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LEVELS 3–5 En KE\b STAGE 2 2012 Eng\bish tests Mark sche\be Reading Nati\bnal curriculum assessments© Crown copyright 2012 STA/12/5687 ISBN 978–1– 4459–5319–9 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or email psi@nationalarchives.gsi.gov.uk. Where we have identified any third-party copyright information you will need to obtain permission from the copyright holders concerned. This publication is also available for download at www.education.gov.uk/publications.
Contents Introdu\btion3 The reading test 4
3 Introdu\btion The Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments in 2012. STA is an executive agency of the Department for Education (DfE). As in previous years, external markers will mark the reading test papers. The markers will follow the mark scheme in this booklet, which is provided here to inform teachers. This booklet includes the mark scheme for the assessment of reading. For ease of reference, the test questions have been reproduced. Level threshold tables will be published on the Department’s website at www.education.gov.uk/ks2, on 10 \buly 2012. The reading test contains 50 marks. 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 assessment focuses for reading provide information about the particular processes or skills the pupil needs to demonstrate in order to answer the questions. This information is provided in order to explain the structure of the 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. The 2012 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 STA.
4 The reading test The range of marks available for each question is given under the mark box at the side of the page in theReading Answer Booklet. Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. There are several different answer formats: short answers These may be only a word or phrase, and 1 markmay be awarded for a correct response. several l\bne 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 word ing 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 fo\buses for reading The aspects of reading to be assessed are pupils’ ability to: 1. use a range of strategies, including accurate decoding of text, to read for meaning 2. understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 3. deduce, infer or interpret information, events or ideas from texts 4. identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level 5. explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level 6. identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader 7. relate texts to their social, cultural and historical contexts and literary traditions.
3.What were the plague ordersandhow did they help to prevent the spread of the disease? up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to any of the following points, up to a maximum of \b marks: red cross \b visible designation of infected houses \b warning prohibition of movement (in or out of the house) reduction in contact between people \b infection \b contamination. Examples of 2 mark answers: when people saw the red cross, they knew they shouldn’t go in there [red cross + prohibition of movement] when people caught the disease they were to be locked up in their houses. This helped because nobody could be near them to catch the plague. [prohibition of movement + reduction in contact] Examples of 1 mark answers: they locked up the infected people [prohibition of movement] a large red cross was nailed to the door to warn others that the inhabitant was infected by the plague. [red cross] Do not accept: plague orders / they were put on houses. 5 How the reading mark s\bheme is set out aspect of rea\bing assesse\b by this question relevant points (responses must refer to \bifferent points to gain 2 marks) responses which may occur quite frequently but \bo not merit any marks examples of responses pro\buce\b in the trials an\b awar\be\b 1 mark examples of responses pro\buce\b in the trials an\b awar\be\b 2 marks criteria for the awar\b of marks
Section 1: The Great Plague, 1664 –1666 Q11 Q2 1 Q3 2 Q4 1 Q5 1 Q6 2 Q7 1 Q8 1 Section 2: At the Sign of the Sugared Plum Q9 1 Q10 1 Q11 1 Q12 1 Q13 1 Q14 1 Q15 1 Q16 2 Q17 1 Q18a 1 Q18b 1 Q19 3 Q20 1 Q21a 1 Q21b 1 Q22 3 Q23 1 Section 3: Plague Remedies Q24 2 Q25 1 Q26 2 Q27 1 Section 4: Ring-a-ring o’ roses Q28 1 Q29 1 Q30 1 Section 5: The whole \booklet Q31a 1 Q31b 1 Q32 2 Q33a 1 Q33b 1 Q33c 1 Q34 2 Total 11 273531 Focus AF2 AF3AF4AF5AF6AF7 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) 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. Understand, descri\be, select or retrieve information, events or ideas from texts and use quotation andreference to text Relate texts to their social, cultural and historical contexts and literary traditions
