[PDF] 2010 Key Stage 2 Year 6 - English Reading Writing and Spelling Test Levels 3-5 Mark Schemes.pdf | Plain Text

National curriculum assessments English tests Mark schemes Reading, writing and spelling tests 2010 En KEY STAGE 2 LEVELS 3–5 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page ofc1

First published in 2010 © Qualifications and Curriculum Authority 2010 ISBN 978-1-84962-211-0 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given. The Qualifications and Curriculum Authority (QCA) is currently operating certain of its non- regulatory functions under the name Qualifications and Curriculum Development Agency (QCDA). The legal entity remains QCA, established under the Education Act 1997. QCA is an exempt charity under the Charities Act 1993. Printed in Great Britain by QCDA under the authority and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer of Acts of Parliament. Qualifications and Curriculum Development Agency 83 Piccadilly London W1J 8QA www.qcda.gov.uk QCDA wishes to make its publications widely accessible. Please contact us if you have any specific accessibility requirements . 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page ifc2

Contents Introduction 3 The reading test 4 The writing test 33 The spelling test 62 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 1

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3 Introduction As in previous years, the external marking agency, under contract to QCDA, will mark the test papers. The markers will follow the mark schemes in this booklet, which are provided here to inform teachers. The booklet includes the mark schemes for the assessment of reading, writing and spelling. For ease of reference, the test questions have been reproduced in the mark schemes. Level threshold tables will be posted on the QCDA website, http://testsandexams.qcda.gov.uk, on 21 June 2010. The marks in the tests are allocated as follows: Reading 50 Writing 50 Longer task (including handwriting) 31 Shorter task 12 Spelling 7 Total 100 The mark schemes were devised after trialling the tests with pupils and contain examples of some frequently occurring correct answers given in the trials. The mark schemes indicate the criteria on which judgements should be made. In areas of uncertainty, however, markers should exercise professional judgement based on the training they have received. The same sets of assessment focuses for reading and writing provide information about the particular processes or skills the pupil needs in order to answer the questions. This information is provided in order to explain the structure of each mark scheme as well as the way in which it will be used by external markers. The assessment focuses are drawn from the national curriculum and are directly related to the National Strategies Primary Framework and the Assessing Pupils’ Progress framework. The 2010 key stage 2 English tests and mark schemes were produced by the key stage 2 English team at the National Foundation for Educational Research (NFER) on behalf of QCDA. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 3

4 The reading test The range of marks available for each question is given under the mark box at the side of the page in theReading Answer Booklet. Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. There are several different answer formats: ■ short answers These may be only a word or phrase, and 1 markmay be awarded for a correct response. ■ several line answers These may be phrases or a sentence or two, and up to 2 marksmay be awarded. ■ longer answers These require a more detailed explanation of the pupil’s opinion, and up to 3 marksmay be awarded. ■ other answers Some responses do not involve writing and the requirements are explained in the question. The mark scheme was devised after trialling the tests with pupils and contains examples (these are shown in italics) of some frequently occurring correct answers given in the trials. Many pupils will, however, have different ways of wording an acceptable answer. In assessing each answer, markers must focus on the content of what has been written and not on the quality of the writing, expression or grammatical construction, etc. Assessment focuses for reading The aspects of reading to be assessed are pupils’ ability to: 1. use a range of strategies, including accurate decoding of text, to read for meaning 2. understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 3. deduce, infer or interpret information, events or ideas from texts 4. identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level 5. explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level 6. identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader 7. relate texts to their social, cultural and historical contexts and literary traditions. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 4

criteria for the award of 2 marks 5 How the reading mark scheme is set out aspect of reading assessed by this question examples of responses produced in the trials awarded 2 marks examples of responses produced in the trials awarded 1 mark to gain marks, responses must refer to one or more of these points further advice to markers criteria for the award of 1 mark responses which may occur quite frequently but do not merit any marks 11 .Complete the thought bubble to show what Midas is thinking when he puts off telling Silenus his wish on page 8. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Acceptable points: ■ not wanting to appear greedy / wishing to appear modest ■ wanting everything / many things ■ needing time to think / he doesn’t know what to ask for. Award 2 marksfor reference to any two of the acceptable points, eg: ● I don’t want to look greedy but really I want everything! ● mmm, I’m not sure. I want so much! Award 1 markfor reference to any one of the acceptable points, eg: ● it’s too much to ask ● I wish for everything but he said one. Accept responses expressed in the 3rd person. Do not accept non-text based responses / specific wishes, eg: ● should I wish for a new carriage or maybe a brand new harp for my daughter. Do not accept references to wanting the golden touch (later in story). 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 5

6 Deduce, infer or interpret information, events or ideas from textsIdentify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelExplain and comment on writers’ uses of language, including grammatical and literary features at word and sentence levelIdentify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader The following table identifies the questions (with marks available) that address each assessment focus (AF): Assessment focus 1 underlies the reading of and response to the text and questions in the test, and is not explicitly separately assessed at key stage 2. Not all focuses will be appropriate to, or appear in, any one test at any given level. Focus AF2 AF3 AF4 AF5 AF6 AF7 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textRelate texts to their social, cultural and historical contexts and literary traditions Section 1: Introduction and Did You Know? Q1 1 Q2 1 Q3 1 Q4 1 Section 2: The comic strip Q5 1 Q6 1 Q7 2 Q8 2 Section 3: The story called King Midas and the Golden Wish Q9 2 Q10 2 Q11 2 Q12 1 Q13 1 Q14 3 Q15 1 Q16 1 Q17 2 Q18 2 Q192 Section 4: The comic strip and the story Q20 1 Q21 3 Section 5: The Rush for Gold Q22 2 Q231 Q24 2 Q25 3 Q26 1 Q272 Q28 1 Q29 1 Section 6: The whole booklet Q30 1 Q313 Total 9224 7 6 2 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 6

7 1.Look at the first paragraph in the introduction (page 4). Findand copy oneword that means want. 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor: ■ desire. Section 1: Introduction and Did You Know? Page 4 2. How high is the World Cup Trophy? 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markif the correct answer is ticked: Tick one. 78 kilograms 36cm 20m about 20cm ✔ 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 7

