[PDF] 2007 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 2007 En KEY STAGE 2 Levels 3–5 CVR_KS2_En_MkSch_275377.qxp 12/1/07 4:33 pm Page 1

First published in 2007 © Qualifications and Curriculum Authority 2007 ISBN 1-85838-892-9 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. Produced in Great Britain by the Qualifications and Curriculum Authority under the authority and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer of Acts of Parliament. The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA www.qca.org.uk QCA wishes to make its publications widely accessible. Please contact us if you have any specific accessibility requirements. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page ifc2

Contents Introduction 3 The reading test 5 The writing test 29 The spelling test 58 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 1

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3 Introduction As in previous years, the external marking agency, under contract to QCA, 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 NAA website, www.naa.org.uk/tests, on Monday 25 June. 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 have been used for the English tasks and tests at all key stages. These 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 Primary National Strategy. The 2007 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 QCA. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 3

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5 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 each 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’ use 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. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 5

6 ■ destruction of Pompeii (outcome) ■ tourism / people stealing treasures, etc (cause) ■ again / for the second time. Examples: ● it’s going to be destroyed again because of all the damage done by tourists (2 marks) ● he believes that it’s going to be ruined like it was by the volcano (2 marks) ● because everything is being vandalised and stolen. (1 mark) Do not acceptreferences to Vesuvius / the volcano erupting again. 19.Explain why the archaeologist believes that he is watching the second death of Pompeii. Assessment focus 5:explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level.up to 2 marks Award 1 markfor reference to any of the following points, to a maximum of 2marks. aspect of reading assessed by this question responses which may occur quite frequently but do not merit any marks criteria for the award of marks How the reading mark scheme is set out relevant points (responses must refer to different points to gain 2 marks) examples of responses produced in the trials and mark awarded 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 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’ use 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 7 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: Volcanoes Q1 1 Q2 1 Q3 1 Q4 3 Q5 1 Q6 2 Q7 1 Q8 1 Section 2: Disaster Strikes Q9 1 Q10 2 Q11 1 Q12a 1 Q12b 1 Q13 2 Q14 3 Q15 3 Section 3: Pompeii Today Q16 1 Q17 2 Q18 1 Q19 2 Q20 1 Q21 1 Q22 1 Q23 1 Q24 1 Section 4: Advertisements Q252 Q26 2 Q27a 1 Q27b 1 Q281 Section 5: The whole booklet Q29 3 Q30 2 Q312 Total 16 18 6 5 5 0 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 7

8 Section 1: Volcanoes Page 4 hot. wet. cool. dark. anywhere in the world. tall and cone shaped. broad and flat. under the sea. 1.Under the Earth’s surface, it gets 2.Most people think that volcanoes are Questions 1–3 erupting. gentle. no longer erupting. pouring out lava. 3.An active volcano is one that is 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 correct choice. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 8

4.Fill in the facts about the eruption of Vesuvius in the table below. One box has been filled in as an example. 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 correctly completed cell, to a maximum of 3 marks. Date and time eruption startedMidday, 24th August, AD 79 Height of volcanic cloud 20 kilometres / km (not metres) (unit of measurement must be included) Depth of rubble over Pompeii 2 metres / m (not kilometres) (unit of measurement must be included) Contents of volcanic cloud Any twoof: ■ ash ■ pumice ■ rock ■ (hot) gas. Also acceptrubble when included with (hot) gas or ash. Do not acceptrubble when included with pumice or rock. 9 Page 4 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 9

10 There are two types of volcano.F Lava consists of liquid rock.T Some volcanoes are under the sea.T All volcanoes produce loud explosions.F Page 5 5.Are these sentences trueor false? Write Tor Fby each one. The first one has been done for you. 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 all three answers completed correctly. 6.… this liquid rock can … burst through What does the word bursttell us about the movement of the lava? up to 2 marks Assessment focus 5:explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Award 2 marksfor answers referring to explosiveness / building up of pressure, eg: ● it’s like it blows the top of the mountain off and comes squirting out from inside the Earth ● it tells us that the lava is going to break through in something like spring-like action ● it moves with force and speed and finally overcomes the restraint of the rock itself. Award 1 markfor answers referring to speed, suddenness or power, eg: ● it comes out fast ● it tells us that the lava is strong and powerful ● fast and can demolish anything in its way. Do not acceptanswers that simply present an analogy, or refer to eruption, without explaining the effect of the word burst, eg: ● it bursts like a balloon ● it erupts. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 10

11 Page 5 (continued) ✓ Tick one. 8.Some words on pages 4 and 5 stand out because they are in bold print. Why are they written like this? 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 the correctly ticked box. They are words from another language. They are subheadings. They are words that are explained in the text. They are names in the text. 7.Look at the section called The Eruption of Vesuviuson page 5. Findand copya word which tells you that the ash was dangerously hot. 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 either of the following words: ■ blistering ■ burnt. Also accepta short phrase from the text containing one of these words. Ignore minor errors in copying. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 11

