. For example, the text makes reference to: loose snow’ (line 14), ‘grey ice’ (ine 14), frozen parkland’ (ine 27), and a ‘tapidly thickening snowstorm’ (line 37). Itis Syhvia's first time skating (line 1); Syvia is tired and doesn't have the same stamina as Bonnie (ine 83 states that an exhausted Sylvia was halfled and hal- supported by Bonnie). ‘She had heard the ary of wolves from the train she arrived on (line 28) ‘The worsening weather conditions (lines 9-10 state that itis about to snow again); the fact that daylight is fading (line 10 states that it will soo bbe dusk): Sylvia's tiredness and lack of stamin: (ines 8, 17-18). e ‘crowd’, ‘mass’, ‘large group’). Girls were out in open {there was ‘nothing betwer ruthless predators)'wnade the frightening 2 she offers word8' of encourg t Storer gee 0 2-33). that Bonnie jards the boy's to see due to the «lini 37). lank The wol gry, $0 they stopped chasing t In and started to feed on the red Wolf ‘This allowed the children enough run into the cave (lines 66-67). The bof appeared already armed with bow and arrows (line 62), implying that he knew he would need a weapon; he has buill a gate to prevent the wolves from entering the cave (line 81). Child's own answer that suggests: the boy is level-headed and calm in a crisis. 12 138 13b 130 7 © Bonnie and Syivia are cousins (line 34) D_ The boy had made his clothes out of animal skins (line 62) In the context of the extract, ‘unutterable’ means: ‘indescribable’, ‘unbelievable’, ‘absolute’. In the context of the extract, ‘une ans: ‘accurately’, ‘precisely’, ‘per jJimeans: In the context of the ext ‘fierceness’, erociousné iciotisness’. In the context ract,"€famour’ means: “loud prot ring'yyrackel Child's own ander should r smotion below: = sutprised: the phrase atk, shelwas, | ends with at exclaination mark, rpribe, (line, 72). E:3 would have cried out stat she was frightened by the 75). fact that Sylvia and Bonnie ‘flung the piles of ferns, leaves and that they were thankful to have (ine 79) redness can make it difficult to what is going on, “This phrase is an example of aliteration because ‘each word starts with the letter ‘b’. ‘flickering firelight’ (line 89); this phrase is an example of alliteration because both words start with the letter ‘. ‘Flickering’ is an adjective and “firelight’ is a noun, Child's own answers, e.g. any three from: = strong ~ Bonnie is physically stronger than Sylvia but she is also mentally strong, shown by her calm approach to dangerous situations = brave ~ despite feeling scared of the wolves herself, Bonnie dealt boldly with the situation = determined ~ Bonnie doesn't give up; she always seeks a solution to a problem = sensitive ~ despite wanting to get away from the wolves as quickly as possible, Bonnie is cleerly aware of what Sylvia can realistically achieve = decisive ~ decisions that Bonnie needs to make are made with certainty, enabling the itls to keep one step ahead of the wolves.18 ‘A The inclusion of a ‘governess’ in the story as well as phrases such as, ' shall manage very well (ine 7), ‘Can you run? Famous! (lines 31-32), ‘Make haste, make haste!’ (line 52), ‘Inside, Miss Bonnie! Don't lose a moment" (ines 68-69) suggest that this is not a modern text. D_‘Valiantiy'is used as an adverb in the phrase, ‘Sylvia exerted herself valiantly’ ction 2 1 examning = examining 2 thrugh = through 3 utterence = utterance 4 sombar = sombre 5 famly = family ction 3 1 ‘The ‘a’ in the first ‘are’ should be capitalised because it is beginning a new sentence. The section of the sentence should read: "Are you coming Anna, because iis followed by a subordin: ‘section of the sentence should reac the second part. should read: developmer Speed jeodied ‘sentence Go!” apostrophe is he word ‘its? because, as used héte, itis an abbreviation for ‘it is’. The section ofthe sentence should read: “It's always th he cried angrily .. ¢ Section 4 1. ‘known’ is the correct option because it is the correct tense of the verb ‘to know’ for the sentence. ‘Know’ and ‘knowing’ are the wrong tense and ‘no’ and ‘now’ do not make sense in the sentence. 2 ts’ is the correct option because it the owi’s meal. None of the other sense in the sentence. 3 ‘pared! is the correct option “eat down’ or ‘reduce in n means ‘two of somet al of ing compared. ‘Cheap’ does the sentence. ‘More cheap’,(General guidelines for answering English writing tasks The following guidelines give you a number of general points to check for and discuss with your child on ‘completion of the writing task. © Children are required to write unaided at reasonable length. They need to show that they can structure their ideas effectively whilst keeping in mind the audience they are writing for and the purpose of the writing, if required, conveying their feelings and opinions succinctly. |= Children need to use punctuation marks correctly land know where appropriate speech marks, colons, semi-colons, hyphens, and so on, should be used. Remember to check that they start a new line when introducing conversation in the text. A wide range of devices should be used to build ‘cohesion within and across paragraphs. = The grammar used should represent ‘good practice’, particularly encompassing an interesting and appropriate variety of verbs, adjectives, adverbs, pronouns, prepositions and conjunctions, together with descriptive and