8 3.Why do people not collect gold from seawater? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers that show an understanding that it is difficult / not economically efficient, eg: ● because it’s too hard to do it ● it would cost too much ● because it won’t make anyone rich ● the effort needed is too great. Also award 1 markfor direct quotation from the final sentence: ■ It won’t make anyone rich though, because the effort needed to get it is too great. Do not acceptanswers which suggest it would take too long. Page 4 (continued) 4.How does the picture of the Eiffel Tower help you to understand the information on page 5? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor answers which recognise that the picture helps the reader to understand the relative size of the cube of gold, which may be implied, eg: ● the picture of the Eiffel Tower shows you how big the piece of gold is and helps you to imagine the size of the gold ● because it shows you there is only a little bit of gold because of the size difference ● to show how small the cube is. Do not acceptanswers which make reference to the content of the text with no comment about the significance of the size of the gold, eg: ● because it says that 20m of gold will fit under the legs of the Eiffel Tower ● it shows the picture because it says if all the gold in the world was found it would form a single 20m cube and fit under the legs of it ● because the cube is small. Do not acceptanswers which make reference to showing what the Eiffel Tower is like. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 8

9 5.How does Silenus warn Midas about his wish? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers which refer to Silenus telling Midas that he thought the wish was a bad idea, eg: ● by telling him it’s not a good idea. Also award 1 markfor direct quotation: ■ (OK,) I don’t think it’s a good idea. (But I’ll grant it.) 6. Findand copywhat Midas says when his wish is granted. 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor: ■ Yippee! Do not acceptresponses drawn from the story, eg: ● It works, it works! Page 5 Section 2: The comic strip 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 9

10 7.Look at the picture below. Write down what Midas might be thinking at this point in the story. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 2 marksfor answers which recognise that Midas is regretful andrefer to the role of his daughter orhis greed in his realisation of the implications of his wish, eg: ● ooops! I really am stupid! Why did I wish for such a greedy thing ● what have I done? I am so greedy ● I wish I didn’t get an awful wish like this. I want my daughter back now! ● oh no I turned my daughter into gold ● I can’t hug my daughter anymore because she will turn to gold. I wish I didn’t say this wish ● oh no! How can this have happened. I have to find Silenus and change this back. Award 1 markfor undeveloped answers which recognise that Midas has realised the implications of his wish orthat he is becoming concerned, eg: ● oh no! ● I was wrong ● what is going to happen now? ● what have I done? ● I don’t want this wish and I am such a fool ● he might be thinking he’s greedy and he loves his precious daughter. Also award 1 markfor direct quotation: ■ Slowly, Midas begins to realise his power isn’t great... Accept responses expressed in the 3rd person. Page 5 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 10

11 8.Explain how the picture and the word ‘Rumble’ work together to tell you the story. up to 2 marks Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Acceptable points: ■ the function of the word ‘Rumble’ in showing Midas’s hunger (this may be implicit in a reference to Midas’s hunger) ■ what is happening at this point in the comic strip (fruit has turned to gold / realisation of the consequences of his power / impact of the wish). Award 2 marksfor reference to both of the acceptable points, eg: ● it makes you think he’s hungry because his belly’s rumbling and he can’t eat because his apple has turned into gold ● it shows he has tried to eat the apple but it turned to gold so his stomach is rumbling ● it shows that King Midas is hungry and wishes his food would not turn to gold ● the word ‘rumble’ shows me he’s hungry and the picture of the apple with the sparks around it shows me the apple has turned to gold. Award 1 markfor answers covering either of the acceptable points, eg: ● because everything he touches turns to gold ● it shows that he is holding his body and that it is rumbling wanting food ● it tells me he is hungry. Do not acceptanswers which suggest that the fruit is frozen / hard / solid rather than gold. Page 6 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 11

12 9.Look at the first paragraph. Explain how the author makes Philomena seem special. up to 2 marks Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 2 marksfor answers which recognise the author’s technique of comparing Philomena to amazing things or describing Philomena as exceptional, eg: ● by describing her as if she were more prized than gold ● it says she was his youngest child and the loveliest and that when she smiled everyone became happy. He described her as if she is the prettiest girl in the world ● because he makes out she is perfect. Also award 2 marksfor answers which refer to and explain the function of similes, eg: ● he makes her seem special by describing her beautifully using similes ● the author makes Philomena seem special because she uses similes to say, for example, ‘her skin was as soft as velvet’. Award 1 markfor answers which indicate that the author has selected particular words and phrases andprovide one or more relevant textual references, eg: ● she says that her hair fell softly round her face like silk ● by saying that she sang like a nightingale. Also award 1 markfor a generalised response which identifies ways in which the author makes Philomena seem special, eg: ● he makes her sound beautiful ● he says really nice things about her and makes her sound lovely. Do not acceptanswers which provide a suitable word or phrase but which do not make any reference to authorial technique orwhich reference similes without explaining their function, eg: ● she danced like a butterfly ● she uses similes. Page 7 Section 3: The story called Midas and the Golden Wish 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 12

13 10.How do you know that Midas treats Silenus as an important visitor? Find twopieces of evidence. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor reference to each of the following, up to a maximum of 2 marks: ■ he said he was honoured (by the visit) ■ he got his servants to look after him ■ he offered fine wine and food, eg: he gave him a banquet ■ he entertained Silenus, eg: he got musicians and dancers. Do not acceptimprecise answers which do not suggest that the visitor was important, eg: ● he let him stay ● he gives him something to eat. Page 7 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 13

14Page 7 (continued) 11 .Complete the thought bubble to show what Midas is thinking when he puts off telling Silenus his wish on page 8. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Acceptable points: ■ not wanting to appear greedy / wishing to appear modest ■ wanting everything / many things ■ needing time to think / he doesn’t know what to ask for. Award 2 marksfor reference to any two of the acceptable points, eg: ● I don’t want to look greedy but really I want everything! ● mmm, I’m not sure. I want so much! Award 1 markfor reference to any one of the acceptable points, eg: ● it’s too much to ask ● I wish for everything but he said one. Accept responses expressed in the 3rd person. Do not accept non-text based responses / specific wishes, eg: ● should I wish for a new carriage or maybe a brand new harp for my daughter. Do not accept references to wanting the golden touch (later in story). 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 14

15 Page 8 12.What gives Midas the idea of turning everything to gold (page 8)? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor references to the sun, eg: ● the sun beams ● by looking at the sun. 13.When does Midas realise that his wish for gold was a mistake? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor identifying that it is when Midas touched Philomena, eg: ● when he touches his daughter ● when he turns his most precious possession into gold. Do not accept responses which identify that Midas realised that the wish was a mistake when he touched Philomena if combined with his touching other objects, eg: ● when he turns his daughter into gold and he can’t eat or drink anything. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 15

