For over ten years, children in Year 6 — the last year of primary school in England — have taken a grammar, punctuation, and spelling test known as the GPS test. This test is part of the Key Stage 2 Standard Assessment Tests (Sats), which are used to assess students’ progress in core subjects. The GPS test is primarily a multiple-choice exam with some short-answer questions. It focuses on testing students’ knowledge of grammar rules, punctuation, and spelling, rather than their ability to write effectively. The GPS test was introduced in 2013 as part of broader changes to the national curriculum aimed at improving writing standards. However, the test uses decontextualized examples — sentences that are not connected to real-life situations — to assess grammar. For instance, a question might use a sentence like, “The lion approached silently as the zebra rested in the grass.” While this helps students identify grammatical terms, it does not reflect the complexity of language used in everyday writing. Critics argue that the GPS test has narrowed the way grammar is taught in schools. Since school performance is measured by league tables, teachers often focus on test preparation rather than integrating grammar into reading and writing. This approach can lead to “teaching to the test,” where students learn how to answer specific questions, rather than understanding how to use grammar in their own writing. Research, including a recent thesis, supports the idea that while the test improves students’ ability to identify grammatical features, it does not necessarily improve their writing skills. Recent government reviews have acknowledged the limitations of the GPS test. The Department for Education’s 2025 review of the national curriculum suggests that the test should include new tasks that better assess students’ ability to compose writing and apply grammar and punctuation effectively. Research has shown that even after taking the GPS test, students often make basic writing errors, such as incorrect use of punctuation or run-on sentences, indicating a gap between grammar knowledge and practical application. Despite these issues, the GPS test has had one positive outcome: it has brought grammar back into the primary school curriculum. This is significant because, after the 1960s, grammar was largely removed from English lessons due to debates about its usefulness. This led to a generation of students who had limited exposure to grammar instruction. However, many teachers now feel unprepared to teach grammar effectively, as teacher training programs do not always include grammar instruction, unlike phonics. As the government considers how to improve grammar and writing assessments, there is growing support for a shift toward more practical, context-based learning. Linguist Michael Halliday, a leading figure in language studies, argued that grammar should be a tool for creating meaning, not just a set of rules to memorize. This suggests that primary education should focus on helping students discover grammar through exploration and creativity, rather than testing them on theoretical rules. With this in mind, the government has an opportunity to rethink how grammar is taught and assessed, ensuring students not only understand grammar but can use it effectively in their writing.