evocative phrases and clauses to enhance their work. Sentences should vary in length to add interest. Child to demonstrate the difference between thi use of potentially confusing words, si there and they re. Using the correct of verbs is essential. SS Writing Task writing tasks and thy total of 20 possi antbtense .e . . e@ paragraph ‘= 1 mark for writing in the first person, from Syivia’s perspective. = Upto 2 marks for writing in a chatty, informal style throughout the entry. Upto marks for writing a lively and a€cur reflection of events (as described comprehension extract), Pen ~ Up to3 marks for details(6F Syivia's thoughts and feelings during t hous day's events, = giving an ay fe insight into Sylvia's character. ~ Up to 2 marksitgf details of Sylvia's thoughts on Bonnie’sicharactr and on howishe'ealt with the situat se. = kerma ra aking feterenc§ der in which they a 1 aflark for orgs = Upto, con together throughout the text. K for including an appropriate closing at a Co and sign-off (e.g. I's late so I'll sign off ‘now and tell you more tomorrow, Sylvia) ‘= 1 mark for writing within the word limit (up to 250 words). = Upto 2 marks for correct grammar and Punctuation (beginning a sentence with a capital letter, correct use of commas or full stops, etc.).. = Up to 2 marks for overall accurate spelling. For more guidance on how to write diary entries, see Focus on Writing, section B1: Recognise the format.Maths answers and explanations 1 [0879 __| 4579 = 1000 — 0.4579, Every digit maves three postions fo he right. 290 286.9 is rounded up to 290. 108" “The angles inside a tangle add up to 180°, Therefore $6" + 23° 190" — 79° ait 25000 — 14789 3 4 a0 D 8 E “The leer Halso has two ines of symmetry, e& 6 [hundred | 6 represents 6 huncted thousand, thousand _| 8 represents milione, 6 represents hundred thousands, 9 represents ands, theusands, § represents hundreds, 4 represents tons and 1 represents unt represents 7 [c “The numbers 42 (7 X 6), 60 (10 X @) and 90 (15 X 6) are allin he Ones table 9 ‘BO t . 4x) + 8 8 | Wechesday ee ee E 41-12 [E The argestareais 1Sem X 14om ~ 21 3 “The shoresipermeteris Wom + 174 Weoph Som — 5 a7 1 ive — 13 pints ° 4x tf pints = 7pins a [e 8 CS) Oe Oo Wwe “NS 18 [oylinder | Thisis the net Ga cylinder. 16 | 218gn" 7 19 he mode is the value that occurs most frequently in a set of data he mode is size 9s it appears 6 tes, te E {= ‘andisef (60 1 neta prime number, itf imate oor ao Ip Lo yet es 8 ieker ott estar att doe 7 | . 1} Se sandsaqe-—x 1 ~ a tee ese Tt 2 (6 “Te rds ba seigil ne for the mide oa cide Fe oslo we Revree he problem, Siem. 6= 12 2 fa arge = Tigheslvaue — onesie tees * XS 25-26 [95 a SS 3186 )Assuring tha athe bags ere etl a part oy ter ang topo sbavs, ssbags Sot S188 — e186 78 Tronne = 100 Hogans ee ee 6250 kilograms ++ 500 kilognamses, 12: which means rut bef 9d 13 times. We [Beam [206m = Pace 2a6om = Pays Mone 2/2 50 divided by 125 — O4e(br #h Beg) 50 pencils = 2 ¢ outby Nazar) 75 pencis angjettin trtagox® ee ee [ee eo 32 e : Kea a36 [20m [S51 708+ 1+ 405 ~ P00 ace 7/0 Tas Sa t44= herd 38 | Trarcay | Turedayie 8 mm em 2.8mm and eo cloest a average 3-0 JE T average ral n Aptis 2 Sram per day Bante teinm Jal niswesk = 21.0rm “hus antl above average 7 rn dvidedby 7 days = 807m 4 day hacmore thar 0mm, a5 eara-2t a2 [2 “Thee re 33 citer inthe class bit Husain carl enewer the quesionFiwo val bottom secon : | 3} 43-45 | ‘The pashan eae] al ha oma ae Tinecati es et 1201e20 newspapers. 7 “The ple char shows tha the Ma anor dos othe ant equals 20 nawspapers, However te Minis ho he aon pape he Ma dajueios AREuble that the Miron ercere erly 1 Miror newspapers eRe 7 2Deusiomersaadthe Wa ioe ae [esas | eo6e x 1e = ee a7-ae 600 ‘| a0 asm ras 50 4 6 miles from the total 4 goals.Verbal Reasoning answers and explanations 1 unkind, rough The others mean to be thoughtful 2 plenty, portion ‘The others are all small amounts. 3 balance, proceed The others relate to moving in a circle. 4 antelope, elephant The others are members of the cat ‘amy. 5 box, basket ‘The others are types of food. 6a 10-8+4) 2 2 ges 74 B-4-6-4-2-4 Ba 9-@x2)=9-6=3=a Ge (4X3) + (2X 10))- (10 + 12) = (12 + 20)-22=32 =22 = 10. We 4-2= 16-4 e 14 firm, timp To be firm is to be solid, which is the ‘opposite of being limp, which means to be floppy. 12 fiction, fact Fiction means to be invented or made up ‘while a fact is something that is tre. (One meaning of fine is to be delicate. To be coarseis to be rough. 114 hectic, peaceful Hectic means chaotic, which isthe ‘opposite of peacelul Hesitant means to be uncertain, which is the oppasite of being sure, which means 12 fine, coarse 15 hesitant, sure PN BM OTL OTK OW hw Sow Sw the sacar goes back anole each tine 21 BY,EV theft later ote pairgoee forward BB elo artive at midday. tohave no daub zNced TheigdHohthestreet mace te cas sp. RS, ei ci es Ea gare ma fee erm cn nore gives 44 sweets, 10 more than the total : 29 9:05 c ley tifhe and the delay time are 25, Bors, who fs mentioned twice. must hag vues each, ging aca o 50 mites This aaa Mancoate wiht ste ‘sleep + over = sleepover ord pase + word = password a0 fesain. fest + ran = restrain 24 carlidge car + idge = crtiage a5 message mess + age = message 36 limb,crusl The Cis moved tomake LIMB and crust gonstorwardinthe spate, eter eachtime the seconstr goes forward nthe siphabt, ‘Sipping wot each ime 20 AM, VI tho rst leer of pairs repeated ence then goes Forwarelekpping ono kt cach tino 37 spar, bowels Choice of S, P of Eto move. Only moving the E makes two proper words: ‘SPAR and BOWELS. Choice of or! to move. Only moving the O makes two proper words: SLID 38 slid, choose ‘and CHOOSE, 39 beat,llame The Lis moved tomake BEAT and FLAME. 