9.The following are the people who were mentioned in Disaster Strikes. Match the names with the correct descriptions. One has been done for you. 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 matching all three pairs correctly. 12 woman who lived near the volcano Pliny Tacitus Pliny’s uncle Rectina naval commander who rescued people young man who watched the events historian who recorded details of the events Section 2: Disaster Strikes Page 6 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 12

13 Page 6 (continued) 2 1 4 5 3 Page 7 10.Look again at Pliny’s account of his uncle’s journey. The events are described below, but they are in the wrong order. Number each event to show the correct order. The first one has been done for you. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 2 marksfor all four stages correctly numbered. Award 1 markfor two or three stages correctly numbered. ordered launching of ships received letter from Rectina came close to land refused to listen to advice journeyed into danger zone 11 .Look at the information about Mount Vesuvius in AD 79 on page 6. How do you know that life was peaceful in the area? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor any of the following pieces of information: ■ Vesuvius had been dormant for hundreds of years ■ the mountain was green / the slopes were cultivated ■ people had become used to the tremors ■ people were just going about their daily business. Also acceptreference to farming / farmers growing fig and/or olive trees. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 13

12. Find and copytwo phrases, one from page 6 and one from page 7, to show that Pliny’s uncle wanted to study the volcano. a) Evidence from page 6: 1 mark b) Evidence from the letter on page 7: 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. a) Award 1 markfor one of the following, which may be quoted as part of a longer phrase: ■ … closer look … ■ … set off to investigate … ■ … to dictate his observations … ■ … to observe the volcano … . Minor errors in copying should not be penalised. Do not accept: ■ … collecting information … ■ … not content to stand by and watch … . b) Award 1 markfor one of the following, which may be quoted as part of a longer phrase: ■ … begun in a spirit of inquiry … ■ … describing each moment of the eruption … ■ … to be noted down … ■ … as he observed it … . Minor errors in copying should not be penalised. Do not accept: ■ … hurried to the danger zone … . 14Page 7 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 14

13.What dangers made the helmsman want to turn back? Writetwo. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor each acceptable reason up to a maximum of 2 marks. Acceptable responses refer to physical consequences of the eruption, eg: ● in shallow water ● the shore was blocked / they got stuck in the rubble ● the ash / stones / pumice falling from the sky / hotter / thicker ● the ship could have caught fire. Also accepthot ash / cloud of ash. Do not acceptnon-text based answers, eg: the volcano / eruption / flames / lava, or partial answers with no development, eg:stones / ash / rubble. 15 Page 7 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 15

14.Pliny’s uncle received a written message from Rectina stating her problem and asking for his help. What do you think Rectina wrote? Using the information you have read, write Rectina’s message below. up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Points to be included: ■ eruption ■ danger to Rectina (may be implicitly included in ‘eruption’ details) ■ call for help. Award 3 marksfor responses that include all three elements and provide a fuller explanation for at least one of them, by giving more detail about the nature of the danger to Rectina or about how Pliny’s uncle can help, eg: ● this is very frightening, as I look at the volcano at this minute, it is bursting at the seams! People are in trouble shouting, screaming, dying. Please help to save these people’s lives. They are relying on you. The volcano is nearly on us. Your friend, RECTINA ● as you know my house is at the foot of the mountain. If the volcano erupts I will be one of the first to be killed. Will you come and rescue me? By boat is the only way. From Rectina ● I’m really scared here. I am in the foot of the volcano. Rubble and ashes are falling over here. I need to escape. I am terrified. It is impossible to escape from here. Everything is dark. Lava is pouring out. I need help. Award 2 marksfor responses that mention the three essential elements of the situation, or that give a full explanation of two of them without mentioning the third, eg: ● please come and help because I’m at the foot of the Volcano Vesuvius and it’s puffing out black smoke and I think it’s erupting ● I am stuck. My house is at the foot of a mountain and the volcano’s erupted. I need your help. Help me escape. Come quickly! Rectina ● I am trapped because the volcano is erupting. Help! ● as I live at the bottom of the mountain escape is nearly impossible. The only way of escape is by boat. I know you are commander of the port and you have ships. Please save me. Rectina. Award 1 markfor calls for help that state the general nature of the danger but omit to mention an essential aspect of the situation, eg: ● I am stuck at the bottom of the volcano. Please come and save me ● please come and rescue me from this terrifying place. There is nowhere for me to escape to. Also award 1 markfor responses which are heavily dependent upon the wording of the stimulus text, eg: ● I am terrified of the danger threatening me, I implore you to come and rescue me from my fate. 16 Page 8 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 16