7 BLANK\bPAGE
8 1.Which was the worst year of the plague? 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 mark for: 1665 Do not accept transposed digits, eg: \b656 / \b566 Se\btion 1: The Great Plague\b 1664 –1666 Page 4 \b. Look at the paragraph beginning: The plague was terrifying because … According to this paragraph, the plague caused which twoof the following? Tick two. 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 mark if both correct answers are ticked. itching swellings fainting vomiting fever
9 3.What were the plague ordersandhow did they help to prevent the spread of the disease? up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to any of the following points, up to a maximum of \b marks: red cross \b visible designation of infected houses \b warning prohibition of movement (in or out of the house) reduction in contact between people \b infection \b contamination. Examples of 2 mark answers: when people saw the red cross, they knew they shouldn’t go in there [red cross + prohibition of movement] when people caught the disease they were to be locked up in their houses. This helped because nobody could be near them to catch the plague. [prohibition of movement + reduction in contact] Examples of 1 mark answers: they locked up the infected people [prohibition of movement] a large red cross was nailed to the door to warn others that the inhabitant was infected by the plague. [red cross] Do not accept: plague orders / they were put on houses. Page 4 (con\binued)
10 Page 5 4. Which of these do we nowknow caused the plague? Tick one. 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 mark if the correct answer is ticked. farm animals poisonous air bacteria a heat wave
11 Page 5 (con\binued) 5.Look at the diagram on page 4. Why is this an effective way of explaining the spread of the plague? 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 mark for a valid point taken from one of the categories below: order \b chronology \b stages of events, eg: this is good because it is like a life cycle of plague it is a very effective way of explaining it because it goes through all of the stages that happen for a person to get the plague to show the chain of events it tells you how it started, where it went next and how it went on easier to understand \b clearer through pictures than written text (contrast between diagram and text must be stated), eg: by showing a visual diagram it is clearer for people who don’t like reading summary, eg: it summarises a lot of information it shows you everything you need to know in one picture. Do not accept answers that summarise the information conveyed in the diagram, withoutreferring to its function as a diagram, eg: it tells you how it spread and what caused it it shows the rats were bitten by fleas who then picked up the bacteria and then bit the humans, so the humans got the plague. Do not accept very general answers, eg: it’s easier because it’s a picture it has pictures to help you understand.
12 6.What did the Mayor of London do andhow did it make the situation worse? up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award \b marks for references to the Mayor’s order to destroy cats and dogs \b domestic animals andan explanation of how the measures taken made the situation worse (this may be implied), eg: they destroyed all cats and dogs and then they couldn’t chase the rats away that were carrying the disease he blamed cats and dogs and ordered them to be destroyed but the rat numbers increased the Mayor of London destroyed all the cats and dogs in London. This made the situation worse because the rat numbers increased without their predators. Award 1 mark for references eitherto the Mayor’s order to destroy cats and dogs \b domestic animals or an explanation of how the measures taken made the situation worse, eg: they killed all cats and dogs rat numbers increased cats and dogs couldn’t chase the rats away that were carrying the disease. Do not accept reference to the plague spreading further unless accompanied by an explanation, eg: the plague got worse / spread even more. Page 5 (con\binued)
13 BLANK\bPAGE