40 sore, stinging The Tis moved tomake SORE and STINGING. 41 water, sun Water makes something wet as the ‘sun makes something dry. A bird's body is covered in feathers as afish’s body is covered in scales. “Heartless! and ‘uthless' have similar meanings as do ‘helpful and ‘obliging’ Cows eal grass as birds eat insects. ‘Beginning’ and ‘end’ are opposites 2 are ‘closing’ and ‘opening. 46 alarming, frightening Both pairs of words mean disturbing or scary. 2 feathers, scales 443 ruthless, obliging 44 cows, birds 45 end, opening11,2443 16.9411 14, 23-1 9,9 x5,then +1 2x 4,then = 1 then + 1= 33 3 x 2, then doubled 40,9 X 2, then doubled = 36 16,4x8, 8 8 Byse 51 42, 5 x 4, then doublet 52 7 4,then — then ~ 5 53 LOW The contest of waking up gives a cue to the word PILLOW. 54 ROD. The concept of doing or finishing homework gives a clue tothe word PRODUCE. 55 USE The concept of checking a pocket for a mobile phone gives a cue othe word TROUSERS. 56 ASK The concept ofa dog eating something ina place thats hers gives a clue tothe word BASKET. 57 ART Various tools such as maps and graphs are used by weather forecasters to study the weather, which gives a clueto the word CHART. 58 LUG The concept of pulling something resulting in water raining out oa bath gives a clue tothe word Plus. 59 plug, game 60 snap, pore 61 waist, train 62 finn, main 63 ute, every 64 92,64 65.4.7 5=1, 16 ~4,then-5=7, 12-6, flag, guilt shrimp, pivie ext ight calm, more bore, gaten ‘The numbers double each time. fith numbers increase by 2: andthe. fourth and sixth decrease by 3. ‘The numbers decrease by of 66 42,36 67 30, 15, 68 15,16 69 26,35 70 lame as ra cao rao Wve Oe first letter in the Re Me desis the second x and second letters of the word become the third and ih letters of the second word. 16 last two letters ofthe first word change positions and become the first two letters of the second word. AGE The first and second letters of the first word remain in the same order and become the last two letters of the second word. ars CS 75.BOOM —_BUSK 76 BOAT BOLT BOAT NAY 77 DESK 78 BITE 79 TEST ‘80 POND 81 14 The, os aaeeen vided by Y nthe ight ofthe square bracket, The é imbers are added together.(Won-verbal Reasoning answers and explanations ) Please refer to this diagram if you need help visualising the different angles that are referred to in some of the answer explanations below. o 318° 45° 270" 90° 205 135° 180" Section 1 Practice 1 (©The shape is rotated 180° and the shaded section becomes striped. Practice 2 @ Step 1 The postion of the smaller square within the larger square remains the same. Step2 The shape in the smaller square is repeated and replaces the three shapes in the larger Datt ofthe square. Step3 Gne copy of the original shape inthe larger Patt of the square replaces the shape inthe smaller square. 1d The shape is repeated, rotated 96° clockwise and placed across the centred the fst shape. 2 © Siept The shape is reflected vertically gped to =o ~ Step 2 The shaded areas bétome unshaded. ‘shading i 3 Slept The shape is jepeated removed. Stop 2 A smaller reper of theashapers placed inside and is shaded. le the shape is placed al tated 90° anticlockwise. > ‘Step 2\The inner line is rotated 90° clockwise. cr ‘Step 3 The two lines are placed facing each other with their points facing outwards. C| 6 © Step 1 The shading on the two circles! ds of ‘each shape is reversed so pat the shaded Circle becomes unshad ‘shaded circle becomes shad Step 2 The two curves of tl }e angular and are thicken isn and placed to the ‘easing in size to match lines inside the squafe become jae WS tepeated ie battom jumber of circles as there ‘shape is removed. The paltern of tothe larger shape. inside a larger version of the Practice 7 od fits ltter: represents whether the small cicle fs clear (A), shaded (B) or contains a cross (©). Second letter: represents whether the small circle is located outside the large circle 00, placed on the large circle (¥) or sits inside the large eco (Z). The answer is GX because the small Grcle contains a ‘ross (C) and is located outside the large drcle 0) Practice 2 €- First lelter: represents the direction ofthe arow. tloe ie MooON ° ‘Second letter: represents the shape of the arrow. t+ t ‘The answer is MZ because the arrow is pointing down, (M) and has a thin line with a shaded pont 2). 