15.Some people think that Pliny’s uncle was a brave but foolish leader. What do you think? brave foolish brave and foolish Explain your answer using parts of the information to help you. up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 3 marksfor answers that provide well-justified and developed descriptions of bravery and/or foolishness and that reveal detailed examination of the text, eg: ● brave to risk his life to rescue others and to try and learn more about the effects of a volcano, and brave to be going into the thick of the danger when everyone else was running away ● he took on the challenge of rescuing Rectina and went into the place when everyone was leaving. He even went on when ashes and bits of pumice were falling and carried on when the helmsman advised not to ● foolish because he seemed to set off without thinking that the stone and ash would be boiling so he might get burnt to death. He ignored all the advice and charged in ● he was brave because he charged into the ‘danger zone’ where everyone was fleeing, and also because he saw the thick black cloud forming and changed his course to save others. Yet he was foolish because he charged in not knowing what to expect. He died for this reason ● I think he was brave because he went to observe the volcano but also to save the people. I think he was foolish to think that he could rescue everyone, but also because he refused to go back when it got extremely dangerous. Award 2 marksfor responses that offer at least two relevant pieces of textual evidence, eg: ● Pliny’s uncle was very brave to rescue all those people. It was not foolish to go and help and those people would turn in their graves to hear ‘foolish’ said about him ● foolish because he risked his life going into the volcano but brave because he went to save Rectina ● brave to go into the danger zone and to do it to save other people ● he is brave because he went to save his friend and investigate the volcano. But he is also foolish because volcanos are really dangerous. Award 1 markfor undeveloped / simple responses which make some comment about his bravery / foolishness, eg: ● brave because he went into the volcano ● brave to save people as many people would just run about ● foolish because he was going to the erupting volcano. 17 Page 8 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 17

17.… not all visitors treat the site with respect. Write down two different ways in which they cause damage to the town. 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 1 markfor any of the following pieces of information, up to a maximum of 2 marks: ■ vandalism (or specific examples, eg: graffiti) ■ theft ■ tourists climbing on ruins ■ wear and tear. Do not acceptexamples of damage that are not supported by the text, eg: litter. 16.What was the unusual blanketthat covered the town? 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 either of the following: ■ ash ■ rock. Also acceptrubble. 18 Page 9 Section 3: Pompeii Today 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 18

18.… trapped in time. Why do you think Pompeii was described in this way? 1 mark Assessment focus 5:explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Award 1 markfor answers which refer to the fact that the town was hidden / frozen / preserved for 2000 years, eg: ● nothing changed / it stood still for 2000 years ● all the valuables were hidden under the rubble ● it was preserved by the layer of ash and rock ● it’s like it was in 79 AD. Do not acceptreferences to people being trapped, eg: ● the people couldn’t move. 19.Explain why the archaeologist believes that he is watching the second death of Pompeii. up to 2 marks Assessment focus 5:explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Award 1 markfor reference to any of the following points, to a maximum of 2marks: ■ destruction of Pompeii (outcome) ■ tourism / people stealing treasures, etc (cause) ■ again / for the second time. Examples: ● it’s going to be destroyed again because of all the damage done by tourists(2 marks) ● he believes that it’s going to be ruined like it was by the volcano(2 marks) ● because everything is being vandalised and stolen. (1 mark) Do not acceptreferences to Vesuvius / the volcano erupting again. 19 Page 9 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 19

21.What opinion did Neena and Lisa have in common? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor answers referring to the positive attitude felt by both towards Pompeii, eg: ● they both felt that Pompeii was interesting / impressive / great / beautiful ● they both had a wonderful day in Pompeii. 20.Why was Vesuvius closed to visitors on the day Neena wanted to visit it? 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 answers that refer to the volcano’s activity on that day, eg: ● because it was active ● it was huffing and puffing clouds of smoke ● it would have been dangerous ● it looked as if there was going to be another eruption / because it might erupt. Do not accept: ● huffing and puffing / it was huffing and puffing clouds (not precise enough)/ it was erupting. Questions about the postcards 20 Page 10 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 20

24. Findand copythe words that show that Lisa knew she had done something wrong. 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 either of the following quotations revealing furtiveness: ■ slipped (it in my pocket) ■ no one noticed. Minor errors in copying should not be penalised. 23.Why does Lisa say that she was lucky? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers referring to her find, eg: ● she found a souvenir. 22.Neena could have written I saw someone taking a … but instead she wrote I saw an idiot hacking off and stealing a … What does Neena’s choice of words tell you about the way she felt? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers referring to anger / disapproval, eg: ● they show that she’s angry / mad / disgusted ● it shows she didn’t approve ● she thought it was as bad as stealing from someone’s home ● she thought it was wrong. Do not acceptanswers which refer to disappointment / surprise or to the implication that the thief was stupid. 21 Page 10 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 21

22 Page 11 Section 4: Advertisements Inform Persuade Vegetarian dishes available ✓ The best pizzas in town ✓ Round the corner from the museum ✓ Open 11am to 11pm ✓ friendly atmosphere ✓ 25.Look at these statements from the advertisement for the Café Vesuvio. Tickeach one to show whether its main purpose is to give information or persuade the reader. The first one has been done for you. 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. Award 2 marksfor all four ticks correctly placed. Award 1 markfor two or three ticks correctly placed. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 22

23 Page 11 (continued) 26.Look at the Bay of Naples Museum advertisement. If you wanted to visit the museum, what other information would you need? Write down twothings. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor any pertinent suggestion, up to a maximum of 2 marks. Acceptable responses are commonly drawn from the following categories: ■ location / address ■ directions / transport / route ■ opening times / hours / opening days ■ (admission) prices / group discounts ■ telephone number / email / website ■ activities on offer (eg: guided tours; activities for children) ■ entry restrictions (eg: photographs / video; children below a certain age) ■ facilities (eg: café, souvenir shop) ■ suitability for different groups (eg: children / disabled people). Do not acceptvery general answers, eg: what’s there. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 23

