[PDF] 2005 Key Stage 2 Year 6 - English Reading Writing and Spelling Test Levels 3-5 Mark Schemes.pdf | Plain Text

2005 2 KEY STAGE LEVELS En 2005 English tests Mark schemes Reading test, writing test and spelling test 3– 5



Contents Introduction 3 The reading test 4 The writing test 29 The spelling test 54



3 Introduction As in previous years, the external marking agency, under contract to QCA, will mark the test papers. The markers will follow the mark schemes in this booklet, which are provided here to inform teachers. The booklet includes the mark schemes for the assessment of reading, writing and spelling. For ease of reference, the test questions have been reproduced in the mark schemes. Level threshold tables will be posted on the QCA website, www.qca.org.uk, on Monday 20 June. The marks in the tests are allocated as follows: Reading 50 Writing 50 Longer task (including handwriting) 31 Shorter task 12 Spelling 7 Total 100 The mark schemes were devised after trialling the tests with children and contain examples of some frequently recurring correct answers given in the trials. The mark schemes indicate the criteria on which judgements should be made. In areas of uncertainty, however, markers should exercise professional judgement based on the training they have received. The same sets of assessment focuses for reading and writing have been used for the English tasks and tests at all key stages. These provide information about the particular processes or skills the child needs in order to answer the questions. This information is provided in order to explain the structure of each mark scheme as well as the way in which it will be used by external markers. The assessment focuses are drawn from the national curriculum and are directly related to the Primary National Strategy. Diagnostic analysis of pupil performance based on the focuses can be generated by using the Pupil Achievement Tracker (PAT) software available to download from www.standards.dfes.gov.uk/performance/ The 2005 key stage 2 English tests and mark schemes were produced by the key stage 2 English team at the National Foundation for Educational Research (NFER) on behalf of QCA.

4 The reading test The range of marks available for each question is given under the mark box in the margin of 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 only be a word or phrase, and 1 markmay be awarded for each correct response. ■ several line answers These may be phrases or a sentence or two, and up to 2 marksmay be awarded. ■ longer answers These require a more detailed explanation of the child’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 children and contains examples of some frequently occurring correct answers given in the trials. These are shown in italics. Many children will, however, have different ways of wording an acceptable answer. In assessing each answer, markers must focus on the content of what has been written and not on the quality of the writing, expression, grammatical construction, etc. Assessment focuses for reading The aspects of reading to be assessed are children’s 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 the writers’ use of language, including grammatical and literary features at word and sentence level; 6. identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader; 7. relate texts to their social, cultural and historical contexts and literary traditions.

Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.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 the writers’ use 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.Relate texts to their social, cultural and historical contexts and literary traditions. Q1 1 Q2 1 Q3 1 Q4 2 Q5 2 Q6 2 Q7 2 Q81 Q9 2 Q10 3 Section 2 Q11 1 Q12 1 Q131 Q14 2 Q15 1 Q16 2 Q17 3 Section 3 Q18 1 Q19 1 Q20 1 Q21 1 Q22 1 Q23 1 Q24 1 Q25 1 Q26 1 Q27a 1 Q27b 1 Q28 2 Q29 2 Section 4 Q30 1 Q312 Q32 1 Q33 3 Total 10 25 7 4 4 0 5 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. FocusAF2 AF3 AF4 AF5 AF6 AF7 Section 1: On the Road Section 2: The Long Drive Section 3: On the Plains Section 4: The whole booklet

6 Section 1: On the Road Page 4 1.What was Sharon’s ambition? 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor answers which refer to driving the lorry and directly respond to the question, showing an understanding of the term ambition,eg: ● (she wanted) to be a lorry driver; ● lorry driving; ● drive a lorry. Do not acceptvague responses which are not a direct response to the question: eg (a)lorry driver. 2.Why did Sharon’s friends and family eventually stop trying to discourage her? 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor reference to Sharon’s determined attitude, eg: ● they realised that she was determined (to be a lorry driver); ● her mind was set on being a lorry driver. Do not acceptreferences to the fact that Sharon had always dreamed of being a lorry driver (or paraphrases).