1d. Firat etter: represents whether the large circle is clear (), contains criss-cross lines (Y) or is shaded (2). ‘Second letter represents whether the small cic is althetop ofthe square (A), in the middle of the square (B) or atthe bottom of the square (C). The answer is YA because the large cicle contains ciiss-cross lines (Y) and the small circles positioned althetop ofthe square (A),First letter; represents the number of shapes: 8 a First letler: represents the paltem of the large circle: A=3 A= dear B=5 B = criss-cross tines c=4 C = horizontal ines Second letter: represents the number of circles: D = top half shaded L=1 ‘Second letter: represents the number of small shaded ™ dois: N=3 x ‘The answer is AL because there are 3 shapes (A) and ¥ 4 arcle (). Z=3 First letter: represents the pattern of the circles: The answer is FZ. As the large circle coftains a X= both circles are clear ‘unique shape (a cross) the first et a Y= one cxcle is clear and one is shaded must be anew letter ). The sec Z= both circes are shaded ‘code is (2) because there are th ‘Second letter: represents the number of ines forming dots. the zigzag pater: 9d. First letter: represents whet (Shape is an X 3 is shaded (¥) and there are 5 lines forming the zigzag, pattem F). a First letter: represents the postion of the semi-circle: ‘two options for the first letter of the A= top (A) or a square (0). ‘Second letter: rey the ‘shape: F=5 X= dree ‘The answer is YF because one circle is clear and one he top shapes @ 3 2= bottom = shaded The answer is CX because the semi-circle is located ge ‘Second letter; represents the shape: atthe bottom of the square (C) and the wayy line is 9 8 c D located at the top of the square (X) First letter: represents the position of the circ top B= middle C= bottom Second letter: represents the ar iswer is SD because the shape is shaded (S) A 8 dis in the shape of a kite (0). itstleller: represents the number of circles: r~e ie Lom ‘The answers CL becuse the crs located al’ c bottom of the squs 1d the arrow has asshad ‘Second letter: represents the the band at the top of tip andi pointing ‘ the shila First leter repr ber of xen — mm vow x woxK oy 2 crcl: The answer is AZ because there ate three ccls (A) and the band at he op of he shield has a aigzag cage (2. 12 @ First letter: represents the horizontal line: A 0 are two crosses (X) B izontal stripes (B), Ci he number of black squares: ‘Second letter: represents the length of the outer vertical ne XB bel ee represents the number of diagonal The answer is CX because there is no horizontal line (©) and the outer vertical line is short (X). squares (B) and there are no diagonal ines (H),Section 3 Practice 1 d_ The patternis three lines, two of which have arrow heads at one end. Two of the lines cross the third line. Practice 2 '@ Twosmall circles sit on the outline of the larger wavy shape. One half of each circle is shaded and one hal is clear. The clear section of each circle is located ‘outside the wavy shape and the shaded half is located inside the shape. 11 Each square has a straight line with a circle at one fend crossing through two adjacent sides. This forms small triangle within the square. A small shaded dot 's located inside the triangle. 2b Three circles which sit one upon the other. One circle is shaded and two are clear. 3b Twotriangles which overlap. The apex, or tip, ofthe smaller triangle points into the centre cf the larger triangle. 4d L-shaped bar with one long and one short arm. A small horizontal bar is cenired on the shortest arm, 5 © Asquiggly line with two loops. At one end of the ine isa circle and at the other end is an arrow. The shading ofthe circle and arrow on each line is. ‘opposite: ifthe circle is clear then the arrow is shaded {and ifthe drcle is shaded then the arrow is clear. 6 © Afive-sided shape with two short lines each crossing ‘an adjacent side of the shape. 7 d_ Asquare with a cirde inside. A tadpole shape has its tal inside the square and its head outside the square. The cicle and the two lines are both I same section of the triangle. ‘A.wavy ladpole shape crosses two sides of triangle diving ino two sections ape but shading, one section blac rectangle with one circle in 10d is 1b 3 ties Oo fed circles as there zigzag shape. es numba ss O jes st onthe vk 12. Ashield shape wih a curve atthe top anda wiangulr Point at the bottom. & shaded shape is located in the ‘contre of the shield a ‘The shading of the circle and the head of the tadpole are the same. 8 © Alriangle with a circle siting on one side and two smalllines siting on a second side. Section 4 Practice 1 d_ The number of shapes in each box decreases by cne each time, Practice 2 © Step 1 The squares and shaded dots alternate from ‘being located at the top of the box to the ‘bottom as they move along in the sequence. ‘Stop 2 The squares alternate every two boxes: they are dlear for two boxes then shaded for two boxes. Step 3 The shaded dots reduce eaghttime. The missing box must therefore jaded ‘square at the top of the box wathithree shaded dots below. 1 e Step 1 Each circle has acu ich alternates each tim; ving {Wo loops to having one k Stop 2 A smal the circle afemates eactutir small shadedbcircle to a st small shape locate re moves along the bottom edge of the (ep 2 The two circles grow further apart every two boxes as they move along, Step 3 The twa circles also move to the left every two boxes. sare from left to right and then back again. CG ‘The vertical bar moves to the right from box to box —s 8 |i} 8 illo is The missing box must therefore look like this: all10 1" 2 Step 1 A series of ines alternate from being horizontal to vertical ‘Step 2 The numberof lines presented horizontally is ‘repeated in the next set of vertical lines (ive horizontal lines followed by five vertical lines). ‘Stop3 The numberof lines decreases by one every ther time (five horizontal lines, five vertical 1s, four horizontal lines, four vertical lines, etc). Step 4 The length of the lines decreases slightly every