Questions 21-22
Choose two letters A-E.
Write your answers in boxes 21-22 on your answer sheet.
Which TWO skills did the board game develop?
-
understanding written text
-
planning ahead
-
waiting appropriately
-
hand-eye control
-
accurate counting
(A) is incorrect. Reading is not mentioned, D is rejected because Ben says it was not especially about hand control.
(B) is correct. Ben says the children paused before moving, considered where others might land, and chose routes that would help them a few turns later.
(C) is correct. They had to listen while others moved and wait until their own turn.
(D) is incorrect. The recording does not support this option: hand-eye control.
(E) is incorrect. The teacher was doing most of the number checking.
Associated Text:
The children were pausing before they moved, looking at where the others might land next, and trying to choose a route that would help them a few turns later.
(A) is incorrect. Reading is not mentioned, D is rejected because Ben says it was not especially about hand control.
(B) is correct. Ben says the children paused before moving, considered where others might land, and chose routes that would help them a few turns later.
(C) is correct. They had to listen while others moved and wait until their own turn.
(D) is incorrect. The recording does not support this option: hand-eye control.
(E) is incorrect. The teacher was doing most of the number checking.
Associated Text:
but they had to leave the dice alone, listen while another child made a move, and only step in when their own go came round.
Questions 23-27
What comment is made about each child?
- worked independently
- wanted adult reassurance
- became competitive
- was calmed by the activity
- was happy with the outcome
- was unsure what to do
- found the task easy
Write the correct letter
A-G next to questions 23-27.
The correct answer is D because Sam relaxed after sitting down with the board game, and the trainees describe the activity as calming for him.
Associated Text:
But as soon as he sat down at the board, you could see him visibly relax. The slow pace of the game and the regular rolling of the dice seemed really to settle him.
The correct answer is B because Jenny repeatedly looked to the teacher and asked for reassurance before making decisions, so she asked for teacher support.
Associated Text:
Whenever she had to make a decision, she would sort of catch the teacher's eye and ask, 'is this OK?' or 'should I move here?' She really wanted reassurance every step of the way.
The correct answer is C because Liam focused on winning, counted other players' pieces, and tried to overtake them, showing a competitive attitude.
Associated Text:
He was completely focused on winning. As soon as someone got slightly ahead of him, he leaned forward and started counting their pieces, working out how he could overtake.
The correct answer is F because Maya looked uncertain, did not know where to move her piece, and seemed confused by the rules.
Associated Text:
The whole time she looked rather uncertain about what she was supposed to do. She kept rolling the dice and then looking blankly at the board, as if she wasn't sure where her piece was meant to go.
The correct answer is E because Tariq reached the home square, smiled broadly, and was described as clearly pleased with how he had done.
Associated Text:
at the end, he held up his counter, which had reached the home square, with the biggest grin you've ever seen. He was clearly very pleased with how he'd done.
Questions 28-30
Choose the correct letter, A, B, or C.
Write your answers in boxes 28-30
on your answer sheet.
28. What should teachers do before the game starts?
29. Why might teachers avoid board games?
30. Why will they use a board game in maths?
(A) is incorrect. Models of game stages are not mentioned.
(B) is correct. The trainees say the teacher checked that children understood terms such as forfeit, opponent, token, and turn before the game began.
(C) is incorrect. The focus is on understanding vocabulary, not reassuring children about difficulty.
Associated Text:
she didn't introduce the board, dice or counters until she'd gone through every special term in the rules with the children. Words like 'forfeit', 'opponent', 'token' and even 'turn'. She made sure they understood the terminology before they started.
(A) is incorrect. The speakers recognise their educational benefits.
(B) is incorrect. Lacking skills is not given as the concern.
(C) is correct. The trainees agree that teachers may avoid board games because they take too much lesson time.
Associated Text:
the main reason is simply that teachers worry it will eat into the rest of the lesson. I mean, a game like that one took the best part of forty minutes from start to finish.
(A) is correct. They want to use a board game to correct a specific misunderstanding about subtraction across tens.
(B) is incorrect. They are not mainly setting a challenge.
(C) is incorrect. The goal is not to introduce a new concept.
Associated Text:
Well, the children in that class have a really specific misunderstanding about subtraction across tens, you know, when borrowing from the tens column. We watched them get it wrong over and over in their workbooks. So a board game where they have to move backwards by varying amounts on a number line would help them spot the gap in their thinking and correct that misconception in a really concrete way.