27.Each section of the advertisement below tries to attract customers in a different way. b) What does section Ddo? 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 identify clearly the information-giving function of the section identified as D, eg: ● gives important information ● it tells you where to go ● it informs you about times. a) Label each arrow with the correct letter: Ainvites the customer Bexplains what is on offer Cgives added encouragement 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 all three boxes correctly completed, as follows: 24 Page 12 Not sure where to go? Not sure what to see? Why not try Lucio’s all-inclusive guided walking tour? We’ll show you the best of Pompeii. Highlights include: Museum visit • The house of the silver wedding The central baths • Designing your own mosaic Dressing up in a toga • Activities for children GOOD VALUE – discounts for students, senior citizens, children and families! Departs: Main Gate, 10am and 2pm B A C D 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 24

28.Here are some brief descriptions of the advertisements on pages 10 and 11. Draw lines to match each advertisement to its description. 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 matching all three pairs correctly. 25 attracts the reader’s attention with questions Page 13 Mountain railway Bay of Naples Museum Lucio’s walking tours uses verbs at the beginning of lines to invite the reader uses formal language to explain what the reader can learn 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 25

29.On which pages can you find the following types of text? up to 3 marks Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 3 marksif all four page numbers are correctly identified. Award 2 marksfor three correctly identified page numbers. Award 1 markfor one or two correctly identified page numbers. 26 Page 14 Section 5: The whole booklet Page Do not accept captions and diagrams ‘5’ or ‘4 –5’ an eye-witness account ‘7’ or ‘6–7’ ‘9’ or ‘7–9’ ‘7 and 9’ ‘8–9’ advertising ‘10’ or ‘11’ or ‘10 –11’ an expert’s opinion ‘8’ ‘8–9’ 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 26

30.Why is On Dangerous Grounda suitable title for this booklet? up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 2 marksfor answers which reveal close reading of the booklet and link the use of the words dangerous or groundto specific detail, eg: ● it’s dangerous to live near a volcano, as the people who lived in Pompeii in Roman times found out ● because it’s all about Pompeii and its dangerous history. Also award 2 marksfor answers which explain both dangerousand ground, orwhich refer to the threat from Vesuvius / volcanoes without separating the elements of the title, eg: ● because it is about a place near a volcano and, if it erupted, no one would be safe on the ground ● the town of Pompeii is on dangerous ground because it has the constant threat of the volcano erupting over it and it now has the threat of tourists destroying it too ● you are taking a risk if you live there ● because volcanoes are dangerous ground for anyone to walk on – especially if they are active. Award 1 markfor answers which provide a very simple or obvious reason, eg: ● volcanoes are dangerous ● because it’s all about volcanoes. Do not acceptundeveloped responses, eg: volcanoes are on the ground / it’s all about dangerous ground, or general answers, eg:because it makes it sound interesting and you want to read it. 27 Page 14 (continued) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 27

28 Page 14 (continued) 31.How does the information in Volcanoes(pages 4 and 5) help you to understand Disaster Strikes(pages 6 and 7)? 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. Award 2 marksfor answers that convey the idea that facts enhance understanding and support this with detail from the text, eg: ● it tells you about different volcanoes and how they erupt. It also gives you good information in diagrams and what happened on what days and what times in the day ● it helps you understand because you don’t know about the whole story then it tells you about individuals ● pages 4-5 tell you what happens in the explosion and pages 6-7 is a story about it ● it tells you when it happened and how it happened ● because it gives you information on volcanoes and it tells you about the volcano that they’re talking about and how high the gas went and the ash, so when you read it you understood it. Award 1 markfor answers that convey the idea that facts enhance understanding in a general way, eg: ● you find out about how dangerous eruptions are ● because they are both about volcanoes and what can happen in them ● by telling us how Pompeii was destroyed. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 28

29 The writing test There are two mark schemes, one for the longer task Save It (pages 32–35); and the other for the shorter task It’s a Mystery(pages 50–51). 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 35. 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. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 29

30 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. 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 help 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. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 30

31 The longer task:Save It In this prompt, pupils are invited to imagine that they are part of a year 6 class preparing a leaflet about the environment for their friends and family. The task is to do the writing for the leaflet. The prompt makes it clear that the leaflet should explain how friends and family can take care of the environment and persuade them to try the suggestions. Content is presented in the form of five illustrated ideas; however, the choice of which topics to include is left to the writer. The planning sheet offers support with decisions about content and the organisation of ideas. Better performances are distinguished by the adaptation of content to appeal specifically to friends and family, the use of style to provide persuasive impact and an overall structure combining developed sections with a clear emphasis on the leaflet’s main ideas. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 31

