{"success":true,"evaluation":{"overall":{"avgPrecision":1,"avgRecall":1,"avgF1":1,"avgMRR":1,"avgNDCG":2.95,"avgRetrievalTime":11,"totalQueries":12},"byDifficulty":{"easy":{"count":4,"avgPrecision":1,"avgRecall":1,"avgF1":1,"avgMRR":1,"avgNDCG":2.95,"avgRetrievalTime":14},"medium":{"count":4,"avgPrecision":1,"avgRecall":1,"avgF1":1,"avgMRR":1,"avgNDCG":2.95,"avgRetrievalTime":10},"hard":{"count":4,"avgPrecision":1,"avgRecall":1,"avgF1":1,"avgMRR":1,"avgNDCG":2.95,"avgRetrievalTime":8}},"detailed":[{"question":"What subjects are included in the ISEB Common Pre-Test?","difficulty":"easy","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":18,"topResult":{"id":"11-plus-syllabus.pdf_chunk_1","content":"Part A: ISEB Common Pre-Test \n \nThe Common Pre-Tests are taken when a pupil is in Year 6 and are a standardised \nmeasure of ability and attainment. They are commissioned from GL Assessment and are \nonline and adaptive. The tests include Verbal Reasoning, Non-Verbal Reasoning, English \nand Mathematics. They are in a multiple-choice format and take about two-and-a-half \nhours to complete; the tests can be taken together or at separate times either in your \nson’s own school or here at St Paul’s Juniors and St Paul’s.","similarity":0.7507166580268045,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":1,"startChar":579,"endChar":1101,"length":519,"section":"Part A: ISEB Common Pre-Test","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.7507166580268045,"chunkIndex":1,"content":"Part A: ISEB Common Pre-Test \n \nThe Common Pre-Tests are taken when a pupil is in Year 6 and are a standardised \nmeasure of ability and attainment. They are commissioned from GL Assessment and are \nonline and adaptive. The tests include Verbal Reasoning, Non-Verbal Reasoning, English \nand Mathematics. They are in a multiple-choice format and take about two-and-a-half \nhours to complete; the tests can be taken together or at separate times either in your \nson’s own school or here at St Paul’s Juniors and St Paul’s."},{"filename":"11-plus-syllabus.pdf","similarity":0.4911374926813483,"chunkIndex":0,"content":"St Paul’s Juniors 11+ Entrance Examination Syllabus \n \nCandidates for entry at 11+ will sit a qualifying examination, referred to as ‘Part A’. In line \nwith St Paul’s we use the ISEB’s Common on-line pre-test. Successful candidates will be \nasked to sit two further written examinations in English and Mathematics. A guide to the \ncontent and format for these examinations is given below. Candidates are expected to \nperform competently in all three aspects but above all we are looking for candidates who \nshow the potential to benefit from an education at St Paul’s School."},{"filename":"11-plus-syllabus.pdf","similarity":0.439863463121414,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.4226264089375796,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.3968234318035044,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."}]},{"question":"How long does the Common Pre-Test take to complete?","difficulty":"easy","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":5,"topResult":{"id":"11-plus-syllabus.pdf_chunk_1","content":"Part A: ISEB Common Pre-Test \n \nThe Common Pre-Tests are taken when a pupil is in Year 6 and are a standardised \nmeasure of ability and attainment. They are commissioned from GL Assessment and are \nonline and adaptive. The tests include Verbal Reasoning, Non-Verbal Reasoning, English \nand Mathematics. They are in a multiple-choice format and take about two-and-a-half \nhours to complete; the tests can be taken together or at separate times either in your \nson’s own school or here at St Paul’s Juniors and St Paul’s.","similarity":0.6562052480122753,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":1,"startChar":579,"endChar":1101,"length":519,"section":"Part A: ISEB Common Pre-Test","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.6562052480122753,"chunkIndex":1,"content":"Part A: ISEB Common Pre-Test \n \nThe Common Pre-Tests are taken when a pupil is in Year 6 and are a standardised \nmeasure of ability and attainment. They are commissioned from GL Assessment and are \nonline and adaptive. The tests include Verbal Reasoning, Non-Verbal Reasoning, English \nand Mathematics. They are in a multiple-choice format and take about two-and-a-half \nhours to complete; the tests can be taken together or at separate times either in your \nson’s own school or here at St Paul’s Juniors and St Paul’s."},{"filename":"11-plus-syllabus.pdf","similarity":0.30664498163745707,"chunkIndex":0,"content":"St Paul’s Juniors 11+ Entrance Examination Syllabus \n \nCandidates for entry at 11+ will sit a qualifying examination, referred to as ‘Part A’. In line \nwith St Paul’s we use the ISEB’s Common on-line pre-test. Successful candidates will be \nasked to sit two further written examinations in English and Mathematics. A guide to the \ncontent and format for these examinations is given below. Candidates are expected to \nperform competently in all three aspects but above all we are looking for candidates who \nshow the potential to benefit from an education at St Paul’s School."