16 Page 8 (continued) 14.When Midas is weeping on the ground (page 9), what is he thinking? up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor reference to each of the following, up to a maximum of 3 marks: ■ feeling of regret / sorrow / bewilderment ■ recognition of his greed / stupidity ■ recognition that his behaviour has affected / had consequences for his daughter ■ consequences for Midas (not being able to eat or drink) ■ recognition of how much he values his daughter ■ how he can resolve the problem / desire to reverse the wish / request or appeal to Dionysus or Silenus ■ how Silenus was right to warn him. Examples of 3 mark answers: ● I have been so greedy. I can’t eat and the worst thing is my daughter has turned to gold ● I’m so dumb. I could have all the gold I want and now I have a golden daughter. Will I have her smile again? ● I am fed up now! I want everything back to normal. I can’t eat and I can’t drink anything. Oh Silenus was right I should have wished for something else ● You idiot Midas! What have you gone and done. You killed your daughter. I want to get rid of this wish, it’s horrible. I would rather have my daughter than all this gold. Examples of 2 mark answers: ● I shouldn’t have made that wish. Now Philomena is gone ● Silenus was right, now I need his help to get rid of this wish. Examples of 1 mark answers: ● I want to get this wish away and fast ● I want my girl back again. Accept responses expressed in the 3rd person. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 16

17 15.Why is the river important in the story? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor references to Midas getting rid of the golden touch, eg: ● it took the terrible gift away ● it lets Midas stop his wish. Do not accept responses which suggest that the river washed the gold out of Midas. Page 8 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 17

18 17.What did Midas learn in this story? Explain fully. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: ■ not to be greedy ■ be satisfied with what you have ■ be careful what you wish for / that he shouldn’t have made that wish ■ he discovered what is really important to him / that some things are more important than riches / riches are not that important. Award 2 marksfor reference to two or more of the acceptable points, eg: ● he learnt that being wealthy is not important, it’s who you love and adore ● he learned not to wish for anything as stupid as that or he will lose his precious daughter ● he learned not to be greedy as it says now Midas knew what really mattered to him. Also award 2 marksfor a developed response which refers to ‘greed’ and explains the possible risks or consequences associated with it, eg: ● don’t be greedy or you might lose things that are important to you. Award 1 markfor reference to one of the acceptable points, eg: ● that it was not good to wish that everything he touched turned to gold ● don’t be greedy. Page 9 16.At the end of the story, why does Midas stop from time to time to touch a tree or a stone? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers that recognise that Midas is checking (if they would turn to gold), eg: ● to see if his power has actually gone ● he wanted to see if his touch will change them ● to see if his powers are still working. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 18

19 18.Draw lines to match the events to Midas’s feelings. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Award 2 marksfor all four correctly matched pairs. Award 1 markfor two or three correctly matched pairs. Page 9 (continued) Silenus arrives Silenus offers a wish Everything turns to gold Philomena turns to gold Dionysus removes the gift honoured Event Midas feels … delighted greedy relieved despairing 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 19

20 19.Midas and the Golden Wish is a myth. Which of these are features of myths and traditional tales? up to 2 marks Assessment focus 7:relate texts to their social, cultural and historical contexts and literary traditions. Award 1 markfor each of the correctly ticked answers, to a maximum of 2 marks: Tick two. Page 10 a wish is granted a father loves his daughter some action takes place in a river there are different versions the daughter turns to gold an old man comes to visit ✔ ✔ 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 20

21 20.In the story, Midas makes a wish, saying: ‘How I wish I had such power!’ Findand copyhis wish in the comic strip. 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor: ■ (Cool!) I want everything I touch to turn to gold. Accept responses expressed in the 3rd person, eg: ● He wishes everything he touches turns to gold. Do not penalise minor copying errors. Section 4: The comic strip and the story Page 11 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 21

22 Page 9 (continued) Page 11 (continued) 21.How does the style of language used in the comic strip differ from the language used in the story? Explain your answer using examples from both texts. up to 3 marks Assessment focus 5:explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 markfor reference to each of the following, up to a maximum of 3 marks: ■ succinct (comic strip) and/or more elaborate / descriptive (story) ■ informal language / modern (comic strip) and/or formal language / old-fashioned (story) ■ present tense (comic strip) and/or past tense (story) ■ driven by dialogue / predominantly speech (comic strip). A further markmay be awarded for: ■ supplementing one of the answers above with appropriate example(s) from the texts. Answers must refer to both texts (this may be implicit) unless commenting on the comic strip being driven by dialogue, when no comparison is required. Example of 3 mark answer: ● the comic is told in the present and the story is written in the past tense. The comic is more slangy and it is mostly talking [present / past; informal / formal; driven by dialogue]. Examples of 2 mark answers: ● the comic has the basic outline of the story but the story has the full version in more detail, like the comic says ‘cool I want everything I touch to turn to gold’ but the story says ‘how I wish I had such power’ [succinct / elaborate + example] ● in the comic strip they use modern words such as “cool yippee” whereas in Midas and the golden wish they use old-fashion language such as “Father” [informal / formal + example] ● the comic is shorter and has lots of dialogue. The story has lots of description in it but the comic sticks to the main points [driven by dialogue; succinct / elaborate] ● the comic is chatty and it isn’t detailed. The story is formal and it’s very detailed. [informal / formal; succinct / elaborate]. Example of 1 mark answer: ● the comic is more modern and the story is old-fashioned [informal / formal]. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 22

23 Page 12 22.Put ticks to show which statements are true and which are false. up to 2 marks Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 2 marksfor all five rows completed correctly. Award 1 markfor four rows completed correctly. Section 5: The Rush for Gold true false The Yukon is part of the United States of America. ✓ The average winter temperature in the Yukon is –28°C . ✓ Gold was found in the Yukon in 1896. ✓ People from Dawson also found gold in the area. ✓ 100,000 gold-seekers arrived in the Yukon. ✓ 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 23

24 23.Why has the author included information about the average English winter temperature on page 10? 1 mark Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 1 markfor answers that recognise any of the following: ■ to emphasise how cold the Yukon was, eg: ● to show how bad the winter temperature is in the Yukon ■ to enable the reader to compare it (with the Yukon), eg: ● it shows the difference in how cold it is there to ours ● so you can realise the difference in temperature ■ to provide background information on temperature. Do not accept responses which refer to showing how cold it is but do not relate this to the Yukon, eg: ● so you know how cold it is ● it shows how far the temperature drops. Page 12 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 24