Band A1 ● Construction of clauses is usually accurate. Some simple sentences, often brief, starting with a pronoun + verb (It helps a lot). Simple commands / requests may be included (Put it in a bin, Come on). Clauses mostly joined with and, but, so. ● Sentences sometimes demarcated by capital letters and full stops. 1 mark 32 Mark scheme for the longer task: Save It 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 (We need, get, do). Use of modals (can, will). Some sentence variation created, eg commands / requests (don’t waste your water); simple adverbials (in the bin). Noun phrases mostly simple (our air) with some limited expansion (a big bottle). ● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2–3 marks ● Adverbials (When you are driving), expanded noun phrases (the most serious form of pollution) add variety. Subordinating connectives used non-repetitively and with some variety: because (because they use bins), if(if you drive). Some variation of subjects (The animals, Transport). Tense choice appropriate; modals used to express possibility are varied (may not have, would like to). ● 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 (Why should we protect our environment?). Expansion of phrases and clauses adds detail (plants that we need to survive). Range of verb forms (will not be able to enjoy). Additional words and phrases contribute to shades of meaning, eg adverbs (dramatically). ● 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 (are being wrecked). Sentences may include controlled use of several subordinate clauses (starting to ruin our layer that protects us from the sun), sometimes for economy of expression; word order used to create emphasis (I mean not just animals but us, Astonishing it may be). ● Range of punctuation used, with little omission, to give clarity. 8 marks Band A2 Band A3 Band A4 Band A5 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 32

33 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 same person or thing (litter/ it). 1 mark ● Text structure overall is simple; includes brief introduction or concluding statement (So please save the earth). Some divisions between sections of content indicated (now water,also). ● Connections are built up by reference. Other relationships within and between sentences may be used, eg contrast (but most of the rubbish is). 2–3 marks ● The leaflet is organised logically: introduction, points about several aspects of the environment, conclusion. Paragraphs or sections are sequenced, although transitions may be awkward. Subheadings may be used to group sections of content (Don’t Litter, Electrical Use). ● 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 you are at the sea side). Connections within paragraphs or sections maintained, eg through ongoing references (another example,all these things). 4 –5 marks ● Overall organisation of the leaflet supported by paragraphs or sections. Relationships between paragraphs or sections give structure to the whole text, eg links make structure between topics clear, connections between opening and ending (Do you want to live in a cleaner environment? Go on, make our town cleaner). ● Paragraphs or sections are developed; main ideas consistently supported by relevant explanation. Reference to the same thing or idea sometimes varied to avoid repetition (pollution, harmful gases). 6 –7 marks ● The structure of the leaflet is controlled across the text (You can do your part by following these tips). Sequencing of paragraphs or sections contributes to overall effectiveness, eg strategic placing of most significant topic or suggestion (Finally, Transport, this is a big one). ● Individual paragraphs or sections 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 (As before, this can result in). 8 marks Band B2 Band B3 Band B4 Band B5 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 33

34 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; aspects may be listed (cans, newspaper, bags). ● Detail (brush your teeth, airport) and/or simple requests (look after wildlife) expand content. 1–2 marks ● Content of the leaflet includes some points about the environment, some explanation (because the whole place will be covered in litter) and attempts to persuade (that’s how simple it is). Coverage may be unbalanced. ● Writer’s attitude towards the environment is sometimes evident (I know I wouldn’t). ● Word choice often general (many things), with some detail (glass bottles). Some use of impersonal constructions (It is); inconsistent use of formal and less formal language (consider/ lots of other stuff). 3–5 marks ● Coverage of topics within the leaflet is balanced; points are developed, eg with explanation and examples (so you will appreciate it more). ● A consistent viewpoint is held, eg writer shows concern for environment and gives helpful suggestions (you can simply reduce the amount of time you spend in the shower). ● Style of address (eg friendly or formal) supports informative and persuasive purpose of the leaflet, eg words chosen for accuracy (unhygienic). 6 –8 marks ● Ideas are adapted; content is selected to be of most relevance to the reader (please help your children to understand it); persuasive appeal (Just imagine how much metal could be saved). ● Viewpoint is established and controlled, eg writer appears well informed (become a health hazard) and encourages and/or challenges reader (Do you really have to leave the taps running? I don’t think so). ● Stylistic features enhance persuasion, eg emotive vocabulary (ruined,chucking); technical / formal terms add precision (evaporate,decomposing materials). 9 –11 marks ● Choice and placing of content is informed by purpose, eg writer prioritises comments of most interest to reader so they are well placed for emphasis (it all comes down to one thing, people driving cars!). ● Viewpoint convincing, eg writer gives impression of being authoritative and engaged with the issues and readers (An average family in one day is using millions of litres of water). ● Stylistic devices fully support purpose, eg patterning, alliteration (Are you a water waster? Are you a lazy litterbug? Are you a pollution person?). 12 marks Band C2 Band C3 Band C4 Band C5 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 34

35 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 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 35