other time: Boxes f and 2: long lines Boxes 3 and 4: medium length lines Box 5: shorter line ‘The missing box must therefore contain four medium length horizontal ines. ‘The shaded squares move along one place each time. Step 1 The step-ike shape increases by one line each time, The lines alvays go to the right, then up. Step 2 The small circe at the tip of the step-ike shape alternates between being shaded and clear. ‘Step Beneath each shape are some horizontal lines, aerating from two lines to one line. ‘The missing box must therefore have three lines {forming the step shape, a shaded circle atthe tip and ‘wo horizontal lines below. ‘The shapes in the sequence altemate from being a square to a circle. All ofthe shapes are divided exactly in halt: the squares with a small dotted line and the circles with a solid line. The missing box mu therefore be a square divided exactly in half a small dotted line. The arrow moves 45° clockwise each time! Gircle altemates from being shaded to clear ‘The smallline atthe right-hand end of line alternates from being al 225: fend of the horizontal line are two" {or the first box in which the secon shown) which move along toright. Inthe missing box tt reaines cert line isn't and the two vertical Fight of their pos TRonurber shape decreases smi a inc by ong ach time. Stor res joined bia te ina se direct 10x tothe next. sigp2 The same square in ir remains shaded ach aa Sidp3 ae snd square in each pair alterné aif shading and a iagor 1 missing ‘ontain two squares which are Positioned i pointing left, with a shaded and’ lower square containing a is added each time, alternating black fhe missing box contains a string with five first of which is black. Section 5 Practice 1 ‘d_ The boxes in the bottom row contain two horizontally reflected copies of the shapes in the top row. The uppermost ofthe reflected shapes is shaded. Practice 2 @ The shapes in the right-hand column are vertically reflected images of the shapes in the left-hand ‘column. ‘Step 1 The line dividing each box ater being horizontal to vertical ‘one boxto the nest in ac yeion Step 2 A small shaded circle is ‘comer of each box. Step 3 The shape made 1 ecting triangles is repegted' Tacing it ee the same sie e hand box. 2d we T ly Bincvaina from the top 2 isting bok must therefore lok le ths: are placed so that one line starts on each side ‘of the outermost corner of each box. Step 2 The two boxes facing each other diagonally hhave the same number of shaded loops. The missing box must therefore look like this: x4 The number of crosses and citcles in each box in the ° {op row is repeated in the boxes in the bottom row; however, the pattem is reversed so that the number of ‘roses in the box in the top row becomes the ‘number of circles in the box in the bettom row and the number of circles in the box in the top row becomes the number of crosses in the bottom row. Top lefthand box: 5 crosses and 4 circles Bottom leftchand box: 4 crosses and § circles Top right-hand box: "3 crosses and 7 drcles As itis the bottom right-hand box, the missing box ‘must contain 7 crosses and 3 circles. © Step 1 The patterns in the boxes in the top row are Feflected horizontally (Tipped over along the dashed line shown below) in the boxes in the bottom row. 10 ‘Step 2 The shading on the small circles and squares in the top row is reversed in the bottom row: the shaded circle or square in the top row becomes clear in the battom row and the clear circle or square becomes shaded in °e bottom row. ‘The missing box must therefore look like this: ©The shapes in each box are rotat they move from box to bakin a cl around the ori. Stop 1 Each of the boxes it wise as ise @irection crosses andhave 12 right-hand comer. ate reflected d_ Each row contains three sizes (small, medium and large) of the same pattemed circle (a cross, small dots or shading). The row in which the missing box ‘appears already has a small and a medium sized shaded circle so is missing a large shaded circle. © Moving around the grid in a clockwise direction, the shapes in the top left-hand corner box are rotated 90° ‘clockwise to the next carner box, The shapes in the top ccenite box follow the same pattem of being rotated and ‘skipping one box as they move along the guter boxes (of the oti (the box in the very centre of s unique): e (a missing bf must therefore look like this: ©» 10xes in each row contain the same style of arrow. lep 2 The direction of the arrow rotates 45° clockwise as moves along the boxes in each The miscng arrow must therefore be of the same style as the others in the bottom row @hick arrow hhead that is shaded) and be positioned 45° clockwise ‘rom the position of the arrow in the first box of the “a 2 The boxes in the top and bottom rows are the same.Challenge Paper Section 1: English a as © Itis springtime. Allow one mark for either of these pieces of evidence: + ‘The extract states that Alfie will be going to secondary school in a few months so that will be in September. ‘© The extract states that the air was filled with the promise of summer to come, so it is not yet. ‘summertime, The liner is flexible to work around rubble or tree roots. (1) The flexible iner means you can create any shape you want to. (1) It allows for smaller creatures to drink safely. (1) It means birds can drink and bathe without falling in too