[PDF] 2011 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 2011 En KEY STAGE 2 LEVELS 3–5 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge ofc1

First published in 2011 © Qualifications and Curriculum Development Agency 2011 ISBN 978-1-84962-791-7 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, withou\ t permission, provided full acknowledgement is given. 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 53–55 Butts Road Earsldon Park Coventry CV1 3BH www.qcda.gov.uk QCDA wishes to make its publications widely accessible. Please contact us if you have any specific accessibility requirements . 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge ifc2

Contents Introduction3 The reading test 4 The writing test 37 The spelling test 66 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 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. This booklet includes the mark schemes for the assessment of reading, wr\ iting and spelling. For ease of reference, the test questions have been reproduced in the mark s\ chemes. Level threshold tables will be posted on the QCDA website, http://testsandexams.qcda.gov\ .uk, on 5 July 2011. The marks in the tests are allocated as follows:Reading 50 Writing 50Longer 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 schem\ es 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 info\ rmation about the particular processes or skills the pupil needs in order to answer the qu\ estions. This information is provided in order to explain the structure of each mark scheme as well a\ s the way in which it will be used by external markers. The assessment focuses are drawn from the n\ ational curriculum and are directly related to the National Strategies Primary Framework and th\ e Assessing Pupils’ Progress framework. The 2011 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 beh\ alf of QCDA. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 3

4 The reading test The range of marks available for each question is given under the mark b\ ox at the side of the page in theReading Answer Booklet. Incorrect or unacceptable answers are given a mark of 0. No half marks a\ re 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 marks may be awarded. ■ longer answers These require a more detailed explanation of the pupil’s opinion, and up to 3 marks may 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 co\ ntains examples (these are shown in italics) of some frequently occurring correct answers given in the trials. Man\ y 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 qualit\ y 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 fr\ om 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, includi\ ng grammatical and presentational features at text level 5. explain and comment on writers’ uses of language, including grammatic\ al and literary features at word and sentence level 6. identify and comment on writers’ purposes and viewpoints, and the ove\ rall effect of the text on the reader 7. relate texts to their social, cultural and historical contexts and liter\ ary traditions. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 4

20.Complete the three thought bubbles to show what the writer is thinking and feeling at three different points in the cave. Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Accept answers written in the 2nd or 3rd person. a. Going in 1 mark Award 1 mark for answers which provide an appropriate thought / feeling, exclamation \ or comment on the writer’s situation. Appropriate thoughts / feelings should relate to: ■ apprehension / nervousness ■ anticipation ■ excitement. Examples: ● I am a bit nervous but I’m also excited ● scared of what lies inside the cave for him and the dangers ● it’s so dark! ● wow, I can’t wait. Also award 1 mark for the following quotation from the text: ■ … the entrance is comfortingly big, wide and tall enough … Do not accept references to sections of text that are not relevant to this particular \ part of the experience, eg: ● wow, it’s so beautiful in here. 5 How the reading mark scheme is set out aspect of reading assessed by this question examples of responses produced in the trials awarded 1 mark to gain a mark, responses must refer to one or more of these points criteria for the award of 1 mark responses which may occur quite frequently but do not merit any marks advice to markers further advice to markers about the award of 1 mark 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 5

6 Deduce, infer or interpret information, events or ideas from texts Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level Explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level Identify 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) th\ at 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 text Relate texts to their social, cultural and historical contexts and literary traditions Section 1: Information Q1 1 Q2 1 Q3 1 Q4 1 Q5 1 Q6 1 Q7 1 Q8 1 Section 2: An interview with Lisa Clark Q9 1 Q10 1 Q11 1 Q12 2 Q13 2 Q14 2 Section 3: Caving ... what lies beneath? Q15 1 Q16a 1 Q16b 1 Q16c 1 Q16d 1 Q16e 1 Q16f 1 Q17 1 Q18 1 Q19 1 Q20a 1 Q20b 1 Q20c 1 Q21 3 Q22 3 Section 4: The advertisement Q23 1 Q24a 1 Q24b 1 Q25 2 Q26 1 Section 5: The whole booklet Q27 2 Q28a 1 Q28b 1 Q29a 2 Q29b 2 Total 12 18 3 5 12 0 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 6

7 BLANK PAGE 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 7

8 1.Use the Contents to show what is on different pages in the booklet. One has been done for you. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for all three matched correctly. Section 1: Information Page 4 the introduction an interview a personal experience of caving important facts 6–7 4 5 8 –10 text pages 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 8

9 3.Why is Daveley Dale a good place for young people to learn caving? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (sim\ ple inference). Award 1 mark for references to (qualified) instructors orto a safe environment, eg: ● there is an expert to guide them ● it’s safe ● led by qualified instructors in a safe environment. 2. Find and copy the phrase on page 4 that shows that Daveley Dale caves are very popular. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for any quotation from the following sentence that includes the word ‘\ thousands’. The quotation may be of any length. ■ Every year thousands of people come here to make a once-in-a-lifetime jo\ urney, underground. Do not penalise minor copying errors. Page 4 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 9

10 6.The information is 5. and it is also helps you to 7. The first word in each box is a special term used by Questions 4, 5 and 7 Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Question 6 Assessment focus 4:identify and comment on the structure and organisation of texts, includi\ ng grammatical and presentational features at text level. Question 8 Assessment focus 2:understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for each correct choice. Page 5 4.The purpose of page 5 is to go rock climbing. find the information in the booklet. understand the other texts in the booklet. find your way to Daveley Dale caves. numbered. in alphabetical order. in order of size. not in order. experts on rocks and caves. people who write leaflets. science teachers. people who live in Daveley Dale. 8. For example, it tells you that a swalletis a word for a cave formed quickly. in lakes. by a stream. in soft rock. explain difficult words introduce you to the whole booklet encourage you to visit Daveley Dale caves provide pictures 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 10