25 Page 13 25. What hardships did people face on the journey to the Yukon? Find three. up to 3 marks Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor each of the following, up to a maximum of 3 marks: ■ very long (journey) [not‘long journey’] ■ very cold / extreme weather [accept ‘weather conditions’, not‘cold’ / ‘weather’] ■ steep / mountainous / mountains [accept ‘dangerous conditions’] ■ travelled on foot / walking ■ had to carry own supplies ■ wild animals [not‘animals’] ■ raging rivers [not‘rivers’]. 24.Look at the last paragraph on page 10. … it took nearly a year for news about the discovery of gold to leak out … What does the word leaksuggest about the way the news spread? up to 2 marks Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 2 marksfor answers that suggest that the news was slow to be revealed andthat there was an attempt to keep the news of the discovery secret, eg: ● it suggests that it didn’t spread fast and they didn’t want the news to travel ● that it was a secret and gradually people knew about it ● that it slowly got out and it was not meant to get out. Award 1 markfor answers that suggest that the news was slow to be revealed orwhich suggest that there was an attempt to keep the news of the discovery secret, eg: ● it took ages to spread ● they didn’t want people to know about the gold ● that the people that found the gold first didn’t want anyone to know about it but somehow they found out. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 25

26 26. Put these events in order by numbering them from 1 to 5. One has been done for you. 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor all four stages correctly numbered. seekers started the journey prospectors located gold 30,000 people completed the journey people died news leaked out 3 1 5 4 2 Page 13 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 26

27 Page 14 27.Why has the author included quotations in this text? up to 2 marks Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Acceptable points: ■ adding authenticity ■ to give viewpoints of people at the time / to give viewpoints other than those of the author ■ providing additional detail about people’s lives. Award 2 marksfor answers which refer to two or more of the acceptable points, eg: ● because it is evidence that people were there and it explains what it was like and how people felt ● to give other people’s opinion of what they think about the gold rush and what it was really like. Award 1 markfor answers which refer to one of the acceptable points, eg: ● to explain more about the gold and to explain about someone’s journey to get gold ● to tell you what it was like there in real life ● because it shows you just how hard and cold it was. Do not accept reference to any of the following: ■ the text being made to stand out ■ the text being made more interesting ■ the information being important ■ to give more information. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 27

28 Page 14 (continued) 28.If you went to the Yukon today, where would it be easiest to find gold? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markif the correct answer is ticked. Tick one. 29.Look at the paragraph beginning: Now, many people travel …(page 11). How does the content of the paragraph differ from that in the rest of the text? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor answers that recognise that this paragraph: ■ is referring to the contemporary situation (in the Yukon), eg: ● it’s about now ● it is not talking about the past any more ● because that part is now while the others are from 1896 –1897 ■ contrasts with the previous text / is not about the rush for gold, eg: ● because it’s a paragraph that’s not about gold ■ is in the present tense (compared to the past tense in the other texts). Do not accept general answers, eg: ● to get it to stand out and get you to read it. Do not accept general answers which refer to the use of italicised text. in the streams in the ground in the jewellery shops in the mountains ✓ 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 28

29 Page 15 30.Sentences have been left out of the texts you have read. Draw lines to match each sentence to the text you think it came from. 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor all four matched correctly. He heard the birds twittering in the leaves above. Did You Know? The comic strip Midas and the Golden Wish It is milder in the summer months. It is competed for every four years. The Rush for Gold ‘Wow, this is great!’ Section 6: The whole booklet 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 29

30 31.Why do you think the booklet is called Golden Dreams? Explain your answer fully, referring to the different texts. up to 3 marks Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 3 marksfor answers which refer to the relevance of the title to bothKing Midas andthe information about the gold rush, andalso refer to the booklet being related to the desire for riches, eg: ● because in the story and comic strip he dreamed of having lots of gold. In the rush for gold everybody dreamed of having gold so they all went to the Yukon. It is a dream to have lots of gold and be wealthy ● I think the booklet is called Golden Dreams because it is about people who have dreamed about gold like Midas wanted to be rich so he wanted gold. Also the people who went to the Yukon to be wealthy thought they could get it from gold. Many people want to be wealthy so they dream about having gold. Award 2 marksfor answers which refer to the relevance of the title to bothKing Midas andthe information about the gold rush, eg: ● King Midas was greedy for gold and the gold-seekers fought off wild animals just for gold ● because Midas’s dream was to get gold and so was the prospectors. Award 2 marksfor answers which refer to eitherKing Midas orthe information about the gold rush andalso refer to the booklet being related to the desire for riches, eg: ● Midas dreams of having riches and the whole book talks about people wanting gold. Page 15 (continued) continued … 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 30

31 Award 1 markfor answers which refer to the relevance of the title to eitherKing Midas orthe information about the gold rush, eg: ● I think it’s called golden dreams because King Midas wished for gold and got what he wished for ● in the gold rush the seekers had a desire for gold ● because there’s a story about a man who dreams that he was rich and he gets it but doesn’t like it and the rest of the booklet talks about gold. Award 1 markfor a general statement about the content of the whole booklet being related to the desire for riches, eg: ● the booklet is about gold. Also about having dreams of having all the gold in the world and becoming rich ● because people dream of having gold and this booklet is about gold beyond your wildest dreams. Do not accept responses which refer simply to the subject matter of gold with no development, eg: ● it’s all about one thing, gold. Do not accept responses which simply list the content of each section without making any connection to the title, eg: ● it has stories and facts about gold inside, like they have gold facts first, then they have a comic strip about King Midas, then they have a story version of it and after that it has a rush for gold. Page 12Page 15 (continued) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 31

32 BLANK PAGE 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 32

33 The writing test There are two mark schemes, one for the longer task Looking After a Miptor (pages 36 – 39); the other for the shorter task Simply the Best(pages 54 –55). Assessment focuses for writing The aspects of writing to be assessed are pupils’ ability to: 1. write imaginative, interesting and thoughtful texts 2. produce texts which are appropriate to task, reader and purpose 3. organise and present whole texts effectively, sequencing and structuring information, ideas and events 4. construct paragraphs and use cohesion within and between paragraphs 5. vary sentences for clarity, purpose and effect 6. write with technical accuracy of syntax and punctuation in phrases, clauses and sentences 7. select appropriate and effective vocabulary (this is not assessed separately, but contributes to text structure and organisation and composition and effect) 8. use correct spelling (assessed through the spelling test). The mark scheme strands For the purpose of marking the writing, related assessment focuses have been drawn together into three strands: ■ sentence structure and punctuation ■ text structure and organisation ■ composition and effect. For the longer task, the strands are organised as follows. Handwriting is assessed in the longer task. The marking criteria are shown in section F on page 39. Assessment focuses ■ sentence structure and – vary sentences for clarity, purpose and effect punctuation – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. ■ text structure and – organise and present whole texts effectively, sequencing organisation and structuring information, ideas and events – construct paragraphs and use cohesion within and between paragraphs. ■ composition and effect – write imaginative, interesting and thoughtful texts – produce texts which are appropriate to task, reader and purpose. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 33