36 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION simple contrast links text together (B2) divisions between sections of content (B2) reference builds up connection (B2) COMPOSITION & EFFECT Content includes attempts to persuade (you should,more cleaner and healtheyer) and some explanation; balance is limited by repetition (because if you just though it on the floor) (C2). The writer’s view on the issues is expressed simply (a good thing) (C2). Some word choice is general and repetitive (good,animals) with occasional variation (habitats); other attempts at formality mainly limited to words from the prompt (invioment) (C2). Summary In this piece, simple statements seeking to explain the writer’s point of view and persuade the reader are presented in leaflet form, providing evidence for Band C2. Expansion of ideas in some places to reduce repetition would be necessary for higher mark in band. Band C2 – 3 marks SENTENCE STRUCTURE & PUNCTUATION Summary Although correct sentence demarcation with capital letters and full stops is limited, the presence of some sentence variation, use of modals and expansion of some noun phrases provide evidence for lower mark in Band A2. Band A2 – 2 marks repetitive use of connectives because and if(A2) occasional sentence demarcation (below A2) use of commands creates some sentence variation (A2) clauses simply linked (A2) TEXT STRUCTURE & ORGANISATION Summary The use of an introduction and brief sections provides evidence of straightforward overall structure. This, together with connections through simple reference and contrast, leads to the higher mark in Band B2. Development of content within sections would be necessary for award in next band. Band B2 – 3 marks Class 6L at Fairborne primary school have some good ideas, why you should recycle and what it would do to the wildlife. recycling: is a good thing to try and do because if you just through it on the floor, when you can just put it in the recycling bin. litter: you should put it in the bin because if you just though it on the floor it would be a messie and a smellie invioment. Wildlife: you would have less habitats and less animals around so if you clean it up we would have more animals every year. So put your rubbish in the bin and save animals and give them back there habbitate so you will have a more cleaner and healtheyer invioment. And no more bad smells so you would have more animals and less rubbish. noun phrase with limited expansion (A2) use of modals (A2) simple introduction (B2) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 36

37 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION brief conclusion (B2) repetition of subjects (A2) simple contrast provides connection between sentences (B2) text divided into sections (B2) reference back links conclusion to previous text (above B2) COMPOSITION & EFFECT Content gives brief coverage of several aspects related to the topic, with some attempt to explain (because we do not have unlimited) and persuade (Do all this and you will see) (C2). • The writer’s opinions convey an attitude towards the environment (Litter is very bad) (C2). • Occasional detail supports purpose (petrol fumes,forest), but vocabulary is predominantly general (bad,car’s) (C2). Summary This simple leaflet presents brief bullet points to persuade the reader about several aspects of the environment; some relevant expansion to support writer’s viewpoint suggests Band C2. However, more evidence of careful word choice would be necessary for the highest mark in band. Band C2 – 4 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of simple and repetitive connectives, together with modals and a noun phrase with limited expansion give evidence for Band A2. Mostly secure sentence demarcation with full stops and capital letters justifies the award of the higher mark in band. Band A2 – 3 marks use of modals (A2) simple connectives used to link clauses (A2) noun phrase with limited expansion (A2) repetitive use of because(A2) secure demarcation (A2) TEXT STRUCTURE & ORGANISATION Summary Although reference within and between sentences in the main part of the text is limited, the use of contrast within a simple overall structure provides sufficient evidence for Band B2. The link established between the conclusion and previous text leads to the award of the higher mark in band. Band B2 – 3 marks Litter • We should allways put litter in the bin. • We should never drop litter. • Litter is very bad to the environment. Recycling • We should always put paper in here. • We should never mix rubbish up. • Recycling is very good to the environment Water use • Some-times we all use to much water but we should not because we do not have unlimited. Transport • We should not always drive because the petrol fumes are bad to the environment. • Walking is alway been better than car’s. Wildlife • All the rubbish that has gone in the river that is making it hard for the wildlife to live. • The wildlife in the forest. it is hard for them to live because of the litter Do all this and you will see a differance in the world. That will make the world a better place. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 37

38 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION weaker development and integration of content within a section (below B3) adverbials (A3) overall text structure includes introduction and brief conclusion (B3) developed sections of content grouped by subheadings (B3) connections maintained within sections (B3) COMPOSITION & EFFECT Points about water use and litter are developed with examples (when brushing teeth) and explanation (people stick chewing gum to the floor) (C3); balance limited by underdeveloped section on wildlife (below C3). Writer’s concern about environmental damage is conveyed throughout the leaflet (earth will change completely,destroying land) (C3). Some word choice supports persuasive purpose (hundreds of thoasands,threatened) (C3), but chosen level of formality varies (The reason this is,can’t be helped). Summary This leaflet includes development of relevant content, expressed from a point of view that makes the writer’s feelings clear. Despite some weaknesses in style and balance, there is just enough evidence overall to merit award of the lowest mark in Band C3. Band C3 – 6 marks SENTENCE STRUCTURE & PUNCTUATION Summary Evidence of expanded noun phrases, subordination, adverbials and some variation of subjects lead to Band A3; secure demarcation and use of commas to support sentence divisions confirm the higher mark in band. Band A3 – 5 marks subordinating connectives used non-repetitively (A3) expanded noun phrases (A3) commas between clauses (A3) mostly secure demarcation (A3) TEXT STRUCTURE & ORGANISATION Summary Organisation of ideas into an introduction, conclusion and some developed sections of content justifies Band B3. Although there is also evidence of reference within sections, weaker grouping towards the end of the piece limits the award to the lower mark in band. Band B3 – 4 marks This is a leaflet about things that need to change. If these things do not change the earth will change completely. For example there will not be any oxegyn or animals will die. Water Use This year there will be a drought as people are using to much water. Examples of people using to much water is when brushing teeth. The reason this is wasting water is because they leave the tap running in between them brushing their teeth. If people carry on doing this instead of turning the tap off people might have a large shorted of water. Another way of wasting water is when people have a shower or bath everyday. A way to stop the same problem of the water shorted is to have one twice or three times a week. Litter Every year thoasands of pieces of litter are picked up. The main cause of litter is when people stick chewing gum to the floor. It then cost hundreds of thoasands to clear it up, and even then it doesn’t always come off of the floor. There are other causes of litter that can’t be helped. Like when rapper falls out of coat pockets. Sometimes people see it fall out of their pocket, but just ingnore it. Litter doesn’t look very attractive either. Chocolate rappers, cans, chewing gum and much more. Wildlife Wildlife is being threatened. Recently fox hunting has been band as it is cruel but people go against the law and carry on. Also people are out every night with load music and destroying land. LETS MAKE A CHAGE varied subjects (A3) 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 38