11 Section 2: An interview with Lisa Clark Page 6 9. In which order did the interviewer organise the interview? Insert numbers in the boxes to show the order. The first one has been done for you. 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, includi\ ng grammatical and presentational features at text level. Award 1 mark for all four stages correctly numbered. worst moment early childhood memory first caving experience best moment what inspires Lisa to go caving 1 4 2 3 5 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 11

12 Page 6 (continued) 11 .How can you tell that Lisa would like her brother to try caving? 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 mark for recognising and/or interpreting the use of the word tempt orcopying the relevant sentence, eg: ● she says ‘I haven’t been able to tempt him’ ● she says that she tries to persuade him ● she is trying to get him underground ● she says she can’t get him to go underground which suggests that she \ wants him to. 10. What does Lisa say is the main difference between caving and climbing a mountain? 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for answers that refer to the difference between seeing and imagining (this may be quoted directly from Lisa’s answer to the first question), eg: ● a climber can stand and look up and see the challenge while for a caver, really you have to imagine it ● a caver has to crouch down and try and picture in their heads what is in\ front of them, a climber can stand and see their goal. Do not accept answers that focus only on climbing or caves, eg: ● that a climber can stand and look up and see the challenge ● for a caver you have to imagine your challenge. Do not accept answers which do not make the difference between seeing and imagining clear, eg: ● that a mountaineer can see the challenge and a caver can’t. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 12

13 12.Lisa always goes caving with other people. Give tworeasons from the text why she does this. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (sim\ ple inference). Award 1 mark for each valid point made from the categories below, up to a maximum of 2 marks: ■ reassurance of another voice (in the darkness), eg: ● so you can hear a familiar voice ■ reliance on others / explicit advantages of teamwork if in danger, eg: ● something might go wrong and if someone needs help you can help each oth\ er when in danger ■ identification of a specific danger that is mentioned in the text, eg: ● in case there are flash floods. Do not accept reference to reassurance without reference to hearing another voice or t\ o teamwork without stating advantages, eg: ● so she is reassured ● for reassurance ● teamwork / teamwork is good / critical. Do not accept answers which could relate to any non-hazardous activity, eg: ● to keep her company / for safety / getting lost / to encourage her ● you can help each other. Do not accept a quotation from the text without explanation, eg: ● you really do have to work together. Page 6 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 13

14 Page 7 13. Interviewers ask questions for different reasons. Why do you think the interviewer asked the following questions? Match each question to its purpose. 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 marks for all four correctly matched pairs. Award 1 mark for two or three correctly matched pairs. 1st question: Why do you do it? 2nd question: How did you get started … ? 4th question: What’s the most dangerous … ? 5th question: And the best moment? to encourage other people to go caving to provide general background information to build up the excitement of the interview to find out what makes Lisa want to explore caves question purpose 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 14

15 Page 7 (continued) 14.The interviewer spoke to Lisa’s mother too. Write down what you think she would have said about Lisa, using what you have read in the interview. Ever since Lisa was a child, I always knew she’d do something like caving because she … up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Award 2 marks for answers which identify one aspect of Lisa’s character. Appropriate characteristics: ■ adventurous ■ keen on exploration ■ enjoys a challenge ■ determined ■ enthusiastic ■ confident / fearless / brave. For example: ● likes to explore ● was extremely adventurous. Always climbing trees, exploring. Nothing ever scared Lisa ● would take on a challenge ● was keen on exploring. Also she would always love a hard challenge to knuckle down to ● always wanted to beat her brother to the top of the hill and she was det\ ermined to win ● is very confident and not scared in any way. Award 1 mark for answers which provide a text-based reference to Lisa’s behaviour which exemplifies an appropriate characteristic, eg: ● always liked climbing so I thought she would do something like caving ● was always racing ahead and always trying to get to the top of the hill.\ 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 15

16 15.The article is about a caving trip. What is the name of the cave? 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for: ■ Giant’s Hole. Section 3: Caving ... what lies beneath? Page 8 16a. Underline the sentence that shows that the writer feels very small in the cave. 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 mark for: ■ I am a tiny scrap of meat filling in a colossal rock sandwich. Also award 1 mark for underlining a significant part of the sentence, eg: ■ I am a tiny scrap (of meat filling). 16b.The writer is lying on his back, looking upwards. What does he say that he can see? 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for references to rock, eg: ● rock / limestone ● another sheet of rock. Do not accept: ● wet rocks / sheet of wet rock. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 16

17 16c. Findand copy one word that shows that the rock is big. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for any of the following: ■ colossal (rock) ■ thousands (upon thousands) ■ (thousands of) tons ■ sheet (of rock). Do not accept: ● thousands upon thousands of tons of rock. Page 8 (continued) 16d. Find and copy one word that shows he is not completely certain that the rock is firm. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for: ■ fairly. Do not accept: ■ fairly solid. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 17

18 Page 8 (continued) 16e.Why does the writer include so many numbers in this paragraph? 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 mark for reference to the writer’s emphasis on the extreme dimensions of himself or his surroundings, eg: ● to emphasise the size / smallness / narrowness of the tunnel ● to exaggerate the bigness ● because he is telling us how big everything is and he is explaining how \ big the rocks were ● to let you imagine how big the rock is. Also award 1 mark for answers referring to helping the reader visualise the overall impres\ sion, eg: ● to make you imagine what it’s like ● to show that he is very deep underground ● he is getting the reader to imagine how big everything is. Do not accept answers concerned with precision, eg: ● it’s accurate / it gives the exact measurements ● because he wants to say the height and length ● because it is telling you how high the cave is. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 18