14 7.Samuel Pepys wrote his diary at the time of the plague. Why do you think it is included in an information text? 1 mark Assessment focus 6: identify and comments on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 1 mark for a valid point taken from one of the categories below: creating empathy \b providing additional detail about people’s lives, eg: to explain what it felt like during the plague to know what it was like living there at the time of the great plague it was included because it described what it was like to see and smell the plague and to see the red crosses on people’s doors adding authenticity \b to give the viewpoint of someone who was there at the time, eg: he was actually there it’s from that time, so they didn’t make it up he was an eyewitness it gives you more information from a living person at that time. Do not accept answers which refer to features that could apply to other text types, eg: it tells you what it was like at the time of the plague to tell you what happened then. Do not accept restatement of the question without development, eg: because Samuel Pepys lived in the time of the plague. Page 6
15 8.Pepys wrote in the English of his time. Draw a line to show how the words from Pepys’ diary would be written today. 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: Page 6 (con\binued) took away the a\b\brehension made me scared Pepys’ diary T\bday made me feel better made me coug\b made me feel worse
16 Questions 9, 10, 1\b and 13 Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Questions 11, 14 and 15 Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for each correct choice. She was fascinated by the 11. goods for sale. 3r3 3kqA t/99tArk’9 I lknA ’9qq I lkm. t/99t I gp9/9FA©krrkpA kuA79s7q9A 9qq(r1 10. firewood. o( pI /sst Akrn p9/l I oqsu9/ A krnA7qkrt I 4p9Auktmp9nAos/AkAup(q9AkrnA’s29nAsrIA©9/Aukq.Atp9rAtss.Ap9/ 1\b. through a 7k/. mp3/mpwk/n 1k/n9r tkt(sr gp( A ts/wA( Akls3tAkA1(/qAmkqq9nA©krrkpAupsApk Ak//(29nA(rAesrnsrA o/s’Atp9Ams3rt/wIA@tAo(/ tFA p9Aukrn9/9nAtp/s31pAtp9A t/99t AtsAkA 9. market. ok/’I ps7I ok(/I Page 7 FM\b–Wc@85K8 At the Sign of the Sugared Plum where she saw some children 13. singing. 7qkw(r1I p(n(r1I k/13(r1I continued …
17 Finally, Hannah arrived at her sister’s shop. It was called the ‘Sugared Plum’ and it probably sold 14. sweets. ’9ktI lss. I ps9 I Page 7 (con\binued) When Hannah arrived, Sarah was 15. writing a letter. (/sr(r1Ap9/ k7/srI 7/9kn(r1s3tA t/kuI 7/97k/(r1 ossnI
18 Page 8 16.Look at page 6. Why was Hannah in a hurry? Give tworeasons. up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to any of the following points, up to a maximum of \b marks: getting dark didn’t know her way around well \b could get lost danger wants to see sister \b anticipation of her sister’s happiness \b excitement about seeing her sister hunger \b wants to see what sister has for supper. Do not accept references to needing to escape the plague, eg: to get away from the plague. Do not accept references to her feeling scared with no development, eg: because she was scared. 17.Look at the paragraph about the funeral game at the top of page 7. Why are the words ‘dead ’ and ‘body ’ written in inverted commas? 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 mark for recognition that the words are not to be taken literally, eg: the children were pretending they were not dead and there was no body the person who was ‘dead’ was not really dead. Do not accept general answers, eg: to make the word stand out because they are important words someone was saying these words. Do not accept references to sarcasm, eg: because it’s sarcastic.
19 18a.What did the author mean when she described Sarah as: looking very cool ? (page 7) 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 appropriate interpretations of ‘cool’, referring to temperature, composure \b poise, eg: it meant she looked not too hot she looked like she was cold she was looking calm. 18b.Explain how modern readers might misunderstand that description. 1 mark Assessment focus 7: relate texts to their social, cultural and historical contexts and literary traditions. Award 1 mark for current colloquial interpretations of ‘cool’, referring to fashion \b attractiveness \b manner, eg: that she looked fashionable / smart / great there is a different meaning of cool now – young and hip because in these days cool means for example ‘your new clothes look cool man!’ very much like a gangster and very laid back. Do not accept answers in which ‘cool’ is used in the definition without additional explanation, eg: she was the coolest person in London it means cool as in slang. Page 8 (con\binued)