34 For the shorter task, the strands are organised as follows. The criteria encourage positive recognition of achievement in writing. Pupils do not necessarily develop uniformly across these categories, and the strands allow separate judgements to be made about the relative strengths and weaknesses of a pupil’s work. Marking procedures The criteria for each strand identify typical characteristics of pupils’ work in different bands. When marking, it is helpful first to identify which bands are most relevant to the writing and then refine the judgement to a mark within a band. Criteria from lower bands that are also applicable to higher bands should be seen as relevant to higher band descriptors. For example, the criterion Sentences are mostly grammatically soundappears in Band A3. However, grammatical soundness should also be taken to be an underlying feature of performance at Band A4 and Band A5, even though it is not explicitly stated at these bands. Where organisational devices are used to structure a piece of writing (eg firstly, secondly, finally; furthermore; consequently), credit should be given for evidence of effective and appropriate use. However, indiscriminate use of such devices (ie where the devices are not integrated meaningfully into the writing) should not be regarded as a positive feature of performance. The annotations on the example scripts show how to look for features in the writing, and the summary boxes show how to weigh these features to reach a mark. Where the writing clearly does not meet the criteria for Band 1, a mark of 0 should be awarded. Pupils will be expected to follow the prompt very carefully, especially in content and form. Pupils whose writing is unrelated to the prompt will not be credited with any marks for composition and effect. Those pupils who do not maintain the form throughout the piece, for example a non-fiction piece becoming narrative, will not have access to the full range of marks for composition and effect. Marking the writing A set of annotated scripts, written by year 6 pupils during the English pre-tests, is presented here to support your judgements of the writing. Scripts are reproduced without corrections to spelling. Assessment focuses ■ sentence structure, – vary sentences for clarity, purpose and effect punctuation and text – write with technical accuracy of syntax and punctuation organisation in phrases, clauses and sentences – construct paragraphs and use cohesion within and between paragraphs. ■ composition and effect – write imaginative, interesting and thoughtful texts – produce texts which are appropriate to task, reader and purpose. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 34

35 The longer task: Looking After a Miptor In this prompt, pupils are asked to imagine that they have owned and cared for an unusual animal called a ‘miptor’, and have become experts in this role. The task is to write a guide for looking after a miptor; the prompt makes it clear that the guide’s purpose is to give advice and information to a novice miptor owner. Support for content development and organisation of the guide is given on the planning page; however, the details and the identity of the miptor are left entirely to the writer’s imagination. Better performances are distinguished by a text structure adapted to allow for the prioritisation and effective sequencing of points for a new owner, combined with the presentation of interesting and relevant advice delivered from an authoritative point of view. Looking After a Miptor Imagine that you are the owner of an unusual animal called a miptor. You have cared for this animal for a long time. During this time, you have become an expert in looking after it. Your task is to write a guide for looking after a miptor. You should think about the advice and information that a new owner of a miptor would need to know. You must use your imagination to make up the details. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 35

36 Band A1 ● Construction of clauses is usually accurate. Some simple sentences, often brief, starting with a pronoun + verb (She bites them). Simple instructions / requests may be included (Give it fruit). Clauses mostly joined with and, but, so. ● Sentences sometimes demarcated by capital letters and full stops. 1 mark Mark scheme for the longer task: Looking After a Miptor SECTION ASENTENCE STRUCTURE AND PUNCTUATION Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences ● Simple connectives and, but, so, whenlink clauses; becauseor ifmay be used repetitively. Subjects and verbs often simple and frequently repeated (It likes,Miptors are). Some use of modals (can,will). Some sentence variation created, eg commands / requests (Never stroke it); simple adverbials (In the morning). Noun phrases mostly simple (a basket) with some limited expansion (brown furry coat). ● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2 – 3 marks ● Sentences are mostly grammatically sound. Adverbials (If you let it walk around the garden), expanded noun phrases (a small cat body with a long tail) add variety. Some variety in subordinating connectives: because,if(because it is very slippery). Some variation of subjects (Miptors,The best food). Tense choice generally appropriate; use of modals to express possibility are varied (will hear you,should sit). ● Most sentences correctly demarcated; some commas mark phrases or clauses. 4 – 5 marks ● Simple and complex sentences with some variety of connectives, eg until,although,who. Different sentence types, eg questions (Do you know how?). Expansion of phrases and clauses adds detail (left over food that is out of date). Range of verb forms develops meaning and maintains appropriate tense choice (it will probably be able to). Additional words and phrases contribute to shades of meaning, eg adverbs (extremely). ● Range of punctuation used, almost always correctly, eg brackets, dashes, colons. 6 – 7 marks ● Length and focus of sentences varied to express subtleties in meaning and to focus on key ideas, eg passive (need to be brushed thoroughly). Sentences may include controlled use of several subordinate clauses (You also have to know how to hold this creature, which is to be done by grasping the spines), sometimes for economy of expression (Be sure to give them plenty of water to keep them hydrated, because ...); word order used to create emphasis (A miptor,unlike a dog,only ...). ● Range of punctuation, with little omission, to give clarity. 8 marks Band A2 Band A3 Band A4 Band A5 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 36

37 Band B1 SECTION BTEXT STRUCTURE AND ORGANISATION Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events construct paragraphs and use cohesion within and between paragraphs ● Ideas grouped into sequences of sentences; some division possibly indicated by layout. ● Simple connectives used (and). Some connection between sentences, eg pronouns referring to the miptor (The miptor / it). 1 mark ● Text structure overall is simple; includes brief introduction or concluding statement (Miptors are a lovely pet to have at home). Some divisions between sections of content indicated (When you train it). ● Connections are built up by reference. Other relationships within and between sentences may be used, eg contrast (but most of the time it sleeps). 2 – 3 marks ● The guide is organised logically: introduction, points about several aspects of looking after the miptor, conclusion. Paragraphs or sections are sequenced, although transitions may be awkward. Subheadings may be used to group sections of content (Eating,Sleeping). ● Within paragraphs or sections, content may be developed around a main sentence. Paragraphs or sections organised to expand and develop a particular topic, eg with explanation and/or alternatives (if the miptor gets really dirty). Connections within paragraphs or sections maintained, eg through ongoing references (They will do these things). 4 – 5 marks ● Overall organisation of the guide supported by paragraphs or sections which enable coherent development and control of content across the text. Relationships between paragraphs or sections give structure to the whole text, eg links make structure between topics clear, connections between opening and ending (In addition to this / The last thing that might affect the miptor is). ● Within paragraphs or sections, main ideas are developed with relevant detail or examples, eg a paragraph explains an important aspect of the miptor’s diet. Reference to the same thing / idea sometimes varied to avoid repetition (miptor / unusual animal / friendly creature). 6 – 7 marks ● The structure of the guide is controlled across the text (but just in case, here are some handy notes on what to do). Sequencing of paragraphs or sections contributes to overall effectiveness, eg strategic placing of most significant topic or suggestion (If you don’t give your animal the most, most important thing of all). Individual paragraphs or sections are varied in length and structure. ● Each paragraph or section has a clear focus, and content is organised, eg by reference or contrast within the paragraph (These bad habits can be stopped by). 8 marks Band B2 Band B3 Band B4 Band B5 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 37