deeply. (1) Ithelps if squirrels or hedgehogs fal in as they will be able to escape. (1) Plants can be placed on different ledges, so their roots are in the water. (1) Rainwater does not have the same chemicals that tap water has. (1) The rain allows the pond liner to settle in. position. (1) It allows excess rainwater to flow from the pé the bog garden. (1) The extract says that grt helps wil, crinage, 30 it ‘stops a plant from being water-log AMfie is putting plants together f their colgGr and the way they look. If like painting but colours of the flowers. ; © Alfigttik (erry habitats forywil ) to cOpe with excess rain. (1) alities of many plants. lings. (1) ut plants. (1) Ife en ti ‘Alfie loves: = AN hi 1 at gardening books since he was in snystchook (1) 10 4 It allows for a wider range of plants to help, wildlife. ye 19 vide: + Therelare a ot f pl otidhed. (1) yee foratfets aN is mentioned) * All that Alfie wants to do is to sow, weed, nourish and harvest. (1) ‘+ Alfie hopes to work in the garden of his new school (1). * Alfie ikes to grow as much food as By placing flowers by the fruit, bee insects will be attracted by the help to pollinate the fru inating will then Alfie is following to help wildife. (7 plants. (1) Alfie likes does. (1) Alfie likes kes 10 paint a pictUte using his ract focuses 6p the jf cycle of animals, binds and plants. (1) © There are Its jours mentioned in the extract. (1) The extract is ‘on actions with lots of verbs. (1) neha work. ‘ei "Yngans a large varity of different insects, plait animals. Jes’ means destruction. ‘The ravages of the eather’ is the destructive effects of the weather. “Tend means to look after. A simile in paragraph 4 is, ‘their root system like a mass of white wires all crossing each other’. An allterative phrase in paragraph 5 is ‘prettily placed pots’. ‘There's a number of reasons why Mr Kahn’s garden was familiar to Han and Mai. ‘Their grandmother had lived next door, so they had known its existence for years. ‘The gardien was filled with lilies, roses, sunflowers and scented lavender. Section 2: Verbal Reasoning 1 2 Pigeon Goat ig + eon = pigeon go + at = goat 3 4 Earthquake Bowlegged earth + quake = earthquake bowl + egged = bowlegged10 " 12 13 14 18 16 7 18 19 21 Be, Care Ais faster than B and B is faster than C. fakes. Dis faster than Cand Eand Fis faster 24 LUG The sluggish tide slowly ebbed and than A and Eso E must be the slowest flowed. car to come last in the race. 25 AND I'm her biggest fan and have bought caring. kind Caring and kind are words most lots of merchandise. in meaning. 26 YES We used eyeshadow to change our hindrance, _Hindrane and deterrent are words appearance on stage. deterent most similar in meaning. 29 (1444) crucial, vital Crucial and vital are words most 28 54 (96-69) x similar in meaning. 29 52 (18 + 44)— fae conscience, Conscience and integrity are words 30 GRIN Tae the arth fet word, integrity ‘most simitar in meaning. then the third wee first word, SPAT P=6,S=1,A=3,7=2,1=4, 169218 the frst k e second word and the code for SPAT. the wen second word. 63123 P=6,S=1,A=3,T=2,1=4,the 31 NORMAL Sag trot per ‘code for PASTA is 63123. 'e Second letter ofthe frst TINTS. P=6,8=1,A=3,7=2,1=4, 24521 ‘word tbe third let word, is the code for TINTS. {the first letter of the 632453 P=6,S=1,A=3,7=2,1=4, the letter of thaSecbnd Word and the code for PATINA is 622453. eae a the word 8 (@x5)+(25)= 10% __ 32 (ayo of the first word, 40+ 10= 10 x 5 which isthe letter 8 of the first word, the D (10x12): 8=5+__ aS second word, the 120+ 8=5 + 10 which is the letter D th letter of the second word and c (2 x8)x@ x10) = (6x5) x __ hn letter of the second word. 10 x 20 = 25 x 8 whichis the letter, Qs 89, 144 “THING a Ftonacc! sequence where E x 10)+5=2%2)+ jhe fist two terms added together 805 5=4 412 whichis the ‘become the third term, m glum, mark © sThe sequence is to add 9/6/9/12/15 ° veto, open and so on each time. 57 +3 = 60, 60+ P kiln, numb 6 = 66, 66+9=75. Prod, bound — The U is mo ‘The sequence is to subtract 14 each bound. time. suit, clean an. 85,7 ‘The sequence is to subtract trip, lakes The vS 1.4/1.5/1.6/1.7 and so on each time. +26 (> 0.96+0.036) 7 lal number of x ind the given lengths 8 by my px by 10. The lav is 2x (40m, Ade Ax WO} + 3x (30) + 4x (40) + 3x (30). 8 261 yngth is 9x (90) multiplied by 4x (40). 58 (68 +4 = 1412) (68 +5~= 1113) 10 14) 38 Conver the mixed number 43 into the improper traction 22 andthen find an "4 equivalent fraction with 8as the denorinair wis 4 hours,12 minutes and 30 seconds (8 hours 25 minutes = 2) .6km — if tem=15 000m then tem = 150m and or 600m tem =0.15km. If the map is 4cm the real distance is 4 x 0.15 km = 0.6km or 600m. Sem if 0.45km= tem on the map, then 0.75 km =5em (0.15 x 5). 18 ‘The first term is 2 and the sequence for the black circles is +4 each time. The fifth shape will have 18 black circles. 30 ‘The first term is 3 and the sequence for the white circles is +3 each time. The tenth shape will have 30 white circles.12 13 14 15 16 7 18 19 89 Theft tem Sa tho sequencois +7 toch time. The Wwelth shape wi Rave 28 cles. torso Se1se=se+0%5=20 Zaman axe 3 Sof a4 = 2 x3=18 deico-a04504~-28 Souza 284 745-20 17 packets 27px3=81p 214+80.81= 17 witha remainder. 40% of adults drove to work in 2016. 