20 Page 9 19.When Hannah arrived, there was a misunderstanding between her and Sarah. Explain fully the different reasons why bothHannah and Sarah were upset. up t\b 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: Hannah upset at apparent change of plan \b doesn’t want to go back home upset at lack of welcome dashing of hopes and excitement \b not being able to stay fear she has displeased her sister upset that her sister has forgotten about her coming. Sarah upset to see sister after she had told her not to come annoyance at letter going astray \b message not getting through fear of (Hannah’s) exposure to plague \b the plague getting closer. Award 3 marks for accounting for the feelings of bothsisters by reference to three of the acceptable points, eg: Sarah didn’t want Hannah to come in case she got infected by the plague. Hannah didn’t get Sarah’s 2nd letter telling her not to come and Hannah really wanted to stay and help out and she thought she’s upset Sarah somehow [fear of exposure to plague + letter going astray + dashing of hopes + displeased her sister] Hannah had wanted to see her sister Sarah and got a letter from Sarah saying she could go, but Hannah didn’t get the letter after saying she couldn’t go. Therefore Hannah was upset that she could not stay because of the Plague and Sarah was upset because she didn’t want Hannah to get the plague [letter going astray + change of plan + fear of exposure to plague] Sarah was upset because she wrote to Hannah and she never got the message about the plague. Hannah was upset because she thought she had to go back home to the countryside after being excited to go and help Sarah. [letter going astray + change of plan + dashing of hopes] continued …
21 Award \b marks for identifying oneacceptable point relating to the reaction of eachsister, eg: Sarah didn’t want Hannah to have come during the plague. However, Hannah didn’t want to have to go home again when she had just come all this way, just to turn around and go back home [fear of exposure to plague + change of plan] Hannah was upset because she thought she had not forgiven her for something and Sarah was upset because Hannah had come and could have been infected [displeased her sister + fear of exposure to plague] Hannah was upset because she thought that Sarah didn’t want her there. Sarah was upset because she thought Hannah might catch the plague. [upset at lack of welcome + fear of exposure to plague] Award 1 mark for identifying acceptable points relating to the reactions of oneof the sisters, eg: because Sarah didn’t want Hannah to catch the disease what everyone was catching [fear of exposure to plague] because Sarah said that she sent Hannah a letter saying not to come but Hannah didn’t get it [letter going astray] Hannah was upset because she didn’t want to go back where she came from. [change of plan] Do not penalise confusion of the sisters’ names, provided it is clear that correct emotions and motives have been attributed. Do not accept undeveloped reference to the plague, eg: Sarah was upset about the plague. Page 8 (con\binued)Page 9 (con\binued) \b0.When Sarah told Hannah that the plague had broken out in London (page 8), Hannah breathed a sigh of relief. Why? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Acceptable points: Hannah’s initial perception that Sarah harboured bad feelings (this may be implied) her realisation that there are no bad feelings (this may be implied) her lack of appreciation of the seriousness of the plague. Award 1 mark for reference to any of the acceptable points, eg: because she’d thought that her sister didn’t want her there because her sister did want to see her she didn’t realise what a dangerous thing the plague was.
22 Page 9 (con\binued) \b1.Look at page 8. How can you tell that Sarah was scared of the plague from how she spoke and what she did? a. how she spoke 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to hesitation in speech \b stuttering \b stammering \b whispering, eg: she paused between and repeated ‘about’ because she didn’t finish her sentences she whispered she mumbled. Also award 1 markfor direct quotation: “About ... about (the plague,” she said). Also award 1 markfor synthesising \b reinterpreting her mode of speech, eg: she spoke anxiously she spoke as if she had seen a ghost. b.what she did 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to looking around and\bor shuddering, eg: she looked around and shuddered slightly she behaved as if it were right behind her. Also award 1 markfor references to Sarah telling Hannah not to stay in London, eg: kept trying to send Hannah back she told Hannah to leave quickly she tried to convince her sister to go home.