38 Band C1 SECTION CCOMPOSITION AND EFFECT Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose ● A short series of points or observations; aspects of the miptor may be listed (eats dog, cat and fish food). ● Detail (two months old), and/or simple instructions (call its name) expand content. 1 – 2 marks ● Content of the guide includes some advice about looking after a miptor, some explanation for a new owner (they need it for exercise). Coverage may be unbalanced. ● Writer’s attitude towards the miptor is sometimes evident (a miptor is a very cute animal). ● Word choice often general (a good pet), with some detail (dried dog food). Some use of impersonal constructions (It is ok to feed it); inconsistent use of formal and less formal language (disease / loads of times). 3 – 5 marks ● Coverage of topics within the guide is balanced; points are developed, eg with explanation and advice (because it is not harmful and it does not bite). ● Viewpoint is established and maintained, eg writer shows concern for the miptor’s welfare and gives helpful suggestions (It would be best for your miptor to sleep inside the house). ● Some straightforward stylistic features used to support purpose. Style of address (eg friendly or formal) contributes to descriptive and factual presentation of the guide, eg words or phrases chosen for accuracy (short attention span, high temperature room). 6 – 8 marks ● Ideas are adapted; content is selected to be of most relevance to the new owner (Without its balanced diet,Look for these symptoms). ● Viewpoint is established and controlled, eg writer appears well informed (Miptors were a sign of bravery) and encourages the reader (the exercise is really simple). ● Some stylistic features add emphasis and interest, eg descriptive vocabulary (smooth tusks); technical / formal terms add precision (for example, biting its toe winklets (toe nails)). 9 – 11 marks ● Choice and placing of content is informed by purpose, eg writer prioritises comments of most interest to the new owner so they are well placed for emphasis (This is what’s recommended;what they definitely need). ● Viewpoint well controlled, eg writer gives impression of being authoritative and knowledgeable (Huge ears, originally to let body heat out). ● A range of stylistic features, eg patterning, figurative language, sentences, clauses or phrases for effect (The Marvellous Miptor,This is your one-way ticket to having the best and healthiest miptor on the block!). 12 marks Band C2 Band C3 Band C4 Band C5 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 38

39 Band F1 SECTION FHANDWRITING All pupils need to develop a serviceable handwriting style which is legible, clear and encourages the reader to engage with what has been written. This assessment of handwriting is based on pupils’ ability to write legibly and fluently in a sustained piece of writing. Judgements will be made on the basis of the legibility and clarity of the handwriting throughout the longer task, supported by a closer look at the size and position of words and letters. The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. 1 mark Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation. 2 marks The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. 3 marks Band F2 Band F3 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 39

40 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION reference link (B2) contrast builds connection (B2) division in text indicated (B2) COMPOSITION & EFFECT Writing includes advice (need to be fed twice a day) and explanation (to defend it’s self,because they run away) (C2); some gaps in information leave meaning unclear (the pot,buy a few) (below C2). Attitude towards the miptor suggested in description of appearance (looks cute but it’s vicious) (C2). Some detail (licking,spikes) but other word choice is vague (other things,let them go); formality is inconsistent (foe,anyway) (C2). Summary In this simple account, the writer gives some information and advice about the miptor’s behaviour and appearance for a new owner, suggesting award in Band C2. Further clarity of meaning (eg through word choice and explanation) would be necessary for a higher award in the band. Band C2 – 3 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of simple connectives and adverbials, together with repetitive subjects and evidence of some sentence variation and modals, suggests award in Band A2. Although commas are used in lists, limited sentence demarcation keeps the mark to the lower in the band. Band A2 – 2 marks comma in place of full stop (below A2) simple adverbials (A2) TEXT STRUCTURE & ORGANISATION Summary Overall text structure is limited, as introductory or concluding statements are not included; however, a division in the text to indicate grouping, combined with contrast relationships and the use of reference provides sufficient evidence of organisation for the lower mark in Band B2. Band B2 – 2 marks commas in lists (A2) repetitive subjects (A2) simple connectives (A2) demarcation ignored (below A2) commands for occasional sentence variation (A2) use of modals (A2) You need a giant Miptor tank, Miptor food, rocks, trees (small), logs, a little training course to train on it so it can learn tricks on it, it eats mouse, nits, skin, fish and it likes licking it’s food before eating it. They have big spikes on their back to kill the foe if not dead. It is like a small chimp it does go hoo hoo aaa aaa. You need legs and rocks with holes it can climb in them. It is scared and dangered by lions, tigers, gorrilas and many other things it has a sharp nose to defend it’s self by keeping the foe away. It looks cute but it’s vicious it can bite a finger off a man. They need to be fed twice a day the pot will run out after a few days so buy a few aswell. When they get to about 8 or 9 years old you should let them go and mate because they run away anyway so just let them they get so used to being at home so they come back again 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 40