19 16f.Imagine this What is the effect of starting with these words? 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 mark for reference to his attempt to involve the reader in visualising the sc\ ene or empathising with the writer, eg: ● to get the reader to try and see what he’s describing ● to make you picture what it’s like ● to make the reader think they are there ● it’s making you imagine what it’s like to be him ● it gets you to imagine how scary it is. Do not accept undeveloped responses which may refer to and attempt to explain the term\ ‘imagine’, eg: ● getting us to imagine what he’s done ● to get you to think about it ● to get the reader to feel. Do not accept more general answers, eg: ● to make it more exciting ● to make you read on ● giving us more detail. 17.What equipment was needed for this caving trip? Tick four items. 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for all four items correctly ticked. hot water helmet gloves rubber bottle clothes headlamp hatmobile wellies phone ✓ ✓ ✓ ✓ Page 9 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 19

20 18.Why does the writer try to keep his voice: deep and calm? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Award 1 mark for answers relating to the author demonstrating his control of fear, for the benefit of others (may be implicit), eg: ● to show he’s not scared ● so that Duncan won’t know he’s scared ● so nobody knows he is worried ● so his friends would stay calm ● so other cavers don’t think he is in danger ● so he sounds in control. Do not accept references to rock fall, eg: ● because if he shouts loudly the rock will crumble ● so that he doesn’t cause lots of rock to fall. Do not accept references to the author needing to keep himself calm, eg: ● so that he doesn’t panic ● if he didn’t he might panic and slip ● because he is scared. Page 9 (continued) 19 . Look at the text underneath the picture on page 9. What has happened to make the writer stop panicking? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (sim\ ple inference). Award 1 mark for answers referring to the fact that they are no longer stuck in the c\ revice / they appear to be out of trouble / safe or that Duncan has moved, eg: ● he says he can nearly stand up ● the person who was stuck got out ● Duncan started to move. Do not accept general answers, eg: ● they have become safe. Do not accept references to the loop, eg: ● they have gone on a loop. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 20

21 20.Complete the three thought bubbles to show what the writer is thinking and feeling at three different points in the cave. Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Accept answers written in the 2nd or 3rd person. 20a . Going in 1 mark Award 1 mark for answers which provide an appropriate thought / feeling, exclamation \ or comment on the writer’s situation. Appropriate thoughts / feelings should relate to: ■ apprehension / nervousness ■ anticipation ■ excitement. Examples: ● I am a bit nervous but I’m also excited ● scared of what lies inside the cave for him and the dangers ● it’s so dark! ● wow, I can’t wait. Also award 1 mark for the following quotation from the text: ■ … the entrance is comfortingly big, wide and tall enough … Do not accept references to sections of text that are not relevant to this particular \ part of the experience, eg: ● wow, it’s so beautiful in here. continued… Page 10 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 21

22 20b .In the cave 1 mark Award 1 mark for answers which provide an appropriate thought / feeling, exclamation \ or comment on the writer’s situation. Appropriate thoughts / feelings should relate to: ■ fear ■ threat ■ danger ■ regret / concern. Examples: ● help, I’m scared ● ahh help! I’m stuck. I may never get out ● why did I do this? ● I’m squashed, I can do it, come on. Also award 1 mark for either of the following quotations from the text: ■ I am a tiny scrap of meat … ■ … we are in a strange, hostile environment … we could die here. Do not accept references to the dark. Do not accept references to sections of text that are not relevant to this particular \ part of the experience, eg: ● I’m having a great time! ● he might be going to rescue somebody. Page 10 (continued) continued… 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 22

23 20c . Getting out 1 mark Award 1 mark for answers which provide an appropriate thought / feeling, exclamation \ or comment on the writer’s situation. Appropriate thoughts / feelings should relate to: ■ relief ■ exhilaration ■ delight ■ achievement ■ reflection on experience. Examples: ● finally, we are out ● phew, I’m alive. I’m fine. There’s nothing wrong and I made it through ● happy and thinking it wasn’t that bad at all, except when I was stuck\ . Also award 1 mark for either of the following quotations from the text: ■ … all four of us beginners were babbling … ■ We’d done plenty for one day, thanks. Do not accept references to sections of text that are not relevant to this particular \ part of the experience, eg: ● he might be taking somebody out of there ● I want to get out of the cave. Page 10 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 23

24 21.Explain what makes the writer feel scared. Use what you have read in the\ whole article. Think about: ● what the writer is doing ● what he thinks might happen. up to 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Possible points include fear of any of the following which may or may no\ t result in injury or death: ■ being lost ■ narrowness of tunnels / claustrophobia / suffocation ■ fear of being trapped (for a long time) ■ possibility of rock fall ■ the dark ■ being a novice / fear of the unknown ■ his smallness compared to vastness of rock / cave complex ■ absence of an instructor. Award 3 marks for answers which refer to three of the possible points orwhich refer to two points and develop at least one, eg: ● he thinks that he might get stuck and trapped. He is in a place he knows\ nothing about and he feels small [fear of being trapped; fear of the unknown; his smallness] ● firstly, Duncan hasn't moved in a long time. Secondly, he thinks he's going to suffocate in the tunnel and never see light again. Finally, he thought they were lost and the water was trickling in and was going to drown them [fear of being trapped; suffocation; being lost] ● when Andy the instructor left them alone and directed them Stephen thought th\ at they had gone the wrong way which made him panic. When Stephen could not hear Duncan i\ t made him worried as he didn't know what had happened to him [absence of an instructor; being lost; fear of the unknown] ● what made the writer feel scared was that he felt like he was suffocatin\ g and that the tunnels were getting smaller as they went on. He is very scared that the cave co\ uld collapse on him. [suffocation + development; possibility of rock fall]. Page 11 continued… 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 24