23 BLANK\bPAGE
24 \b\b.The inside of Sarah’s shop was very different from the market described at the beginning of the story. Explain fully the differences between the shop and the market. Think about: what was happening in each place the atmosphere the words used by the writer. up t\b 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: noise : quietness activity \b crowds : serenity dirt : cleanliness bad smell : pleasant smell threat : safety unpleasant \b unrefined \b rough : comfortable \b luxurious \b refined. Award 3 marks for a contrast (may be implicit) between the two places which provides a full picture of what the two places were like. Responses should cover three of the acceptable points orat least two of the acceptable points together with development, eg: the market was crowded and noisy but Sarah’s shop was clean and quiet. It says that the people were jostling and there were ‘shrill cries’. Sarah’s shop was described as ‘pleasant’ [noise \b quiet + development + activity \b serenity] the market was loud and bustling but the shop was quiet and empty. There was rubbish in the streets in the market. Your throat wouldn’t get cut in the shop [noise \b quiet + activity \b serenity + threat (implied comparison)] in the market place it was very dirty, very smelly and very crowded whereas in Sarah’s shop it was clean, smelt of spices and sugar and not crowded. [dirt \b cleanliness + smell + activity \b serenity] Page 10 continued …
25 \b3.The text ends with these two lines: “Everything is going to be perfectly fine.” Or so it seemed. What does the last line suggest about what was going to happen? 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 recognition that the rest of the story is not ‘going to be fine’ or that something bad was going to happen, eg: it’s a clue that it’s going to go all wrong for them it tells you that they might get the plague Hannah and/or Sarah are going to die. Do not accept ambivalent answers, eg: something bad or good could happen there was going to be a twist in the story. Award \b marks for a contrast (may be implicit) between the two places that touches on two of the acceptable points ordevelops a single aspect of the contrast, eg: after being outside, Sarah’s shop was clean and quiet and nice smelling with ‘floor thick with straw and herbs’ [smell + development (implied comparison)] the market had busy crowds and loud noises but the shop was calm with no one inside. [activity \b serenity + noise \b quietness] Award 1 mark for a simple contrast between the two places, eg: Sarah’s shop was nice and clean, but the market was a rough place [rough \b refined] the shop had no one there so it was peaceful but in the market it was not peaceful. [noise \b quietness] Do not accept answers which describe onlythe shop orthe market, eg: it didn’t smell that bad. It was quiet. Page 10 (con\binued)
26 \b4.Some of the remedies were thought to curepeople of the plague, while others were thought to preventpeople getting the plague. Put ticks in the table below to show which remedies were thought to cure and which were thought to prevent the disease. up t\b 2 marks Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award \b marks for all four rows completed correctly. Award 1 mark for three rows completed correctly. Se\btion 3: Plague Remedies Page 11 cure mnfpfko flowers and herbs wine bathing in milk eating toads
27 Page 11 (con\binued) \b5.The text tells us: ... even tobacco was highly valued as a medicine. Why is this surprising to us today? Tick one. 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 if the correct answer is ticked. because tobacco is not smoked today it is a surprise because tobacco had not been discovered in 1665 because we now know that tobacco is actually bad for health it is a surprise that tobacco cured everyone of the plague
28 Page 12 \b6.People who treated plague victims were sometimes feared. Why? Give tworeasons. up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to any of the following points, up to a maximum of \b marks: the cane, eg: they had a cane / they pushed people the clothes \b appearance, eg: because of what they wear the mask / you couldn’t see their faces the red eyepieces they looked frightening the horrible remedies, eg: they made you eat toads association with the plague, eg: they might be infectious they could spread the disease around. Also accept answers in which it is not clear who might catch the plague, eg: they might catch the plague / they might get it / they didn’t want to catch it. Do not accept answers which are closely based on the question, eg: they were frightening.