39 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION question varies sentence type (above A3) connection established between introduction and conclusion (B4), but limited linkage between introduction and subsections (below B4) reference varied to avoid repetition within a developed paragraph (B4) reference to previous sections contributes to overall structure (B4) COMPOSITION & EFFECT Development of points about litter and wildlife includes examples (bird’s can choke on something like a bit of tissue) and explanation (just for fun not for food or for fur); coverage of recycling is more limited (C3). Writer’s strong feelings about the environment expressed through opinion (hoolergans who never think of the consenquences) (C3). Word choice supports persuasion with emotive vocabulary (smashing,destroying) (above C3), but not consistent (cut down). Summary In this leaflet, the writer combines emotional appeal with some informative detail in order to persuade the reader, leading to an award of the highest mark in Band C3. Further adaptation for the readership (for example, more suggestions for how friends and family can help) would be necessary for award in the next band. Band C3 – 8 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of adverbials, subordination, varied modals and expanded noun phrases suggests an award in Band A3. Although there is some variation in sentence type (above A3), consistent weaknesses in sentence demarcation limit the award to the lower mark in band. Band A3 – 4 marks sentence boundaries incorrectly demarcated with commas (below A3) subordinating connectives (A3) adverbials (A3) varied modals (A3) expanded noun phrases (A3) sequence of clauses joined with and (below A3) TEXT STRUCTURE & ORGANISATION Summary Connections between introduction and conclusion help clarify overall structure and suggest Band B4. This is confirmed by further reference to relevant content within and between developed paragraphs. Stronger links between the introduction and the topics dealt with in the leaflet would be necessary for the higher mark in band. Band B4 – 6 marks Do you think that you are doing everything you can to save the environment? If you do check the checklist. Recycling do you walk as much as you can do you have baths or showers if you have a bath is it big or small Do you litter . Those are the thing’s that you need to worry about. 1. Recycling Recycling is simple to do, all you have to do is put it in the right bin, if you recycle you would be making a difference to wildlife, recycling paper would be the best woodlands are being cut down each day and thus the animals go to 2. Litter Litter is a main value of pollution, litter usually oucurs in and around main city’s like New York, London, Paris and many more. Litter is a killer for nature, bird’s can choke on something like a bit of tissue or a bird can get stuck in a plastic beer holder other bigger animals can get in the beer holder in there mouths so thus they cannot eat. On new years eve people think that on that night they have a pass to litter. More like a one way ticket for nature, littere’s are selfminded and in a way hoolergans who never think of the consenquences and go smashing other peoples property but in this prospective they are destroying mother natures property and other people’s prospective of the world. Wildlife Wildlife is connected to Litter and Recycling but there is one thing that is’nt really connected to any of those subjects. Destroying habbitats for factories, houses and other building’s. Some people like to go hunting just for fun not for food or for fur for warmth it’s just for the fun of it. Also some people crush plants kill animals and after they do something like that they laugh about it with there friends. We all hope that the person who read this changes his/her way’s and if you do think your doing the best you can try harder all the time and never stop trying to save the environment. Together we should stand. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 39