7 3.In the second paragraph, why are the words Large Goods Vehiclein brackets? 1 mark Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor responses which recognise that the words in brackets explain the abbreviation, eg: ● it’s what LGV means; ● in case people wonder what it stands for. Page 4 (continued) 4.Look at the diary entry for Monday at 20.30. How does Sharon’s description make her cab seem like home? Give twoways. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor each reference to the domestic activities Sharon carries out in the cab or to the comfor t of the cab, to a maximum of2 marks: ■ sleeping, eg:she sleeps in the cab; ■ reading, eg:she read a book; ■ radio, eg:she’s got a radio; ■ television, eg:she watched the TV; ■ eating, eg:she had soup in the cab; ■ cooking, eg:she can cook food in her cab / she’s got a microwave; ■ phoning home, eg:she phoned the kids; ■ comfor t, eg:she says it’s cosy / it’s dry, safe and comfy. Alsoaward 1 markfor reference to general domestic equipment in the cab, eg:she’s got what she needs to live in the cab.

8 Page 5 Day Time Place Event Monday05.00 Nottingham Picked up lorry 10.15 On ferry Met Carl and Eddie 14.00 Laon Stopped for lunch 19.00 Limas Stopped for the night Tuesday09.00 E15 Motorway Unexpected stop / indicator not working / checked bulb / drivers flashing lights 12.00 / 12 noon / Le Boulou Lunch midday / 12 5.Fill the gaps in the table to show Sharon’s journey. up to 2 marks Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 2 marksfor four cells correctly completed. Award 1 markfor two or three cells correctly completed.

9 Page 5 (continued) 6.Sharon compares learning to reverse a lorry to trying to thread a needle with gloves on. Why is this a good way to describe what it is like to reverse a lorry? up to 2 marks Assessment focus 5:explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level. Award 2 marksfor responses which recognise that the writer has comparedreversing a lorry with another difficult task to show how difficult it is, eg: ● threading a needle with gloves on is hard so she’s saying it’s very difficult; ● because they’re both hard things to do. Award 1 markfor responses which recognise that the description shows how difficult one of the tasks is, eg: ● because reversing a lorry is very difficult; ● because it’s very hard to thread a needle with gloves on; ● because it’s very hard and almost impossible; ● it’s a good way to describe what it is like to reverse a lorry because it is difficult to thread a needle with gloves on. Alsoaward 1 markfor references to the use of figurative language and the impact of this, eg: ● Sharon is using a simile and is trying to get across the difficulty of what she is doing.

10 7.Give twoways the text on pages 4 and 5 is written like a diary. up to 2 marks Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor each response in the following categories, to a maximum of2 marks: ■ has time/day and/or place of writing / is daily comments, eg:it shows the time/it splits it into the days; ■ written in note form / uses shor t sentences, eg:it’s not in full sentences; ■ chronological order, eg:it’s in date order; ■ uses informal language, eg:it’s as if she’s talking to another person; ■ written in first person / uses ‘I’. Do not acceptreferences to diary-type content, eg:it’s a record of what Sharon did/feltorundeveloped references to brevity, eg:they are shor t,orlayout, eg:it’s set out like a diary. Page 6 8.What is the purpose of the text on page 3? 1 mark Assessment focus 6:identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 1 markfor the correctly ticked box. Tick one to persuade you to become a lorry driver to explain why travelling is so impor tant to give you background information to give you instructions about driving a lorry ✓

11 9.What evidence is there in the diary that Sharon wants to do her job carefully and safely? Findtwo things. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor reference to any of the following, to a maximum of2 marks: ■ she doesn’t want to break any laws / checks her tachograph; ■ stops and fixes indicator / checks bulbs and wires / responded when other drivers flashed lights; ■ sits out the storm rather than driving on / slows right down in storm / parked safely; ■ checks her load (before she star ts); ■ has a good night’s sleep / takes breaks / doesn’t continue driving for too long; ■ plans her journey / leaves time for delays / takes her time on the road / wants to arrive before dark. Do not accept reference to Sharon staying behind a lorry carrying chemicals. Page 6 (continued)