2019 and 2020 remained the same. 46.9% 70+ 60+ 60+50+45+40+ 30+ 20= 975 +B years = 46.9% 2700000 4200000 = 70% = 60000 which is 19%. Multiplying this by 45% is the number of ‘adults driving to work in 2017. 60000 « 45 = 2700000. (12, 12) There are two x-axis co-ordinates of 4 0 the missing x-axis co-ordinate is 12. ‘There are two y-axis co-ordinates of “@ 0 the missing y-axis co-ordinate is 12. horizontal holes eo above the other seen in opt D Look at the ci reat rotated th S hep mu ape ah ape B votre 80° andloctovie 10 Pate 80° anticlockwise to ‘the left. mirror line and sketching out the »xt to the mirror line can be helpful. There 188 on the far side away from the mirror line. There is then a middle row of 2 squares and ‘the front square has another above it. C__ttean help to move the paper 90° and then to sketch out the reflection. With a bottom reflection line, itis useful to see the shape from a side angle. /o holes on the right ® BR BBB toy= 16 Aay=Zoteitcis 15 on Zo 15109. 2200 eptanib Ctaber and RoSerber begin wah tr tom te saconlnalfof he aphabet so & = hor 25% 2 es a @-5°+3°+4) {Ganon Orandat 1 ang van, aaitownce of 2a cays Totark hace vest yates SQN 92 200 fre re dotien 4200 men» oe ne an 200 es Soran Spam Bose | 2020 ite 9 25 Hes 2p bot 8 bolt 10 pencils 18 packet 251920 pendils per pat js £4147.20 ar oft a oe 3 one to find the higher number. cy Coote “Then dubiact fo find te lower umber Multiplying the number of nay of folds is an easy way t yore ‘that obviously don't work. rn of tw 10 " 12 13 14 15 ‘Options C and D have a narrow top wedge. Option A has too ong of a middle lower zigzag and option B has all three zigzags the same. Option # has too wide a bottom wedge. In option B the top two zigzags are the same size. Option D has the top zigzag too long and option E has one too many zigzags. The bottom shape in option A is too long. Option B has the bottom shape pointed and not blunt. Option C has the top section too short and pointed. Option E has the zigzags the same size and shape. E Option A has the top wedge tapering inwards. Option B has the lowest wedge shape too long. Option Chas the bottom pointed shape ‘00 short and option D has the top two wedges ‘the same length. D Each of the shapes has an even number of sides and the bars inside the shape are exactly half the ‘number of sides of the shape. D The number of loops that cross over is equal to the number of dots. The number of arrowheads corresponds with the number of sides of the shape.16 7 18 19 2 ‘The number of sides of each shape plus the number of bars all add up to 11. ‘The opposite sides of cubes cannot be seen together. Lines and arrows appear to change direction when they are folded so checking for change of direction is critical ‘The opposite sides of cubes cannot be seen together. Lines and arrows appear to change direction when they are folded so checking for change of direction is critical ‘The opposite sides of cubes cannot be seen together. Lines and arrows appear to change direction when they are folded so checking for change of direction is critical. The opposite sides of cubes cannot be seen together. Lines and arrows appear to change direction when they are folded so checking for change of direction is critical ‘The comect code is BINT. The ‘st etter represents the circle in the triangle. Ais a white circle, Bis a striped circle and Cis a black circle. ‘The missing question has a striped circle, so the first letteris B. ‘The 2nd letter represents the number of arows. pointing right. Lis one arrow, M is three amows an Nistwoamows. ‘The missing question has two arrows poi so the second letter is N. ° The 3rd letter represents the colour of a has two black stars. $ has two whit stay, ‘one white and one black star. ‘The missing question haga white the third letter is T 3 Seances and) pattern on the. ind with 2 itams in black and 1 in white. a aX ‘The correct code is EFU. The firs letter represents the number of black shapes in each group - Eis 3, Dis 2. The second letter represents the number of white shapes in each group - F is 3, P is 4. The third letter represents the outside shape Gis a pentagon, H is a diamond, J is a hexagon. This missing shape has 3 black shapes (E), 3 white shapes (F) and is a hexagon (J) ‘The correct code is SJF The first lotfer rapresents, ‘the number of closed shapes ~ 7's 4, Sis/t and Ris 3. The second letter repr Tumber of beads - His 3, Jis 4 a 4. The third letter represents the numbe ywhpads - Eis 2 and Fis 1. The mis 3 has" closed shape (S), 4 beads (J) rovihead (F). ‘The pattern let represents the minutes taken on a cloc! ed sents 3 of the same The patt 32 loft represents 3 of the same together. 