41 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION grouping of content creates divisions in the text (B2) simple link back to previous sentence (B2) reference builds connections (B2) COMPOSITION & EFFECT Guide gives explanation (because it might stop them sratching) and advice (should be taken for a walk); return to detail about flies makes the account disjointed (C2). Writer’s view of the miptor is sometimes evident (very obeideient) (C2). Some vocabulary is general (red,large,walk); formal and less formal language choices are combined (attractid,weeing) (C2). Summary This straightforward guide offers some explanation and advice that would be relevant to a new owner of a miptor, from the point of view of someone who is familiar with the creature. Some formal language adds detail, leading to the top mark in Band C2. Greater balance and more developed coverage of content would be necessary for an award in the next band. Band C2 – 5 marks SENTENCE STRUCTURE & PUNCTUATION Summary Evidence for award in Band A2 is provided by simple noun phrases with occasional expansion, repetitive use of because and some use of modals. The presence of commas in lists and adequate sentence demarcation with full stops and capital letters justifies the higher mark in this band. Band A2 – 3 marks commas in lists (A2) simple noun phrases (A2) TEXT STRUCTURE & ORGANISATION Summary The use of an introduction and some grouping of content creates a simple overall structure and suggests award in Band B2. Evidence of connection within and between sentences, built up by reference, leads to the higher mark in the band. Band B2 – 3 marks limited expansion (A2) A Miptor is a hary animal it has red eyes and large ears. They have tiny heads. They are very obeideient. They also chase anything. Miptors have a eating habbit of a human. they eat meat such as: fish, lamb, steake, bacon, beafe, chicken and pork. They also eat vegtables such as: carrots, pease, string beans and colieflouer. A mitors habits are weeing if they smell another animal like a dog or a cat but the do not we if they smell a bird. Miptors scrach a lot because flys are attractid to them. Miptors should be taken for a walk two to four times a day. miptors like exercise. Miptors should be taght how to sit and lay and stop because it mite help in the long-run. The should be taut how to kill flys because it might stop them sratching. (Warning do not let miptors run free because they will hunt something down but if you tell them to stop they will stop.) demarcation with capital letters and full stops (A2) repetitive use of because(A2) introductory comments (B2) use of modals (A2) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 41

42 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION within section organisation (B3): expansion of content relating to the subheading COMPOSITION & EFFECT Coverage of several topics offers balance (Home and bedding, Eating); some explanation (to perch on) (C3) but limited in some sections (eg Habits). Helpful approach established initially (some helpful hints) (C3), although advice-giving is not sustained. Some descriptive word choices (scaly,smooth tecture) support accurate presentation; formal style of address suggested in places (opsion,easly reconized) (C3). Summary This guide covers several aspects of a miptor’s behaviour and appearance, and some carefully chosen vocabulary provides accuracy and detail, leading to Band C3. For a higher mark in the band, further development of points to offer explanation and advice to the new owner would be necessary to support purpose and viewpoint. Band C3 – 6 marks SENTENCE STRUCTURE & PUNCTUATION Summary Despite the repetition of subjects, there is sufficient evidence for Band A3 in the use of expanded noun phrases, subordination and adverbials. Sentences are mostly supported by accurate demarcation, although the use of commas to mark divisions within the sentence would be necessary for the higher mark in the band. Band A3 – 4 marks TEXT STRUCTURE & ORGANISATION Summary Overall text structure is provided by an introduction, grouping of content by subheadings and a short concluding comment, indicating award in Band B3. Development and expansion of relevant content within some sections justifies the award of the higher mark in this band. Band B3 – 5 marks sentence demarcation with capital letters and full stops (A3) subordinating connectives (A3) expanded noun phrases (A3) repetition of subjects (below A3) concluding comment logical overall organisation (B3): introduction sections grouped by subheadings adverbials (A3) If you are thinking of getting a Miptor here are some helpful hints on how to look after your new pet. Home and bedding It is crashall that your Miptor has a prefect home. Miptors love to have a clean and dirt free home. All Miptors like to have a friend in there home with them. Miptors like bars to perch on and a bed of straw underneath. Miptors like to live in patch which will get light in both summer and winter. Eating Miptors, like most birds eat slugs, snails, worms, insects and cat food. Miptors like a vaired diet. Miptors like to have the opsion of lots of food but often don’t eat it all. Miptors don’t like to eat green vegtables or friut. Habits Miptors, like there name have strange habits such as chasing other miptors, other birds or other insects. They also like to eat moles, rats and mice. General facts M iptors are easly reconized by their red bill and wings with a bright yellow body, head and tail . Their skin is scaly which is sheded once a year. their skin also has a smooth tecture when felt. Tame miptors also hate to come in contact with wild Miptors. good luck looking after your Miptor. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 42

43 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION COMPOSITION & EFFECT Development of relevant content with explanation (as the miptor may chew through it) and advice (Training will help your Miptor’s obbedience) leads to balanced coverage (C3). A helpful approach (The best training to give your pet) is maintained throughout the guide (C3). Detail contributes to informative purpose (about 2 bowls a day, filled with sawdust); use of formal, impersonal style (A strong leed is required) (C3) but not consistent (comes in handy). Summary The balance of explanation and advice in this piece, written from the viewpoint of an experienced owner, offers practical guidance and indicates award in Band C3. Word choice supports purpose; however, slightly more consistency of chosen style (whether formal or informal) would be necessary for the highest mark in the band. Band C3 – 7 marks SENTENCE STRUCTURE & PUNCTUATION Summary The use of varied verb forms and connectives, expansion and additional words for detail, together with some range of punctuation within the sentence, suggests award in Band A4. Further sentence variation (for example, use of questions) would be necessary for the higher mark in the band. Band A4 – 6 marks TEXT STRUCTURE & ORGANISATION Summary Evidence of paragraphs arranged in a logical sequence, supported by an introduction and conclusion, provides overall structure and suggests award in Band B3. Despite weaker development towards the end of the piece, there is sufficient organisation and expansion of content within paragraphs to justify the higher mark in this band. Band B3 – 5 marks range of punctuation (A4): comma dash possessive apostrophe varied connectives (A4) additional words for shades of meaning (A4) expansion adds detail (A4) range of verb forms (A4) paragraph organisation (B3): content developed around a main sentence varied reference to the Miptor (above B3) logical paragraph sequencing (B3) limited paragraph development (below B3) overall organisation (B3): introduction A Miptor is a small animal getting to a height of about 15cm tall and 25cm long. It has short fur; black all apart from the white strip running down the spine. This small creature can jump 3 times its own hieght, so when its fully grown it can jump 45cm high. It eats rabit food – about 2 bowls a day is ideal. For special treats in training, use large dog biscuits as this small animal has a large appetite. Training will help your Miptor’s obbedience and it will stop most of the bad behaviour like chewing through anything. The best training to give your pet is getting him or her to go to thier bed, jumping, running somewere then running back and the hardest one is getting it to chase away rodents. As well as training, the Miptor needs exercise around 2 1km walks a day. One in the morning after breakfast and 1 before tea would be brilliant. A strong leed is required as the miptor may chew through it. I find the Miptor sleeps best in a day or cat basket filled with sawdust . I hope my advice comes in handy and I hope you and your Miptor get along fine. concluding comment 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 43