},{"filename":"11-plus-syllabus.pdf","similarity":0.24250757993744965,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"},{"filename":"11-plus-syllabus.pdf","similarity":0.2362860099178189,"chunkIndex":4,"content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight."},{"filename":"11-plus-syllabus.pdf","similarity":0.23399100818548324,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."}]},{"question":"How long is the English comprehension paper?","difficulty":"easy","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":17,"topResult":{"id":"11-plus-syllabus.pdf_chunk_3","content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’","similarity":0.5395406186221084,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":3,"startChar":1126,"endChar":2326,"length":1197,"section":"English","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.5395406186221084,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"},{"filename":"11-plus-syllabus.pdf","similarity":0.4780913267887722,"chunkIndex":4,"content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight."},{"filename":"11-plus-syllabus.pdf","similarity":0.4777587871629464,"chunkIndex":2,"content":"Part B: Written Papers"},{"filename":"11-plus-syllabus.pdf","similarity":0.43442043805685165,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.31016435418981947,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."}]},{"question":"How long is the mathematics paper and is a calculator allowed?","difficulty":"easy","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":17,"topResult":{"id":"11-plus-syllabus.pdf_chunk_4","content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight.","similarity":0.6202119458232074,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":4,"startChar":2327,"endChar":2456,"length":126,"section":"Mathematics","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.6202119458232074,"chunkIndex":4,"content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight."},{"filename":"11-plus-syllabus.pdf","similarity":0.4393116577945578,"chunkIndex":12,"content":"CALCULATIONS \n \nPencil and paper procedures (+ and –) \n \n Use informal pencil and paper methods to support, record or explain addition and \nsubtraction. \n Written methods should be extended to: \no column addition and subtraction of two integers less than a million. \no addition of more than two integers less than a million. \no column addition and subtraction of numbers involving decimals. \no addition and subtraction of fractions with different denominators; the \nnumerators and denominators will be less than 10. \nPencil and paper procedures (× and ÷) \n \n Approximate first. Use informal pencil and paper methods to support, record or \nexplain multiplications and divisions. \n Written methods should be extended to: \no short multiplication of THTU. \no short multiplication of numbers involving decimals. \no long multiplication of HTU by TU. \no short division of HTU by U (with mixed number answer). \n The following will not be tested: multiplication and division of fraction by fraction, \nmultiplication and division of decimal by decimal, and long division HTU by TU. \nChecking results of calculations \n \n Check the sum of several numbers by adding in the reverse order. \n Check with an equivalent calculation. \n Estimate by approximating (round to the nearest tenth, whole number,\n 10, 100 or \n1000), then check the result. \n Use knowledge of the sums, differences and products of odd/even numbers. \n Check with inverse operations. \n Use tests of divisibility."},{"filename":"11-plus-syllabus.pdf","similarity":0.42502942037212826,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.3954179946385298,"chunkIndex":15,"content":"SOLVING PROBLEMS \n \n Choose and use appropriate number operations to solve problems. \n Solve mathematical problems or puzzles, recognise and explain patterns and \nrelationships, generalise and predict. \n Make and investigate a general statement about familiar numbers or shapes by \nfinding examples that satisfy it. \n Identify and use appropriate operations (including combinations of operations) to \nsolve word problems involving numbers and quantities. For example: money or \nmeasures (including time). \n Candidates must be able to explain methods and reasoning. \n The following will not be tested: formal algebra, so no simplifying of expressions, \nsubstitution into formulae or solving equations."},{"filename":"11-plus-syllabus.pdf","similarity":0.33270798699061943,"chunkIndex":11,"content":"The following will not be tested: the word ratio and its notation, converting harder \nfractions like \n7\n3\n to a decimal using the division method."