1 loft there are a prime number h the black circles representing the kin In C ime number, €.9., 5 circles in total, of them black. sThe pattern on the left has 3 of the same shape but in decreasing size and alternating between white, black, white. There is a double-sided arrow that runs the length or height of the shape. In the pattern on the let, the top letter has vertical symmetry, and the bottom letter has horizontal symmetry.Bond Dee 11+ English Standard Test Papers Pack 2 Test 1 Read the following carefully: ‘© Do not begin the test or open the booklet until toldto do so, (© Work as quickly and as carefully as you Gan. © For each question either write an ansvier orteléct the correctlanswer from the options sven, ‘© You may do rough working on a Separate sheet of papér. © Ir you make a mistake cross oUt the mistake and write the new answer clearly © Some questions give.a choice of answers ~ if you are not sure ofthe right answer, you may bbe able to work itout By eliminating the answersithat are defritely wrong. © You will have 50 minutes to complete the test plus 6 minutes to read the comprehension text OXFORD UNIVERSITW.PRESS Great Clinerdon street Oxford) 2 SOP United Kingda ‘Oxo unites eressis a departantofhe Unversity of Ontrd Telus te Unversity sable oFexcelence research sehelaiie an ecucatan bj pblshing worianie Oxo. Feit ade mark of Od pers Poss in the UN ain Text © Sarah iedsay 2078 The mocl its of Neigh have bean asserted Fishes 2015 Ths eter bisreain 2021 Aig ceabeed No pat ofthe puicaton maybe reprduce, sttbesinfetieva sytem or uobsmited In any form or oy ny means wthout he prio permission n wring of Ontord Univers ess ofa espreshy permiteay ly heehee or under terms gered te poopie erp ens onan, Sheu be sero the Ags Gepatmene, Oxford ners Press. the aden above You must nt circulate ths workin ary other form and you mus Innpse the same candtlon onan acQurer Datavaisbie Paper used inthe production of hs book is 2 natura ‘etydabe product mad rom wood grown i surtanable {3a hemantatsing roca canara the all copyight holders before publication tis hos not be SanwentesRead the extract carefully, then answer the questions. Bonnie is taking newly artved Sylvia skating forthe fst time when, in the distance, she sees her new governess, Miss Slighcarp, near the pamk's boundary. Bonnie knows this is a dangerous place to be, so she and Syivia decide to skate over to warn her about the possibilty of roaming wolves. However, by the time they reach the boundary Miss Siighcarp has tumed back — itis now the gits who are in danger '... Poor Sylvia, lam afraid that you are dreadtuly tired “Nonsense!” Sylva said stoutly, ‘We had to come. And I shall manage very well! But she was realy well-nigh exhausted, and could not help skating more and more slowly. Bonnie bit her lip and looked anvious. The sky was becomming overcast with the promise ofsmore snow, and, worse, it would not be long until dusk I nave done very wrong,’ Bonnie said remorsefully ‘I should have made you turn back, @ndh come on myself! | should not have let you ‘A sudden wind got up, and sent loose snow rom the banks in @ scurry acro8s the arey ice! (One or two large flakes fell fom the sky. ‘Can you go a little faster?" Bonnie could not conceal the anxiety inher tone. ‘Try, Syivial Sylvia exerted herself valiantly, but she was really so tired that She could ard forge hétimbs to obey her. 1am so stupid” she said, hall-laughing, hal-crying, ‘Suppose Nsit here of the bank, Bennie, while you go home for assistance?” Bonnie looked as if she were half-considering this prbposal when a low moaning sound rose in the distance, a sound familiar to Bonnie, and, sigoe yesterday, ful of terrible significance for Sylvia. It was the faroff ory of wolves, 'No, that is not to be thought of Bonnie saidhdetisively. ‘| have abetter'plan. We must take off our skates. Can you manage? Make hastesthen! They sat on a clump of rush by the rivatis edge, and with ofiled tingats tugged at the knots in their bootlaces. Sylvia shivered as/éfite again the wélf-cry stole over the frozen parkland i had been bad enough heard from the traipout now, when there was nothing between thern and those pitless legions, how dreadiit solinded! The children stood up, Slinging their skates round their necks. Now we must climb this ite pill, Bonnie said. ‘Hefe, I'l take your hand, Can you run? Famous! Sylvia, you are the bravest creature inthe world, and when we get home | shall give you my litle ivory worktox tO\show how sony amMyfor having led you into such a scrape. Syivia did hf best to smile at hér.cousin, having no breath to answer, and tried to stifle all doubis that they, ever would gethome: Ariived @tthe top of the hill, Borinie st8od still and, as it seemed to Syivia, wasted precious méments whila)she glanced/ké8nly about her through the rapidly thickening snowstorm. "An sheveried presently. ‘The temple of Hermes! We must go this way. She tugged Syvia at a ruin don the slope and astoss'a wide intervening stretch of open ground towards a litte pillared Pavilion that stodd onan artfcial knoll against some dark trees, They had now put the river between them and the cfyof the wolves, which was comforting, but Syiia wes dismayed to see that Bonnie was Once fore leading her away from the house. Where @re we going, Bonnie?’ she panted, fighting bravely to keep up. | haye a trier who lives in the woods’ Bonnie returned. ‘I only hope he is not away Let us 6st a, momnent here: Mey slood struggling to get their breath in the temple of Hermes, which was no more than a roof Supported on slender columns, ‘Oh, Bonnie, look, look Syivia cried in uncontrollable alarm, pointing back the way they hac ‘come. Through the dusk they could just distinguish two small black dots at the top of the slope, which were soon joined by several others, After a moment all these dots began coursing swiftly down the hillside in their drection, “There is not a moment to be lost’ Bonnie said urgently ‘Make haste, make haste!" HalHeading, half-supporting the exhausted Sylvia, she urged her on through the deepening 10 5 20] 25| 20] | s0|