25 Award 2 marks for answers which refer to two different points orcover one point in full, eg: ● when he thought Duncan was stuck and when he thought he was suffocating \ [fear of being trapped; suffocation] ● he thinks he might be suffocated if the cave falls on him because he is \ lying flat on his back [suffocation; possibility of rock fall] ● Duncan looks stuck and they don’t know how long the tunnel is [fear of being trapped; fear of the unknown] ● he is scared because he is in a tunnel which is very narrow and he can’\ t breathe which makes him panic. [narrowness + development]. Award 1 mark for an answer that presents one point without development, eg: ● he’s lost and doesn’t know the way out [being lost] ● the writer might think rocks will fall on them and might very badly inju\ re one of them. The writer probably is panicking but he is just not showing it [possibility of rock fall] ● because he is crawling through small spaces [narrowness] ● because it was so dark [the dark]. Also award 1 mark for fear of death or serious injury without explanation (not credited i\ n combination with other creditworthy points), eg: ● he’s scared because he thinks he might die. Do not accept references to falling or non-specific comments, eg: ● he thinks something bad will happen. Do not accept references to other texts, eg: ● he was worried about the flash floods ● the cave might gush with water and he’s doing something quite scary. Page 11 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 25

26 22.Look at the text on page 10, starting from And I was struck by the beauty … to the end of the article. Explain the writer’s thoughts and feelings. up to 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Award 1 mark for reference to each of the key points listed below, up to a maximum of 3 marks. A further mark may be awarded for: ■ supplementing one of the key points with text-based development. Examples of 3 mark answers: ● he thought Wow I am so pleased I struggled to reach an amazing sight lik\ e this! He feels overwhelmed, excited and would love to do it again! [recognition of the beauty underground; feeling of achievement; expectation that he would return] ● this is amazing, this is fantastic. I can’t believe I made it here, i\ t seems like everything is covered in candle wax [recognition of the beauty underground + text-based development; feeling of achievement] ● because he was relieved that the scary part was over he started to reali\ se the beauty and wonder of the cave and he felt much better [feeling of relief + text-based development; recognition of beauty underground]. Page 11 (continued) continued… key point text-based development ■ recognition of the beauty underground (but do not accept simple reference to beauty, as this is given in the question stem) or ■ detail of the beauty ■ detail of the beauty he observed (when associated with recognition of beauty underground) ■ he hadn’t previously noticed this because he was scared ■ feeling of relief (because he was safe) ■ after being underground for some time ■ detail of the danger he had been in ■ feeling of achievement / exhilaration because of what he had done / change in feeling from previously being scared / memorable experience ■ he’d been challenged (and succeeded) ■ delight at being in the open air / being safe again ■ after being underground for some time ■ reflection on the (memorable) experience ■ expectation that he would return ■ he says ‘those treats could wait’ 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 26

27 Examples of 2 markanswers: ● he was amazed by the beauty of the caves and when he emerged he was exhi\ larated [recognition of the beauty underground; exhilaration] ● he was amazed at the beauty of the caves. The fronds were as big as his \ hands and they were made of coral [recognition of the beauty underground + text-based development] ● Wow this place is amazing and beautiful. I’m really enjoying this. I \ ought to do this again sometime. [recognition of the beauty underground; expectation that he would return\ ]. Examples of 1 mark answers: ● surprised in a good way, happy and inspired to do more caving [expectation that he would return] ● by the end he thought about what he had achieved and he was happy with h\ imself [feeling of achievement] ● I am going to be OK because I am with Andy and thank goodness, I thought I might never get out [feeling of relief]. Do not accept direct quotation from this section of text without any explanation or ex\ pansion. Page 11 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 27

28 24.Page 11 was written to make everyone interested in visiting Daveley Dale. Findand copy one part of the advertisement that attracts the following people. a. people interested in rocks 1 mark b. teachers 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Do not penalise minor copying errors. 23. How much does a family ticket cost? 1 mark Assessment focus 2: understand, describe, select or retrieve information, events or ideas fr\ om texts and use quotation and reference to text. Award 1 mark for: ■ £25 Page 12 Section 4: The advertisement people interested in rocks Award 1 mark for any of: ■ (spectacular) stalactites and/or stalagmites ■ encrusted caverns ■ impressive formation teachers Award 1 mark for either: ■ school groups (catered for) ■ guided tours 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 28

29 Page 12 (continued) 25.The advertisement is designed to attract people to Daveley Dale. Why does it include quotations from visitors? 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 marks for answers which explain that the quotations function as a recommendati\ on from other people, eg: ● so you know what people who have been there think of it ● so they can tell you how good it is ● to tell you people think it’s good ● to show you which age groups enjoyed it. Award 1 mark for reference to the quotations encouraging morepeople to visit or to being convincing or giving a positive general impression, eg: ● to attract more people ● to show how enjoyable / fun / good it is ● to make it sound really good. Do not accept responses which are based closely on the question, eg: ● to persuade you to visit / to attract people to come. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 29

30 26.Label each arrow to show different parts of the advertisement. 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, includi\ ng grammatical and presentational features at text level. Award 1 mark for all boxes completed correctly. Page 13 D E A C B F 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 30

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32 27.Sentences have been left out of each of the texts you have read. Draw lines to match each sentence to the text you think it came from. up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (com\ plex inference). Award 2 marks for all four matched correctly. Award 1 mark for two or three matched correctly. Section 5: The whole booklet Page 14 It will be the best day of your holiday! Creeping forward is agony. What will be your next challenge? Crampon: Hook used for climbing and caving. Interview with Lisa Clark Need to know Article by Stephen Bleach Advertisement 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 32