}]},{"question":"What are the three sections of the maths paper and what does each test?","difficulty":"medium","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":5,"topResult":{"id":"11-plus-syllabus.pdf_chunk_6","content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section.","similarity":0.682679588741057,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":6,"startChar":2572,"endChar":2740,"length":165,"section":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.682679588741057,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.5855324488143824,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.5183266213721177,"chunkIndex":4,"content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight."},{"filename":"11-plus-syllabus.pdf","similarity":0.46382551579214165,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.46311555270809285,"chunkIndex":2,"content":"Part B: Written Papers"}]},{"question":"What writing forms are accepted in the composition paper?","difficulty":"medium","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":16,"topResult":{"id":"11-plus-syllabus.pdf_chunk_2","content":"Part B: Written Papers","similarity":0.5592831494485125,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":2,"startChar":1102,"endChar":1125,"length":22,"section":"Part B: Written Papers","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.5592831494485125,"chunkIndex":2,"content":"Part B: Written Papers"},{"filename":"11-plus-syllabus.pdf","similarity":0.3834053346747359,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.3394121306816821,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"},{"filename":"11-plus-syllabus.pdf","similarity":0.3007291351812315,"chunkIndex":4,"content":"Mathematics \nOne non-calculator paper (60 minutes). The paper is split into three sections with all \nsections of equal weight."},{"filename":"11-plus-syllabus.pdf","similarity":0.21673487386330437,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."}]},{"question":"What National Curriculum level are candidates expected to reach in number?","difficulty":"medium","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":4,"topResult":{"id":"11-plus-syllabus.pdf_chunk_7","content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested.","similarity":0.5755187994857195,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":7,"startChar":2741,"endChar":3653,"length":909,"section":"Section C is designed to be more challenging with slightly longer and harder worded","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.5755187994857195,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.3950590310055363,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.30720308290941056,"chunkIndex":0,"content":"St Paul’s Juniors 11+ Entrance Examination Syllabus \n \nCandidates for entry at 11+ will sit a qualifying examination, referred to as ‘Part A’. In line \nwith St Paul’s we use the ISEB’s Common on-line pre-test. Successful candidates will be \nasked to sit two further written examinations in English and Mathematics. A guide to the \ncontent and format for these examinations is given below. Candidates are expected to \nperform competently in all three aspects but above all we are looking for candidates who \nshow the potential to benefit from an education at St Paul’s School."},{"filename":"11-plus-syllabus.pdf","similarity":0.2497926186777596,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"},{"filename":"11-plus-syllabus.pdf","similarity":0.24478315254626842,"chunkIndex":15,"content":"SOLVING PROBLEMS \n \n Choose and use appropriate number operations to solve problems. \n Solve mathematical problems or puzzles, recognise and explain patterns and \nrelationships, generalise and predict. \n Make and investigate a general statement about familiar numbers or shapes by \nfinding examples that satisfy it. \n Identify and use appropriate operations (including combinations of operations) to \nsolve word problems involving numbers and quantities. For example: money or \nmeasures (including time). \n Candidates must be able to explain methods and reasoning. \n The following will not be tested: formal algebra, so no simplifying of expressions, \nsubstitution into formulae or solving equations."}]},{"question":"What types of questions appear in the English comprehension paper?","difficulty":"medium","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":16,"topResult":{"id":"11-plus-syllabus.pdf_chunk_3","content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’","similarity":0.5529954603887881,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":3,"startChar":1126,"endChar":2326,"length":1197,"section":"English","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.5529954603887881,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"},{"filename":"11-plus-syllabus.pdf","similarity":0.49856387718293016,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.4419165688237574,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.4096525906347017,"chunkIndex":2,"content":"Part B: Written Papers"},{"filename":"11-plus-syllabus.pdf","similarity":0.343053116886839,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."