12 10.What do you think Sharon enjoys about her life as a lorry driver? Use the text to help you explain. up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award marks based on the identification of evidence from the text. Award 1 markfor reference to any of the following, to a maximum of3 marks: ■ feelings of power and being in control (from ‘king of the road’ entry); ■ feelings of freedom, lack of traffic, etc (‘free as a bird’); ■ feelings of safety, cosiness, homeliness of the lorry’s cab; ■ seeing new places / having new experiences / travelling all over Europe; ■ fulfilling ambition; ■ good food. Also acceptreferences to Sharon’s meeting with Carl and Eddie, eg:meeting up with old friendsorto her comment that she likes driving a lorry with the latest equipment. Examples: ● she likes to sleep in her cab and it’s easy for her to reverse. She says a few things like “Days like this remind me why I always wanted to be a lorry driver.” She loves seeing new places; (3 marks) ● feeling like the king of the road and the beautiful sights that she sees; (2 marks) ● I think Sharon enjoys lorry driving because she likes days when she is as free as a bird and she says she likes being the biggest on the road. She feels free when she is the only one in her lane; (2 marks) ● she likes empty roads so she can drive freely for hours and hours like a bird; (1 mark) ● she loves to see new places and explore them. (1 mark) Do not acceptvery general responses, eg:she likes travelling/driving/meeting new people. Page 7

13 Section 2: The Long Drive Page 8 11.What job in the team would the youngest cowboy have? 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor: ● wrangler. Also acceptresponses which describe role of wrangler without naming the job, eg:carry messages/looking after the spare horses/remuda. 12.Match each statement to a letter on the diagram. One has been done for you. 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor all four letters correctly placed. the youngest cowboy the cowboys who had the worst job the cowboy who made the meals the spare horses the cowboy in charge B E A D C A B C ED

14 14.Some of the words on page 6 stand out because they are in boldprint. Why have these words been put in bold? Give tworeasons. up to 2 marks Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor reference to any of the following, to a maximum of2 marks: ■ names / roles / functions / jobs of the cowboys, eg:because that’s who they are / because it’s the name of the person’s job; ■ the words are included on the diagram, eg:so you see them and look on the diagram / so you can find them on the picture; ■ the words show the topic of the paragraph, eg:they are what the section is about / the thing that it’s telling us about; ■ the words need to be explained, eg:because they’re words you probably don’t know / those are the words they are explaining. Do not acceptreferences to impor tant words / key words or subheadings. 13.Look at the text on page 6 beside the diagram. What is the purpose of this section? 1 mark Assessment focus 6:identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 1 markfor the correctly ticked box. Tick one to explain how difficult the work of the cowboys is to explain the roles of the riders to show how many animals had to be moved to tell you the order of what happens on the long drive Page 9 ✓

15 15.Look at page 7. Why did the cowboys have to guard the cattle at night? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor answers which refer to the need to keep the cattle safe from rustlers / prevent the cattle from being stolen orto prevent them stampeding, eg: ● so the cattle would not run away; ● in case rustlers came. Do not acceptgeneral references to keeping the cattle safe. Page 9 (continued)

16 16.This text tells us some of the difficulties cowboys face in their work. Using what you have read, explain what you think cowboys mightlikeabout their job. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor each reference to any of the following features of the cowboys’ job, to a maximum of 2 marks: ■ outdoor life, eg:they might like to be out in the fresh air; ■ working with horses / animals, eg:they would like riding horses/being responsible for animals; ■ active life / travelling, eg:being able to travel around the countryside; ■ working in a team, eg:they might like to be par t of something/being responsible for one job; ■ element of danger / adventure, eg:it sounds exciting and frightening/it was a challenge. Also acceptreferences to the trail boss liking being in charge. Do not acceptreferences to cowboys seeing new places or feeling free or general references to the cowboys’ job, eg:rounding up cattle. Page 10