33 Page 14 (continued) 28.Lisa compared going caving to moving like a worm. Find onemore word on page 7 and twowords on page 10 that give the idea that caving is like moving like a worm. a. An interview with Lisa Clark 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 mark for: ■ slither. Also accept: ■ slithering / slithered / you slither. b. Caving ... what lies beneath? 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 mark for: ■ wriggling andsquirming in either order. Also accept: ● wriggled / wriggle / squirmed / squirm. Do not accept other phrases, eg: ● crawling on your stomach / slithering out. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 33

34 Page 15 29a.Which text do you think might encourage someone to visit a cave? Tick one. Explain your choice. 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 marks for reference to an appropriate and positive feature of a text that is s\ pecific to that text only, eg: ● it tells you how fun and dangerous it can be at the same time not like t\ he article that is just danger (interview) ● it talks about going to places that no one has been to before (interview) ● it gives information about the geology and what you could see (article) ● it tells you everything you can do and when it’s open and the prices, because you want to feel the excitement like the quotations did(advertisement) ● it says a girl aged 10 really liked it, I’m 11 (advertisement) ● it has positive language, nothing negative, and it makes you want to be \ there (advertisement) ● it says it costs £25 for a family and that is cheap for a whole day o\ ut (advertisement). Award 1 mark for reference to an appropriate and positive feature of a text that coul\ d apply to more than one text, eg: ● it’s very beautiful / awe-inspiring (all texts) ● it sounds very exciting / worthwhile (all texts) ● it explains the physical challenge (article / interview) ● because it gives you the information about caves (all texts) ● because it says what fun it is (interview / advertisement). Do not accept answers which simply refer to the persuasive purpose of the advertisemen\ t or simply refer to the cost stated in the advertisement without further explanatio\ n orwhich paraphrase the question. continued… 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 34

35 29b.Which text do you think might put someone off visiting a cave? Tick one. Explain your choice. 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 marks for reference to an appropriate feature of a text that is specific to th\ at text only, eg: ● because the fast flood comes and you could drown (interview) ● it shows it can be dangerous underground. They got stuck in the cave (article) ● it makes them scared, they are very scared (article) ● it would be crowded with lots of people and because it is quite expensiv\ e (advertisement). Award 1 mark for reference to an appropriate feature of a text that could apply to mo\ re than one text, eg: ● it shows it can be uncomfortable / wet / cramped (interview / article) ● where it tells us the bad parts (interview / article) ● it shows it can be dangerous (interview / article). Page 15 (continued) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 35

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37 The writing test There are two mark schemes, one for the longer task Record Breaker (pages 40– 43); the other for the shorter task Charity Choice(pages 58–59). 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, clau\ ses and sentences 7. select appropriate and effective vocabulary (this is not assessed separ\ ately, 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 sho\ wn in section F on page 43. 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 andpurpose. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 37

38 For the shorter task, the strands are organised as follows: The criteria encourage positive recognition of achievement in writing. P\ upils do not necessarily develop uniformly across these categories, and the strands allow separat\ e 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 t\ o the writing and then refine the judgement to a mark within a band. Criteria from lower bands that ar\ e 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 inte\ grated meaningfully into the writing) should not be regarded as a positive feature of perfo\ rmance. 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 m\ arks 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 mark\ s 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 judgements of the writing. Scripts are reproduced withou\ t 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, readerand purpose. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 38

39 Record Breaker Three children living in your local area have recently broken world records in their age group: Ali broke the record for talking non-stop Morgan broke the record for continuous trampolining Sam broke the record for the largest collection of ... You can use one of these ideas, or you can make up your own. Your task is to write a newspaper report for your local newspaper about ONE record-breaking event. The longer task: Record Breaker The prompt requires pupils to imagine that three local children have bro\ ken world records, and the task is to write a report for the local newspaper about one such\ record-breaking event. Ideas for content are given in the form of basic information about the t\ hree children’s records; however, the prompt makes it clear that the final choice is left to the writer’\ s imagination. Support for the development of content and the organisation of the newsp\ aper report is supplied on the planning page; the pupil answer pages suggest newspaper \ presentation with a headline and image of a trophy. Better performances are distinguished by effective adaptation of content and structure to engage the newspaper’s readership and generate interest in the situation surrounding the record-breaking event. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 39

40 Band A1 ● Clauses usually grammatically accurate. Some simple sentences, often bri\ ef, starting with a subject + verb (Sam went). Clauses mostly joined with and, but, then, so. ● Sentences sometimes demarcated by capital letters and full stops. \ 1 mark Mark scheme for the longer task: Record Breaker SECTION A SENTENCE STRUCTURE AND PUNCTUATION Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clau\ ses and sentences ● Subjects and verbs often simple and frequently repeated ( he, it, goes, plays). Simple connectives and, but, then, so, when link clauses. Some sentence variation created, eg simple adverbials (at the sports centre, Today). Noun phrases mostly simple ( the judges) with some limited expansion ( a young boy). ● Full stops, capital letters, exclamation marks and question marks mostly\ accurate; commas used in lists. 2 – 3 marks ● Sentences are mostly grammatically sound. Some variety in subordinating \ connectives: because, if (because he wanted it for ages). Adverbials (when it was raining), modal verbs (could, would) and expanded noun phrases (the community centre in the middle of town ) add variety. Tense choice generally appropriate. Some variation of subjects (Her friends , the money ). Some adverbs, eg to indicate writer’s attitude towards the situation ( Luckily, happily). ● Most sentences correctly demarcated; some commas mark phrases or clauses\ . If used, inverted commas demarcate the beginning and end of direct speech, correctly on most occa\ sions. 4 – 5 marks ● Simple and complex sentences with some variety of connectives, eg while, although, until. Expansion of phrases and clauses adds detail (the people who were waiting on the beach). Range of verb forms develops meaning and maintains appropriate tense choice (had been able to). Additional words and phrases contribute to shades of meaning, eg adverbs (particularly). ● Range of punctuation used, almost always correctly, eg brackets, dashes, colons. Full punctuation of direct speech, if used. 6 – 7 marks ● Length and focus of sentences varied to express subtleties in meaning an\ d to focus on key ideas, eg passive (will be rewarded ). Sentences may include controlled use of several subordinate clauses (playing with the team that’s sure to win the next championship ) sometimes for economy of expression. Word order to create emphasis (As interesting as this is). ● Range of punctuation, with little omission, to give clarity. 8 marks Band A2 Band A3 Band A4 Band A5 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 40