40 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION use of different sentence types: question and command (A4) introduction and conclusion connected by questions (B4) reference to the same idea is varied as ideas are developed within a section (B4) final exclamations create link between all sections, supporting structure of text (B4) COMPOSITION & EFFECT Adaptation evident in urgent, personal appeal to persuade reader (stop right there,Recycle your rubbish now!) (C4). Writer portrayed as challenging readers’ ignorance about the issues (No? Well you are so put a stop to it.), although pleading at the end weakens effect (Your our only hope!,Please come) (below C4). Stylistic choices attract attention and support persuasive purpose: alliteration (Wasteing Water); questions (Do You want to be a hero or an Enemy?) (above C4). Summary This succinct leaflet adapts content by emphasising the urgency of the problem and directly appealing to the reader, leading to award in Band C4. Further control of viewpoint to maintain impact would be necessary for highest mark in band. Band C4 – 10 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentence variation – including different sentence types, varied connectives and expanded phrases – gives evidence for an award in Band A4. The limited range of punctuation leads to the lower mark in band. Band A4 – 6 marks some variety of connectives (A4) expanded phrases (A4) additional words (A4) limited range of punctuation used correctly (below A4) TEXT STRUCTURE & ORGANISATION Summary Text structure is maintained by the organisation of content into clear sections connected by common features. This evidence, combined with development of ideas within sections, leads to the higher mark within Band B4. Emphasis on most significant ideas (for example, by development of final section) would be necessary for the top band. Band B4 – 7 marks Do you know how much damage you are making? Do you want to see beutifal things get ruind? Well stop right there because we are going to tell you. Loath Some Litter! All over the world people are dumping there litter and killing the wildlife. Some of the animals get trapped on litter and cut them selves, others choke this leads to there terrorising, terrible, tragic deaths that they don’t desserve. Recycle your rubbish now! Wasteing Water! Everybody is wasteing the good water in the world by washing cars and other things When many other people need good, clean water to drink, wash with, wash clothes and make meals. Think about other people not just yourself! Terrorising Traffic! Did you now your killing your pets, other animals and all the children in the world by polluting the air with the fearsome fumes of your car. No? Well you are so put a stop to it. help us to help and Save the world. Save the World! How to Help? You can help us by coming to the town hall from Monday to Sunday for the next two weeks. Please help us Your our only hope! Do You want to be a hero or an Enemy? Please come to the town hall and sign the Petition Sign the Petition Save the World! 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 40

41 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION comment draws attention to structure and gives added significance to paragraph (B5) varied sentence focus: use of passive (A5) structure made clear across the text (B5) structure of individual paragraphs varied (B5) reference within the paragraph gives emphasis and clear focus to main idea (B5) COMPOSITION & EFFECT Selection of detail emphasises relevance to reader’s life (You and your friends could arrange,coming out of your car) (C4), although particular readership not consistently addressed (When a family of four,some people). Leaflet gives impression that writer is well informed about the issues (heres why,we’ll tell you) (C4). Use of slogan-like exclamations supports persuasion (So don’t throw it away,reuse it!,you to can S.O.E!) (C4). Summary Thorough coverage of environmental topics, presented persuasively through suggestions and examples made relevant to everyday situations, leads to Band C4. Use of stylistic choices to support leaflet form merits the highest mark in band, although further adaptation to specific readership necessary for award of Band C5. Band C4 – 11 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentence variation, in the form of longer, developed sentences, a short sentence for impact and the use of passive indicate Band A5; evidence of a range of punctuation, used mostly correctly, confirms the mark. Band A5 – 8 marks short sentence for emphasis (A5) controlled use of subordination within long sentences (A5) range of punctuation: omission apostrophes (A5) range of punctuation: commas for inserted comment (A5) TEXT STRUCTURE & ORGANISATION Summary Use of sequencing throughout the leaflet and placing of ideas for emphasis help define the overall shape of the text, suggesting Band B5. These features, combined with varied organisation of paragraphs and clarity of focus, merit the award of the top mark. Band B5 – 8 marks Dear Reader. Thank you for taking the time to read this leaflet. We at Fairborne school beleive if you do read this leaflet than you to can help improve the enviroment we live in. The first topic we would like to include in this leaflet is recycling. If you recycle you are doing good for yourself and others by: • Recycling things to be made into new things. • Getting rid of your useless junk. • And saving your own enviroment! If everyone spent 20 minutes a week taking their newspapers, tins and bottles to the nearest recycling bins, then we to can make a difference in just 20 minutes! The second topic is, wildlife and litter, you know and we know they do not go together. Why? You ask, heres why, animals can get badly hurt by broken bottles, sharp tins ect. And it can ruin there enviroment aswell as ours. Do you want litter to hurt animals and wildlife? I think not. You and your friends could arrange a “litter pick-up” where you go around your local area picking up rubbish as a fundraiser or just for fun! Like who can get the most in a set time limit! Our third issue is our use of water and water waste. When a family of four have a bath, they may empty and refill it 2 or even 3 times this is a bit of a waste isnt it? To resolve this try only emptying it once maybe not at all! In the summer paddling pools are a big hit, some people just tip the water away if the fun wears out! Try using it to water the plants, they’ll appreciate it in the boiling sun! So don’t throw it away, reuse it! Our fifth and final issue is transport. Do you know what that black smoke is coming out of your car? No, we’ll tell you pollution! Thats what! Think of all the cars in the world! Millions! All pumping the same waste out of the back! We cant make everyone sell or send their cars to the scrapyard, but if children walked or cycled to school instead of the car or bus then, beleive it or not, it will help the enviroment. Thankyou again for reading this leaflet. Keep it for future reference, when you’re done with it, recycle it! You too can make a difference, you to can S.O.E! Do it today, Save our environment. Are you up to it? We know we sound repetative, but you can help. 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 41

42 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 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 42

43 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 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 43

44 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 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 44

45 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 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 45

46 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. Example awarded 3 marks 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 46

47 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. Example awarded 3 marks 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 47

48 BLANK PAGE 275377 KS2_En_MarkScheme.qxp 12/1/07 4:39 pm Page 48

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