17 17.It says in the text that the cowboys worked as a team. What evidence of team work can you find in the text? up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor each reference to any of the following, to a maximum of3 marks: ■ they had to work together to move the cattle; ■ they had to work together to stop the stampede; ■ they had to take it in turns to keep the cattle safe at night; ■ the swing, flank and pointers worked together; ■ the trail boss took care of the men; ■ specific examples of cooperation, eg the pointers led the herd when the trail boss went ahead; ■ inexperienced and experienced cowboys worked together; ■ they communicated by message with one another; ■ someone’s par ticular job was to cook for them all. Do not acceptgeneral responses without some text-based explanation, eg:each had his own job to do; they helped one another. Also acceptreference to the roles shown on the diagram. Examples: ● the chuck wagon supplied food for the cowboys. The flank and the swing kept the cattle together so the trail boss could lead the cattle. The pointers took over when the trail boss went to find water or camp; (3 marks) ● some of the swing and flank men had to keep the herd together. The trail boss led the whole group and the wrangler gave them spare horses. So if even one of them was not there like the cook, the cowboys would not really be able to keep up; (3 marks) ● none of them were left out of impor tant jobs. The more experienced riders would lead the herd. But they couldn’t do the job without any of them; (2 marks) ● all the cowboys had different jobs which were useful. For example, the sides were kept by the flanks and the swing who would work together; (2 marks) ● the flank and swing have to work together as they keep the cattle together. If they don’t work together the cattle would get loose and that would be terrible. The two pointers also have to work together because if they go different ways the cattle would get loose; (1 mark) ● every cowboy has a different role and in case of a stampede, the cowboys would work as a team to get the cattle calm by rounding them up into a circle; (1 mark) ● they all worked together and sometimes took each others’ places. (1 mark) Page 10 (continued)

18 Section 3: On the Plains Questions 18–22 Award 1 markfor each correct choice. Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Page 11 a few days old. very new. a few weeks old. very faint. wet cool windy hot day. 19.Bob rode nor th, hoping to see a herd of horses. He found some tracks which were 18.Bob left the ranch on a He was busy thinking about what he had to do. Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. return. leave. survive. succeed. 21.He remembered the first time he brought a herd of mustangs back to the ranch. The other cowboys had not expected him to happy. cold. worried. angry. 20.He camped out overnight and felt Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. ranch. sea. river. trees. 22.When Bob woke up, he followed the tracks he had found which led towards the

19 23.What did Bob find out about the horses from their tracks? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor reference to any of the following: ■ it was a small herd; ■ they had been there within the last three days, eg: ● how long it was since they had been there; ● they were not more than a day or two away; ■ they were heading towards the river, eg: ● he found out which way they were heading. Do not acceptresponses based on the sentence ‘He knew the horses would come to that river to drink every day’. Page 11 (continued)

20 24. Underlinea phrase which shows how the cowboys felt when they returned without any mustangs. One day several of the cowboys had gone out to capture a herd. The ranch had been short of horses and no one ever thought of buying horses when there were so many wild ones. He had wanted to tell them that he would bring in the horses, but they would have laughed at him. Who’d ever heard of one man bringing in a herd? So he had watched them ride out, saying nothing. A few days later they were back, tir ed and disgusted . They hadn’t even been able to get close to a herd. 1 mark Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor the phrase tir ed and disgusted . Responses must include both ‘tired’ and ‘disgusted’ to get a mark. Also acceptthe y w ere bac k, tir ed and disgusted but no additional words. Page 12 25.In the final paragraph on page 10, it says He smiled. Why do you think Bob smiled at this point? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 markfor references to Bob’s knowledge that he would find a herd, eg: ● he knew that he had found a herd of horses. He had succeeded; ● he knew where the mustangs were going; ● he knew they would be at the Pecos River; ● he had found out where the mustangs drink; ● he was proud of the work he had done of finding the herd. Do not acceptundeveloped references to the fact that Bob knew the mustangs would come to the river every day (following sentence) or responses which are too general or from a different par t of the story, eg: ● he knew there was water nearby; ● because he was pleased; ● he had proved the other cowboys wrong.

21 26.Choose a word which you think best describes Bob’s character. Explain why you have chosen it, using evidence from the text. determined patient thoughtful I think Bob is because 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor answers which are clearly text-based. Determined,eg: ● he knows that the job is difficult but he wants to have a go; ● he doesn’t give up but persists until the job is done; ● he wants to do the job by himself to prove he can; ● he wants to find the mustangs. Patient,eg: ● he doesn’t rush but thinks things through; ● he waits for the horses; ● he walks slowly with his horse, not rushing. Thoughtful,eg: ● he plans what he’s going to do before he star ts; ● he considers the needs of the other cowboys; ● he tries to get some horses for the ranch. These are examples only and pupils will find other ways of responding appropriately. Responses must be based on specific par ts of the text. Do not acceptgeneral responses which are not text-based, eg:determined/he is not going to give up. Page 12 (continued)