44 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION underdeveloped introduction (below B4) section development (B4): section expands the theme of distinctive features introduced in the first sentence overall organisation links sections (B4): characteristics summarised in final section link back to previous sections section development (B4): section tracks idea of unusual habits by varied reference throughout the section brief conclusion (below B4) COMPOSITION & EFFECT Humorous presentation of miptor as a mischievous character (cheeky smile, stick their tongue out) gives the guide a playful quality (In fact Miptor’s can’t be trained to do anything!) (C4). Writer is well informed (then they are female); writer’s role of providing warnings is established (don’t be surprised,don’t get affended) (C4). Descriptive vocabulary (twitch, small delicate wings) and precise reference (maggots, leeches) sustains interest and humour (C4); in places repetition slightly weakens effect (They like). Summary This engaging guide seeks to entertain and inform by imaginative adaptation of form and content, indicating award in Band C4. The inclusion of descriptive detail and controlled viewpoint offer a convincing portrayal of the pet’s unruly characteristics and merit the award of the highest mark in the band. Band C4 – 11 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentence structure features including varied verb forms and connectives, expansion and additional words allow meaning to be developed and indicate award in Band A4; evidence of a range of punctuation justifies the higher mark in the band. Further accuracy of punctuation is necessary for an award in the top band. Band A4 – 7 marks varied connectives (A4) additional words for shades of meaning (A4) TEXT STRUCTURE & ORGANISATION Summary Despite the underdeveloped introduction and conclusion, the structure of the text is supported by clear grouping and links between sections, suggesting Band B4. The expansion of ideas within sections contributes to the organisation of the piece and confirms the lower mark; further development of the introduction and conclusion would be necessary for the higher mark in this band. Band B4 – 6 marks expansion adds detail (A4) This is my guide to looking after a Miptor . Features A Miptor has very distinctive features . They are about five centimetres tall so are difficult to find and can fit down and in small places such as holes. Most of their body is purple with other colours that match . They have two spikey little ears on top of their head and if they twitch left then they are a male and right then they are female. A cheeky smile, two big eyes, two rosy cheeks and a pair of small delicate wings. These are all purple. They have a fat belly thats blue, two green arms that stick out sideways and two little pink legs. Eating They like to eat things that don’t need chewing because they are very lazy. Their favourites are maggots, leeches, cabbage and red hot chilli. You can also buy Miptor snacks at any gardening centre. Beware ! They sometimes spit these out! Exercise Like any other human or animal Miptor’s need to exercise. They like to do this every full moon at night and will always arrive back at midnight. They also like to get out at Christmas. They love the snow as well so when it ’ s snowing be sure to let them out of their cage. Training Miptor’s usually only live till they are three years old and in this time they can not be potty trained , so don’t be surprised to find wet patches. In fact Miptor’s can’t be trained to do anything! Just let them run free! Habits Miptor’s have a lot of unusual habits and most of the time very annoying ones too. The worst one is biting humans toe and finger nails. They also make a lot of mess if they become free of their cage. When they get cross or grumpy they stick their tongue out at you, so don’t get affended. Personality Miptors are cheeky, playful messy, bad tempered, irresponsible but above all a great pet! Enjoy! range of punctuation (A4): exclamation mark omission apostrophe comma for division variation in sentence type (A4): commands range of verb forms to develop meaning (A4) 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 44

45 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION link between introduction and next paragraph supports structure (B4) varied reference to the miptor avoids repetition (B4) individual paragraphs used to develop relevant content (B4) connection in meaning links paragraphs (B4) COMPOSITION & EFFECT The most significant comments are prioritised for the reader (crucially important that you do this, Miptor germs can be life- threatening to humans) (C5). Authoritative approach is controlled throughout, suggesting the writer’s experience of ownership (otherwise it will get nits, very bad for their stomach) (C5). Stylistic features contribute to knowledgeable effect: medical language (stamina,liver trouble, bodily wellbeing), specific terminology (grooming, wire brush) (C5). Summary Written from an expert’s point of view, this comprehensive guide to miptor ownership provides detailed information and advice, carefully selected to meet the needs of a new owner. Presentation is supported by effective vocabulary choice and merits the award of the top mark, Band C5. Band C5 – 12 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentences with varied focus and variation of length, together with the controlled use of subordinate clauses, allow for development of meaning and suggest the top mark (Band A5); accuracy and range of punctuation confirm the mark. Band A5 – 8 marks variation of sentence length (A5) controlled use of several subordinate clauses (A5) TEXT STRUCTURE & ORGANISATION Summary Text structure is supported by connections between paragraphs, varied reference to the miptor and the development and expansion of relevant ideas within individual paragraphs. These features lead to an award of the higher mark in Band B4; slight strengthening of connections between the conclusion and the rest of the text would be necessary for an award in the top band. Band B4 – 7 marks variation of focus (A5): use of passive range of punctuation for clarity (A5): commas to mark divisions hyphen dash The Miptor is a most unusual animal and needs the utmost care. You must make sure you look after it properly, otherwise it will get exeedingly ill. Because of the miptors unusually long fur , it needs grooming regularly otherwise it will get nits, and may have to be put down . It needs to be groomed with a wire brush, because any other will not get the tangles out. It is crucially important that you do this, if you value your Miptor. The miptors stamina is such that it needs a 4 mile walk every day, to keep it fit. If you are not the active type, this energetic animal is not for you. Miptors also need a variety of different routes, as walking the same routes every day can make them less active and sometimes ill . You must be careful not to let you Miptor near a cat. This can make the go into a frenzy, and they can sometimes hurt themselves of other people. Also, close contact contact with a cat can cause a Miptor to have a fatal heart attack or liver trouble. For the good health of your Miptor, you must train it to use the toilet in a human bathroom, as using it anywhere else can give them germs, resulting in illness . You must always clean you toilet thoroughly after a Miptor has used it, as Miptor germs can be life - threatening to humans. A miptors diet is very large – and a miptor is only happy when it is well fed. It needs to be given three Mac Donalds happy meals a day, with no aception. This is vitaly important to the animals general bodily wellbeing. Miptors should never be fed vegetables, as this is very bad for their stomach. I hope these tips and bits of advice will help you look after your miptor for a long time. 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 45

46 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. Example awarded 1 mark Handwriting examples 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 46

47 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. Example awarded 1 mark 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:49 Page 47

48 Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation. Example awarded 2 marks 2010 Gold Marksheme_LIVE_2010 Gold Live ms 12/01/2010 12:50 Page 48

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