41 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; may follow a simple chronolog\ y. Use of third person may not be consistent. Beginning or end may be marked by simple narrative ph\ rases (One day). ● Simple connectives used (and, and then). Some connection between sentences, eg pronouns referring to the same person or thing. 1 mark ● Text structure overall is simple: some events organised into a basic sequ\ ence; brief introduction or ending. Some divisions between events indicated ( Next, On Saturday). ● Connections are built up by reference to events or people ( Ben/ he). Other relationships within and between sentences may be used, eg contrast ( but they cost a lot of money). 2 – 3 marks ● The newspaper report is organised: paragraphs or sections are logically \ sequenced, although transitions may be awkward. Shifts in time and place help shape the text\ and guide the reader, eg by introducing a new section (His next record will be ). ● Within paragraphs or sections, content may be developed around a main sen\ tence. Paragraphs or sections organised to expand a particular event or topic, eg comments fr\ om friends. Connections within paragraphs or sections maintained, eg through ongoing references \ (Sarah / her sister ). 4 – 5 marks ● Overall organisation of the newspaper report is supported by paragraphs \ or sections which enable coherent development and control of content across the text. Relationshi\ ps between paragraphs or sections give structure to the whole text, eg links make structure betwe\ en topics clear. ● Within paragraphs or sections, main ideas are developed with relevant det\ ail or examples, eg a paragraph gives detail about a significant event. Reference to people / \ events / settings sometimes varied to avoid repetition (the 8 year old / the youngster). 6 – 7 marks ● Sequencing of paragraphs or sections contributes to overall effectivenes\ s. The structure of the newspaper report is controlled across the text. Chronology may be interr\ upted for effect, eg inclusion of comments, or quotations from the record breaker or record breaker’\ s family. Individual paragraphs or sections are varied in length and structure. ● Each paragraph or section has a clear focus, and content is organised. C\ onnection between ideas developed, eg by reference or contrast within the paragraph (Although everyone told her to stop). 8 marks Band B2 Band B3 Band B4 Band B5 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 41

42 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 simple recount based on the prompt; conventional narrative form may be\ evident. ● Some detail included to interest the reader ( 11 years old). 1 – 2 marks ● Form is a simple report; coverage may be unbalanced. Some detail or desc\ ription of events; some explanation (took place in Manchester). May contain elements / features of a spoken news report. ● Writing shows evidence of viewpoint: the account suggests some attitude, \ eg positive reaction to the record breaker (the class were happy,it was great). ● Word choice often general (other boys) with some detail ( five hours and 45 minutes). Level of formality may be inconsistent. 3 – 5 marks ● The form of a newspaper report is maintained: balance between report of \ events and comments. Content developed to engage reader, eg through quotations or reported comments about the record breaker (“We always knew she was a brilliant swimmer!”). ● Viewpoint is established and maintained, eg the record breaker depicted a\ s unusually talented (shocked at how long she did it for). ● Some straightforward stylistic features used to support purpose, eg info\ rmative word choice (certificate, measured), description of feelings ( proud, thrilled). 6 – 8 marks ● Content adapted, eg important events told through the record breaker’\ s own words ( when the buzzer went my heart was thumping), appeals to the newspaper’s readers (Be sure to pick up the next issue). ● Viewpoint is established and controlled, eg the reporter appears well inf\ ormed ( represent England, Ali’s mother Julie ). ● Some stylistic features add emphasis and interest, eg precise language (\ beaten the previous record by five), emotive vocabulary for effect ( staggering, applause thundered). 9 – 11 marks ● Choice and placing of content is informed by purpose, eg writer prioriti\ ses significant comments and information. ● Viewpoint well controlled, eg reporter’s portrayal of events encourages reader to interpret the news events in a particular way (One disgruntled resident said). ● A range of stylistic features, eg concise newspaper style phrasing (John’s Dad, father of three, a lifetime player himself from Pinner ), patterning, figurative language. 12 marks Band C2 Band C3 Band C4 Band C5 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 42

43 Band F1 SECTION FHANDWRITING All pupils need to develop a serviceable handwriting style which is legi\ ble, 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 th\ e handwriting throughout the longer task, supported by a closer look at the size and position of words and l\ etters. 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 appropri\ ately placed. The handwriting maintains a personal style to engage the reader. 3 marks Band F2 Band F3 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 43