22 27.The writer uses dots …(ellipsis) twice on page 10, each time for a different purpose. Explain the two different purposes. a) he brought in his first herd of mustangs … 1 mark b) Early the next morning he had ridden out alone … 1 mark Assessment focus 4:identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. a) Award 1 markfor recognition that the ellipsis introduces a flashback, eg: ● he’s going back and thinking about it; ● he is going to tell the story; ● ‘read on and I’ll tell you about it.’ b) Award 1 markfor recognition that the ellipsis indicates the passage of time, eg: ● the writer’s showing that he has skipped the bit about how he captured the horses; ● three weeks had passed and he was in a different place. Page 13 28.When Bob came back with horses for the first time, what do you think the other cowboys might have said to him about what he had done? up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 2 marksfor expression of surprise / congratulations / apology andan explanation, which may be implicit. Award 1 markfor expression of surprise / congratulations / apology. Examples: ● How did you do that all by yourself?(2 marks) ● How on ear th were you able to get mustangs when we couldn’t get near a herd?(2 marks) ● Sorry we didn’t think you could do it; (2 marks) ● I can’t believe it, how you got them; (1 mark) ● You were great out there, yeah, you were great.(1 mark) Also acceptresponses in the third person, eg:they would have been angry to be proved wrong and amazed.(2 marks) Do not acceptresponses which are not text-based, eg: expressions of disbelief – I bet you bought them, you cheat.

23 Page 13 (continued) 29.How does the writer show the difference between theheat of the dayand the cold of the nighton the plains? up to 2 marks Assessment focus 5:explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level. These are the references to heat/cold in the text: heat cold ■ hotter than an oven ■ the chilly night air ■ too hot for a man to walk on ■ pulled his wide-brimmed hat tighter to his head Award 2 marksfor responses which identify the contrast andinclude recognition of authorial intent through comment on the writer’s description of either the heat being like an oven or the stars as slivers of ice, eg: ● he described the heat using a simile and he said the cold made the stars look like slivers of ice; ● he said it had been too hot to stand on the ground. He also said that Bob thought of the stars as slivers of ice; ● he uses words like hotter than an oven and the chilliness of the night made the stars appear like shining slivers of ice. Award 1 markfor responses which make a simple text-based contrast between the heat and the cold, eg: ● when the sun died down it got really cold. When the sun is up it is scorching hot; ● in the day it was hotter than an oven but in the night the chilliness made the stars look like shining slivers of ice; ● in the heat he was so hot he has to tighten his hat and in the cold he wants to light a fire but he can’t and he’s got a blanket round him. Responses need to refer to both the heat andthe cold to be awarded a mark. ■ threw the blanket round his shoulders ■ wishing he could make a fire ■ the chilliness of the night made the stars look to him like shining slivers of ice ■ the stars were balls of fire, like the sun, but Bob didn’t feel them that way

24 30.What is similarabout Sharon Brown’s work and the work of cowboys? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Award 1 mark for responses which identify one of the following similarities: ■ solitary; ■ responsible for lorry and load and cattle / horses; ■ plan their own day; ■ move from place to place / travel long distances; ■ deliver goods; ■ work for days at a time. Do not acceptvery general responses, eg:they both travel. Section 4: The whole booklet Page 14

25 Page 14 (continued) 31.Cowboys are often por trayed in films as leading an exciting life. What impression of cowboys do you think the writers of The Long DriveandOn the Plains texts want to give? Explain your answer using details from the texts. up to 2 marks Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 2 marksfor responses which include reference to cowboys being brave / doing a difficult/useful job / being hardworking andwhich include evidence from the text, eg: ● they had a hard life and there were risks and dangers everywhere; ● that cowboys have jobs to do, and how dangerous – with rustlers, rivers, and bad weather. It ’s difficult keeping the herds together, going to catch wild horses alone, and how different it is to films; ● I think it tells you that it’s hard work being a cowboy. Bob Lemmons goes out on his own to capture an entire herd. Award 1 markfor responses which include reference to cowboys being brave / doing a difficult/useful job / being hardworking, eg: ● that a cowboy’s life is not an exciting life, but they do have to work very hard.