}]},{"question":"What topics are explicitly NOT tested in the maths exam?","difficulty":"hard","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":4,"topResult":{"id":"11-plus-syllabus.pdf_chunk_5","content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system.","similarity":0.5496964388972571,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":5,"startChar":2457,"endChar":2571,"length":111,"section":"Section A is multiple choice; 15 questions testing their understanding of mainly number","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.5496964388972571,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.5096200424803727,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.5048775565533142,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.4660041273006219,"chunkIndex":15,"content":"SOLVING PROBLEMS \n \n Choose and use appropriate number operations to solve problems. \n Solve mathematical problems or puzzles, recognise and explain patterns and \nrelationships, generalise and predict. \n Make and investigate a general statement about familiar numbers or shapes by \nfinding examples that satisfy it. \n Identify and use appropriate operations (including combinations of operations) to \nsolve word problems involving numbers and quantities. For example: money or \nmeasures (including time). \n Candidates must be able to explain methods and reasoning. \n The following will not be tested: formal algebra, so no simplifying of expressions, \nsubstitution into formulae or solving equations."},{"filename":"11-plus-syllabus.pdf","similarity":0.43705407886921793,"chunkIndex":3,"content":"English \nThe main aim of the exam is to test the ability of the boys to think and to express their \nideas in ambitious, accurate language. \n \nComprehension and Analysis \nThe paper (45 minutes) includes: \na) An unseen passage of prose, drama or poetry; \nb) Straightforward factual questions about the text to test understanding of content \nand the meanings of words in their contexts. Boys may be asked for synonyms \nand alternative expressions to test breadth of vocabulary; \nc) Questions that require attention to the associations of words and to patterns of \nsound and meaning. Boys need to describe these, find examples and consider the \neffects they have on the reader; \nd) Possibly, more creative questions requiring candidates to use relevant material \nfrom the passage to write from the point of view of a character or in a similar \nstyle to the author. \n \n \n\nComposition \nThe paper (45 minutes) will offer an opportunity to write either from experience or \nimagination in one of a range of forms, such as story, description, speech, diary, letter or \narticle. We would like to see interesting ideas, expressed using an ambitious and \naccurate range of vocabulary, punctuation and grammar.’"}]},{"question":"What shape and space topics are covered in the syllabus?","difficulty":"hard","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":6,"topResult":{"id":"11-plus-syllabus.pdf_chunk_7","content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested.","similarity":0.4677582536066147,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":7,"startChar":2741,"endChar":3653,"length":909,"section":"Section C is designed to be more challenging with slightly longer and harder worded","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.4677582536066147,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.4386967726558513,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.42370021542429653,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.3906055511327715,"chunkIndex":17,"content":"MEASURE, SHAPE & SPACE \n \nMeasure \n \n Use read and write standard metric units (km, m, cm, mm, kg, g, l, ml, cl). \n Convert smaller to larger units and vice versa. \n Have knowledge of imperial units still in use (for example understand miles are \nused to measure length and pints are used to measure capacity) \n Calculate the perimeter and area of squares and rectangles. \n Calculate the perimeter and area of compound shapes that can be split into \nrectangles. \n The ability to work out durations of time, and counting on and back from time (for \nexample if the time is 23:10, what was the time two and half hours ago?). \n \nShape and space \n \n Describe and visualise properties of solid shapes such as parallel or perpendicular \nfaces or edges. \n Classify triangles (isosceles, equilateral, scalene), using criteria such as equal sides, \nequal angles, lines of symmetry. \n\n Classify quadrilaterals, using criteria such as parallel sides, equal angles, equal \nsides. \n Recognise and draw lines of symmetry. \n Visualise 3-D shapes from 2-D drawings and identify different nets for a cube. \n Recognise where a shape will be after reflection in a mirror line. \n Read and plot co-ordinates in all four quadrants. \n Recognise and estimate angles. \n The following will not be tested: use of a ruler, use of a protractor, bearings, \ncalculating angles on a straight line or round a point, rotational symmetry, rotation \nand translation."