For over a decade, children in year six – the final year of primary school in England – have taken the grammar, punctuation and spelling test as part of their Key Stage 2 Standard Assessment Tests (Sats). This GPS test has shaped how grammar is taught in primary schools.

It is mostly a multiple-choice questionnaire test with some short answer questions. It tests pupils’ knowledge of grammar, punctuation and spelling rather than their ability to write.

The GPS test was introduced in 2013 as part of wider curriculum reforms to raise writing standards. It focuses on a vast array of grammatical terms, and uses decontextualised examples that do not represent the complexity of everyday language. For example: “The lion approached silently as the zebra rested in the grass.”

This test has been criticised for narrowing the curriculum. Because the results affect how schools perform in league tables, teachers prioritise GPS content, rather than teaching grammar in context to reading and writing.

It also risks encouraging “teaching to the test” – children learn how to answer test questions, rather than the wider uses of grammar. This finding is supported by a number of studies including my recent thesis.

While the GPS test improves........

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