29 \b7.Think about what we nowknow about how the plague spread. How did the long overcoat really give protection? 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for reference to the prevention of flea bites, eg: would have stopped the fleas biting through it stopped the fleas from getting to his skin stopped people getting bitten. Also award 1 markfor direct quotation: helped to stop the real cause, flea bites. Page 12 (con\binued)
30 \b8.Each line in the rhyme was once thought to refer to a different aspect of the plague. Draw lines to show what each word refers to. 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 mark for all four matched correctly. Se\btion 4: Ring-a-ring o’ roses Page 13 posies death spots flowers fall down Atish-oo sneezing Ring
31 Page 13 (con\binued) 30. This is the first paragraph after the rhyme. Underline a phrase that shows that the link between the rhyme and the plague is uncertain. 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: (the rhyme is) thought (by some). Also award 1 markfor underlining the complete sentence. The rhyme is thought by some to be about the Great Plague. \b9.Look at the text below the rhyme on page 10. Why are certain words written in italics, for example: We all fall down? 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 mark for reference to either of the following points: these words are quotations from the rhyme, eg: because those are words from the rhyme it’s the line they are describing it is part of the rhyme these words are the subject of the explanation, eg: because those are the words being explained / written about. Do not accept explanations that these words are headings \b subheadings, eg: because they are like headings. Do not accept general answers, eg: to make it stand out. This rhyme is sometimes sung in the playground. It is a game where young children dance around in a ring, singing the rhyme and deli\beratel y falling down on the ground at the last line. The rhyme is thought \by some to \be a\bout the Great Plague.
32 31.Hannah thought London was a safe place to be. Her reasons are in the table below. Next to Hannah’s reasons, explain why she was wrong. a. the plague was only in one house 1 mark b. the best doctors were there 1 mark Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Do not accept an unexplained contradiction of the statement, eg: the plague was not only in one house there were not the best doctors. Se\btion 5: The whole booklet Page 14 Hannah thought London was safe because ©g)AYdkkdgA(d9A(nlk4 the plague was only in one house. @uk/nA1 mark for answers referring to the spreadof the disease, eg: because plague orders were on a couple of houses because it was in different places in London / many places it couldn’t be contained / it spread anyway / easily it was carried by rats / fleas it was carried in the air. Do not accept reference to the plague \b rats being everywhere, eg: it was all over London it was all over the streets. the best doctors were there. Award 1 mark for answers referring to the lack of an effective cure, eg: the remedies were useless / doctors couldn’t cure the disease there was no proper treatment.
33 BLANK\bPAGE
34 Page 14 (con\binued) 3\b.Look at these two quotations about the plague: great and horrible brute (page 8) continued to stalk (page 9) What impression of the plague do you get from these quotations? up t\b 2 marks Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award \b marks for answers which contain reference to the image of the plague as a monster (animal or human) and/oras a pursuer, eg: that it is a person that could just reach out and infect you. That it was evil and tries to get everybody that it is a bit like a horrible big bully it follows you everywhere you go the plague will always try to find you it’s like some nasty creature following you about behind your back that it is a big thug sneaking up behind you. Award 1 mark for answers which suggest that the plague was dangerous \b frightening, eg: a disgusting disease that everyone is scared of the plague was horrific and terrifying. Also award 1 markfor plausible negative words which can be associated with human characteristics, eg: that the plague is evil it was mean the plague was creepy the plague is very nasty to people the plague was cruel the plague was merciless it means it is sneaky. &%+ %,c4
35 Do not acceptgeneral, negative words, eg: the plague is very bad it was terrible the plague was hideous. Do not accept reference to any of the following: horrible brutal stalk. Page 14 (con\binued)
36 33.What did people use to get rid of smells (‘bad air’) in each of these texts? 1 mark per r\bw Questions 33a and 33c Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Questions 33b Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Plague Remedies Award 1 mark for: herbs and\bor spices Also accept: flowers Page 15 Samuel Pepys’ diary Award 1 mark for: tobacco Ring-a-ring o’ roses Award 1 mark for: posies \b flowers Do not accept: roses something sweet-smelling
37 Page 15 (con\binued) 34.Put ticks to show which statements are true and which are false. up t\b 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Award \b marks for all five rows completed correctly. Award 1 mark for three or four rows completed correctly. true %+ People who treated plague victims wore red glass eyepieces. The plague caused people to sneeze. Although the plague was a terrible illness, it didn’t cause anyone to die. The Mayor of London treated people who had the plague. The plague took 350 years to spread.
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For \bore copies STA Orderline, PO Box 29, Norwich N\b3 1GN Tel: 0300 303 3015 Fax: 01603 696 487 Website: http://orderline.education.gov.uk STA/12/5687 (Mark schemes pack)