},{"filename":"11-plus-syllabus.pdf","similarity":0.33106147390066554,"chunkIndex":0,"content":"St Paul’s Juniors 11+ Entrance Examination Syllabus \n \nCandidates for entry at 11+ will sit a qualifying examination, referred to as ‘Part A’. In line \nwith St Paul’s we use the ISEB’s Common on-line pre-test. Successful candidates will be \nasked to sit two further written examinations in English and Mathematics. A guide to the \ncontent and format for these examinations is given below. Candidates are expected to \nperform competently in all three aspects but above all we are looking for candidates who \nshow the potential to benefit from an education at St Paul’s School."}]},{"question":"How should candidates check their calculation results?","difficulty":"hard","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":16,"topResult":{"id":"11-plus-syllabus.pdf_chunk_13","content":"esult. \n Use knowledge of the sums, differences and products of odd/even numbers. \n Check with inverse operations. \n Use tests of divisibility. \n \nRapid recall of facts and mental strategies \n \n There will not be an aural test but a rapid recall of mental facts will clearly be \nadvantageous. \n\n There will also be no formal mental strategies tested, but an ability to explain \ncertain situations in the test will require good grounding in the workings of mental \nstrategies.","similarity":0.3853672419226591,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":13,"startChar":8479,"endChar":8959,"length":480,"section":"CALCULATIONS","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.3853672419226591,"chunkIndex":13,"content":"esult. \n Use knowledge of the sums, differences and products of odd/even numbers. \n Check with inverse operations. \n Use tests of divisibility. \n \nRapid recall of facts and mental strategies \n \n There will not be an aural test but a rapid recall of mental facts will clearly be \nadvantageous. \n\n There will also be no formal mental strategies tested, but an ability to explain \ncertain situations in the test will require good grounding in the workings of mental \nstrategies."},{"filename":"11-plus-syllabus.pdf","similarity":0.3770668292449901,"chunkIndex":12,"content":"CALCULATIONS \n \nPencil and paper procedures (+ and –) \n \n Use informal pencil and paper methods to support, record or explain addition and \nsubtraction. \n Written methods should be extended to: \no column addition and subtraction of two integers less than a million. \no addition of more than two integers less than a million. \no column addition and subtraction of numbers involving decimals. \no addition and subtraction of fractions with different denominators; the \nnumerators and denominators will be less than 10. \nPencil and paper procedures (× and ÷) \n \n Approximate first. Use informal pencil and paper methods to support, record or \nexplain multiplications and divisions. \n Written methods should be extended to: \no short multiplication of THTU. \no short multiplication of numbers involving decimals. \no long multiplication of HTU by TU. \no short division of HTU by U (with mixed number answer). \n The following will not be tested: multiplication and division of fraction by fraction, \nmultiplication and division of decimal by decimal, and long division HTU by TU. \nChecking results of calculations \n \n Check the sum of several numbers by adding in the reverse order. \n Check with an equivalent calculation. \n Estimate by approximating (round to the nearest tenth, whole number,\n 10, 100 or \n1000), then check the result. \n Use knowledge of the sums, differences and products of odd/even numbers. \n Check with inverse operations. \n Use tests of divisibility."},{"filename":"11-plus-syllabus.pdf","similarity":0.37283489506848067,"chunkIndex":15,"content":"SOLVING PROBLEMS \n \n Choose and use appropriate number operations to solve problems. \n Solve mathematical problems or puzzles, recognise and explain patterns and \nrelationships, generalise and predict. \n Make and investigate a general statement about familiar numbers or shapes by \nfinding examples that satisfy it. \n Identify and use appropriate operations (including combinations of operations) to \nsolve word problems involving numbers and quantities. For example: money or \nmeasures (including time). \n Candidates must be able to explain methods and reasoning. \n The following will not be tested: formal algebra, so no simplifying of expressions, \nsubstitution into formulae or solving equations."},{"filename":"11-plus-syllabus.pdf","similarity":0.31729324239322937,"chunkIndex":10,"content":"ers or measurements with up to three decimal places. \n Round a number with two decimal places to the nearest tenth or to the nearest \nwhole number. \n Recognise the equivalence between the decimal and fraction forms of tenths, \nhundredths, thousandths, halves, quarters and fifths \n Understand percentage as the number of parts in every 100. \n Find percentages of whole number quantities (for example 1% to 10%, all multiples \nof 10% up to 100%, 25% and 75%). All calculations will be within their mental \narithmetic range. \n\n Convert decimals (tenths and hundredths) to percentages and vice versa. \n Convert fractions (tenths, hundredths, halves, quarters and fifths) to percentages \nand vice versa. \n The following will not be tested: the word ratio and its notation, converting harder \nfractions like \n7\n3\n to a decimal using the division method."