44 COMPOSITION & EFFECT A simple report of Kelly’s record breaking achievement; occasional description of events (4 days no stoping ,timeing her) (C2). Some evidence of the writer’s attitude towards Kelly ( back flips and more) (C2). Some vocabulary for interest ( back flips, on fire) weakened by repetition ( Outsanding, flips) (C2). Summary This straightforward report, about a girl breaking a trampolining record, relies on mainly simple language choices; inclusion of some detail and the writer’s viewpoint provide further evidence for Band C2. More use of detail to interest and a reduction in the repetition of content would be necessary for the award of a higher mark in the band. Band C2 – 3 marks SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION brief introduction (B2) unclear pronoun reference limits build up of connections (below B2) some divisions indicated (B2) noun phrases with limited expansion (A2) simple adverbials (A2) demarcation ignored (below A2) repeated subject (A2) SENTENCE STRUCTURE & PUNCTUATION Summary Mainly simple sentences, with some limited variation provided by adverbials, and some expanded noun phrases suggest award in Band A2. There is some evidence of correct sentence demarcation; however, inaccuracies elsewhere in demarcation and clause construction keep the mark to the lower in the band. Band A2 – 2 marks TEXT STRUCTURE& ORGANISATION Summary The overall text structure is straightforward with evidence of a simple opening and some divisions, indicating award in Band B2. However, the simplicity of references and ambiguity in pronoun use limit the award to the lower mark in the band. Band B2 – 2 marks sentence demarcation (A2) weaknesses in clause construction (below A2) The trampolin record has been breaken ones again. kelly gordon has done it. She is the world record. Outsanding time is 4 days no stoping. It all happened in there back Garden on the 5th march 2009 . Her sister Chloe Gordon was there in the back garden timeing her for 4 days. Kelly Gordon doing all back flips and more. She was on fire. Flips and kicks all 4 days how did she do it? If you want to see Kelly doing flips got to outsanding flips by KellyG.com. She is doing some outsanding flip kick you name it shes doing. 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 44

45 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION brief introduction (B2) COMPOSITION & EFFECT The report includes some description ( sam was going too fast) and explanation ( could never catch up ) of how the record was broken (C2). Viewpoint is evident through comments on reactions to Sam’s achievement (the crowed was amazed) (C2). Some detail is given ( shocked,tired, shiny, golden trophy). Some language choices are formal (compediters ) and some are less formal ( gobsmacked) (C2). Summary In this simple report about a bike race, the inclusion of detail and some careful word choice help to provide some development of the events leading up to Sam’s world record. These features, supported by evidence of a point of view, are sufficient to merit the highest mark in Band C2. Greater consistency of style would be necessary for an award in the next band. Band C2 – 5 marks SENTENCE STRUCTURE & PUNCTUATION Summary The use of noun phrases with some expansion together with simple adverbials suggests award in Band A2. Although there is overuse of exclamation marks, the presence of a comma in a list and mostly accurate sentence demarcation justifies the higher mark in the band. Band A2 – 3 marks TEXT STRUCTURE& ORGANISATION Summary Evidence of references within and between sentences builds connection in the text and indicates award in Band B2. The higher mark is confirmed by features of simple overall structure, including an introduction and divisions within the event sequence. Band B2 – 3 marks divisions indicated (B2) simple noun phrases (A2) connection built up within and between sentences (B2) simple adverbials (A2) noun phrases with limited expansion (A2) comma in a list (A2) attempt at ending (B2) repeated subject (A2) Earlier last week a young 10 year old boy named sam won a 500m race in just 50 mins! This breathtaking event was took Place at the one and only London Park. It was a sunny wendnesday evening and everybody from every street came to watch the 500m London bike race 2010 ! As soon as the wistle blew all 20 compediters set off like the wind. As the mins got by most of the racers started to give up as none of them could never catch up with sam... Doing 10 mins per 100m the crowed was shocked with excitment!!! A shocking attempt made by one of the other racers tried to knock young sam over, luckly sam was going too fast for him...! sam eventuly met the finish line! the crowed was amazed for Sam had bet the record for doing 500m in just 50 min! I cant believe I bet the world record for 500m in 50 min! Sam replied looking very tired. Whilst carrying the shiny, golden trophy home the crowd looked gobsmacked! (What an amazing, breathtaking race)! sentence demarcation (A2) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 45

46 COMPOSITION & EFFECT Several aspects of Jonathan’s record breaking collection are presented in newspaper form, with some detail ( great 1317) (C3); content development is restricted in some places (below C3). An attitude of admiration towards the record breaker is maintained ( speechles, so proud) (C3). Some vocabulary choices support newspaper form and create interest (Smashed, blew away,estatic) (C3). Summary This account of a marble collecting record, though brief, maintains the form of a newspaper report, holds a consistent point of view and includes some carefully chosen vocabulary. Despite limited development of content, there is just enough evidence, overall, to merit award of the lowest mark in Band C3. Band C3 – 6 marks SENTENCE STRUCTURE & PUNCTUATION Summary The use of expanded noun phrases, subordination and adverbials suggests an award in Band A3. Evidence of mostly secure sentence demarcation and correct comma usage confirm Band A3; inclusion of inverted commas to demarcate the direct speech would be necessary for the higher mark in the band. Band A3 – 4 marks TEXT STRUCTURE& ORGANISATION Summary Overall organisation of ideas with an introduction, grouping of content and a conclusion suggests award in Band B3. However, limited use of reference and some missed opportunities to expand relevant topics within sections keep the mark to the lower in the band. Band B3 – 4 marks SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION section development weakened as topic is introduced but not expanded (below B3) use of commas to mark a phrase within a sentence (A3) expanded noun phrases (A3) demarcation of direct speech ignored (below A3) overall organisation: introduction (B3) concluding comment (B3) shifts help to guide the reader (B3) secure demarcation (A3) limited reference (below B3) adverbials (A3) Yesterday morning young Jonathan White Smashed a World record. Jonathan, age 11, Set the new record for largest collection of marbles. Jonathan owned a great 1317 marble collection which blew away the previous record of 939 which was collected by Liam Salt. Jonathan described his emotions as estatic and over the moon . Near by neighbours were speechles. After collecting for years and years Jonathan has finally done it said Mr and Mrs White we are so proud of him they added. Jonathan is hoping that he will be able to increase his record and hope for the best for the future to come. This record will live long in the memories of: him, his family and the people around him . subordination (A3) 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 46