},{"filename":"11-plus-syllabus.pdf","similarity":0.30614552008013557,"chunkIndex":9,"content":"tors of any number to 100. \n The following will not be tested: recognising triangular numbers and factorising \nnumbers to 100 into prime factors. \n \nFractions, decimals, percentages, ratio and proportion \n \n Change a fraction such as \n8\n33\n to the equivalent mixed number and vice versa. \n Recognise relationships between fractions (for example\n10\n1\n is ten times \n100\n1\n, and \n16\n1\n is half of \n8\n1\n). \n Reduce a fraction to its simplest form by cancelling common factors in the \nnumerator and denominator; this will test their rules of divisibility. \n Order fractions by converting them to fractions with a common denominator. \n Adding and subtracting fractions with different denominators; the numerators and \ndenominators will be less than 10. \n Find a fraction of whole number quantities. \n Solve simple problems involving proportion (for example there are 5 toffees to \nevery 2 chocolates in a box of 28 sweets. How many chocolates are there in the \nbox?). \n Use decimal notation for tenths and hundredths in calculations, and tenths, \nhundredths and thousandths when recording measurements. \n Know what each digit represents in a number up to three decimal places. \n Give a decimal lying halfway between two others (for example between 3.4 and \n3.5). \n Order a mixed set of numbers or measurements with up to three decimal places. \n Round a number with two decimal places to the nearest tenth or to the nearest \nwhole number."}]},{"question":"What handling data topics will not be tested?","difficulty":"hard","retrievedCount":5,"relevantCount":5,"expectedCount":1,"precision":1,"recall":1,"f1Score":1,"mrr":1,"ndcg":2.95,"retrievalTime":4,"topResult":{"id":"11-plus-syllabus.pdf_chunk_5","content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system.","similarity":0.3515216399660468,"metadata":{"filename":"11-plus-syllabus.pdf","filepath":"/var/task/public/pdf-sources/11-plus-syllabus.pdf","filesize":335575,"pages":6,"createdAt":"1970-01-01T00:00:00.000Z","modifiedAt":"2018-10-20T01:46:40.000Z","extractedAt":"2026-08-16T18:29:39.865Z","chunkIndex":5,"startChar":2457,"endChar":2571,"length":111,"section":"Section A is multiple choice; 15 questions testing their understanding of mainly number","strategy":"SectionAwareChunking"}},"retrievedSources":[{"filename":"11-plus-syllabus.pdf","similarity":0.3515216399660468,"chunkIndex":5,"content":"Section A is multiple choice; 15 questions testing their understanding of mainly number \nand the number system."},{"filename":"11-plus-syllabus.pdf","similarity":0.3267484470839574,"chunkIndex":7,"content":"Section C is designed to be more challenging with slightly longer and harder worded \nproblems, and questions that require an ability to problem solve. \n \n \nThe paper is demanding and challenging but it is in line with the National Curriculum at \nKey Stage 2. Candidates should be working comfortably at National Curriculum Level 5 in \nnumber. The ability to handle data and tackle problems involving shape, space and \nmeasure will be tested at a standard somewhere between Levels 4 and 5. \n \nIn the lead up to the exams we hope a boy’s programme of study will be enriched rather \nthan accelerated. More than anything we are looking for boys who exhibit facility with \nnumber and who have the ability to analyse problems and apply familiar techniques in \nunfamiliar situations. \n \nA detailed list of topics is given below and at the end of most sections you will find a list of \ntopics that will not be tested."},{"filename":"11-plus-syllabus.pdf","similarity":0.31560861912225496,"chunkIndex":16,"content":"HANDLING DATA \n \n Solve a problem by extracting data in tables, graphs, charts and diagrams. \n The following will not be tested: probability, measures of spread (range) and \ncentral tendency (mean, median and mode)."},{"filename":"11-plus-syllabus.pdf","similarity":0.3147066180662882,"chunkIndex":6,"content":"Section B is the calculations section, testing their knowledge of mainly core ‘pen and \npaper’ techniques; there will also be some wordier questions in this section."},{"filename":"11-plus-syllabus.pdf","similarity":0.2818669706412037,"chunkIndex":13,"content":"esult. \n Use knowledge of the sums, differences and products of odd/even numbers. \n Check with inverse operations. \n Use tests of divisibility. \n \nRapid recall of facts and mental strategies \n \n There will not be an aural test but a rapid recall of mental facts will clearly be \nadvantageous. \n\n There will also be no formal mental strategies tested, but an ability to explain \ncertain situations in the test will require good grounding in the workings of mental \nstrategies."}]}]},"timestamp":"2026-08-16T18:29:43.990Z"}