47 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION COMPOSITION & EFFECT Newspaper form maintained through the balance of reporting ( only a village race that gave Ben his dream) and quotation ( this boy has real pertential and will go a long way) and the use of the headline in the report (as fast as a cheater) (C3). Viewpoint is maintained: Ben is portrayed as exceptionally talented ( the next Usane Bolt ) (C3). The level of formality is consistent ( scouted,influenced) and word choice is informative ( British Olimpic squad,11th of July). Some phrases provide interest ( someone might just smash his record ) (C3). Summary In this developed newspaper report, detailed information and comments establish a positive impression towards Ben and his record breaking achievement, leading to award in Band C3. The use of style supports the informative purpose, justifying the highest mark in the band. Band C3 – 8 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentence structure is developed by the use of subordination, adverbials and expanded noun phrases, suggesting award in Band A3. Although the use of commas to mark divisions is not secure, mostly accurate sentence demarcation and inverted commas to indicate speech justify the higher mark in the band. Band A3 – 5 marks TEXT STRUCTURE& ORGANISATION Summary Within sections, there is evidence of topic development and expansion through the use of comments, quotations and ongoing references, indicating award in Band B3. The overall organisation of the text, shown through logical sequencing, confirms the higher mark. Band B3 – 5 marks secure sentence demarcation (A3) expanded noun phrases (A3) adverbials (A3) inverted commas (A3) subordination (A3) paragraph development: expansion through comment (B3) logical overall sequencing (B3): shift to future events connections within the paragraph maintained (B3) AS FAST AS A CHEATER Ben Wilson is now the fastest 12 year old boy on the planet to run the 100m sprint. He aced it at Tadcater with a amazing time of 12 seconds. It was only a village race that gave Ben his dream to become the next Usane Bolt. Everyone in the village was amazed at Bens time, Mr Mitchell quoted “it was just amence, he shot down that track like a bullet”. Bens name has been entered into next years guinnis world record book . He has also been scouted for the young British Olimpic squad where he will train three times a week. Bens coach quoted “ this boy has real pertential and will go a long way, in a few years he might even be chosen for the Olimpics”. This is a great achievement for Ben, he says he will always remember the 11th of July was when his dream came true. Ben quoted “ this is the best thing that has ever happened to me ” . The race that Ben took part in (in Tadcater) will still go on every year. Bens success has influenced people all over the world to start running and although Bens time was fast , one day someone might just smash his record. It has to be said that Ben Wilson is as fast as a cheater hunting its prey! Reported by Emily Jones 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:54 Pa\ ge 47

48 COMPOSITION & EFFECT Adaptation of newspaper form ( Here at ‘Buckston Weekly’) together with appeal to reader ( told us) and relevant comment ( she would talk about such random things! ) (C4). The viewpoint of the writer is well informed ( The previous record was… ,Originally; the record was held by… ) (C4). Some emotive language (Poor Ali, inspired) (C4); other word choice is repetitive ( achievement,achieved,very supportive). Summary This piece provides a thorough and informative report of Ali’s record breaking achievement of non-stop talking. The presentation of relevant first-hand comments from different sources supports the approach and engages the reader, justifying award in Band C4. Less repetitive use of vocabulary would be necessary for the highest mark in the band. Band C4 – 10 marks SENTENCE STRUCTURE & PUNCTUATION Summary Sentence variation, in the form of simple and complex sentences, additional words, expansion and complex verb forms suggests award in Band A4. Although there are some inaccuracies, a range of punctuation is used correctly which confirms the award of the higher mark in the band. Band A4 – 7 marks TEXT STRUCTURE& ORGANISATION Summary The use of varied references and the links between sections to structure the text suggest award in Band B4. Despite the development of main ideas within some paragraphs, weaknesses in the development of other paragraphs limit the mark to the lower in the band. Band B4 – 6 marks SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION range of punctuation (A4): brackets omission apostrophe expansion adds detail (A4) shades of meaning through additional words (A4) complex verb forms (A4) varied connectives (A4) complex sentences (A4) paragraph development: main ideas elaborated with detail (B4) varied references (B4) underdeveloped section (below B4) and brief conclusion (below B4) links between sections make structure clear (B4) range of punctuation (A4): inverted commas comma simple sentences (A4) An amazing record has been broken! 12 year old, Ali has broken the record for talking non-stop! The previous record was 24 hours however, Ali made that time look easy! 44 hours, was the time she kept talking for. It first started on Thursday 13th September 2010. Ali told us that she woke up that morning and thought to herself “I want to do something amazin\ g”. After a lot of thought ( and looking through World Record Books ) she eventually found non-stop talking. Originally; the record was held by Ra\ chel Parsons who was also 12 years old . Ali started at 12:00pm that same day and her parents were very supportiv\ e however, told us that they didn ’t think she ’d really be able to achieve it. At all times someone from ‘Record Breaker’ had to be with Ali. Jennie Cook was this person. We talked to Jennie, and this is what she said. “It was hard work following Ali everywhere however, I really enjoyed it because , some of the time she would talk about such random things! Poor Ali had to go to school while she was breaking the record. As well as this she had to go to dance! Worst of all, she couldn’t sleep for one moment because she couldn’t stop talking for any one time! Here at ‘Buckston Weekly’ we talked to some of her friends and family . Some were very supportive; some found it annoying however, all of them agreed that Ali deserves the recognition. For her achievement Ali was rewarded with a golden trophy; certificate and of course a place in the latest ‘Record Breaker’ book. She also, didn’t realise that while she was doing it she was raising money. Overall, she raised £216 which she decided would all go to her favourite charity. An interview took place with Ali herself, and here is what she said. “ I’m so proud of what I have achieved and hopefully I have inspired a \ lot of people to try something different. ” In conclusion , everyone is very pleased for Ali and is glad she achieved her goal! Reported by Lucy Turner 2011 Caves Markscheme_ 20XX ODG Marks Reserve.qxd 21/12/2010 12:55 Pa\ ge 48

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