26 Page 15 32.Sentences have been left out of the texts you have read. Match each sentence to the text you think it came from. Draw lines to join the boxes that match. 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor all statements correctly matched. Introducing Sharon Brown Sharon’s diary The Long Drive On the Plains They had to be fit to keep up with the team. It was hard work in the early days. He rode on, looking for any sign of them. Feel great when I see signs for home.

27 Page 15 (continued) 33.Who do you think needs to be the most skilful to do their job? Tick one. Sharon Brown A trail boss Bob Lemmons Explain your answer using evidence from the text. up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor each appropriate comment that is text-based to a maximum of3 marks. Answers should relate to the skills and qualities needed for the job, not just the tasks performed. ■ Sharon: has to learn how to reverse/drive a big lorry/pass tests; find her way on her own; cope with an unfamiliar language; repair the lorry; cope with bad weather. ■ A trail boss: has to be able to ride well; lead the team; guide the way; cope with dangers and threats; know where to stay/find water; be responsible for/take care of the men. ■ Bob Lemmons: has to work on his own; has to know how to ride; understand the ways of wild horses; capture wild horses; track wild horses; live in an inhospitable environment. Examples: ● [Bob Lemmons]because you have to know the different clues to find a herd and then you have the role of catching them and you have to be ready for all kinds of weather conditions; (3 marks) ● [Sharon Brown]I think because it takes a lot of skill to reverse and get on a ferry and travel from England to Spain and get through a storm and very tight traffic; (2 marks) ● [Bob Lemmons]I think this because he had to get a herd of horses by himself and the others just had to drive a lorry or go and find where to camp; (2 marks) ● [Sharon Brown] because she needs to know the roads and learn to drive. She also needs to travel all around the world nearly every week; (1 mark) ● [trail boss]because he meets lots of dangers. Sharon Brown doesn’t have as large dangers and Bob Lemmons doesn’t have any dangers.(1 mark) Alsoaward 2 marksfor responses which quote or closely paraphrase the section of text beginning The trail boss was in charge …(page 6) with no interpretation, eg: ● the trail boss had to give orders carefully in case they got something wrong, check the herd, and ride ahead to find water. He would also have to decide on a safe place to camp and look after the men.

28 This page may be used for your own notes

29 The writing test There are two mark schemes, one for the longer task Can I Stay Up?(pages 32–35) and the other for the shorter task It’s my favourite meal(pages 46–47). Assessment focuses for writing The aspects of writing to be assessed are children’s ability to: 1. write imaginative, interesting and thoughtful texts; 2. produce texts which are appropriate to task, reader and purpose; 3. organise and present whole texts effectively, sequencing and structuring information, ideas and events; 4. construct paragraphs and use cohesion within and between paragraphs; 5. vary sentences for clarity, purpose and effect; 6. write with technical accuracy of syntax and punctuation in phrases, clauses and sentences; 7. select appropriate and effective vocabulary (this is not assessed separately, but contributes to text structure and organisation and composition and effect); 8. use correct spelling (assessed through the spelling test). The mark scheme strands For the purpose of marking the writing, related assessment focuses have been drawn together into three strands: ■ sentence structure and punctuation; ■ text structure and organisation; ■ composition and effect. For the longer task, the strands are organised as follows. Handwriting is assessed in the longer task. The marking criteria are shown in section F on page 35. Assessment focuses ■ sentence structure and – vary sentences for clarity, purpose and effect; punctuation – write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. ■ text structure and – organise and present whole texts effectively, sequencing organisation and structuring information, ideas and events; – construct paragraphs and use cohesion within and between paragraphs. ■ composition and effect – write imaginative, interesting and thoughtful texts; – produce texts which are appropriate to task, reader and purpose.

30 For the shorter task, the strands are organised as follows. The criteria encourage positive recognition of achievement in writing. Children do not necessarily develop uniformly across these categories, and the strands allow separate judgements to be made about the relative strengths and weaknesses of a child’s work. Marking procedures The criteria for each strand identify typical characteristics of children’s work in different bands. When marking, it is helpful first to identify which bands are most relevant to the writing and then refine the judgement to a mark within a band. The annotations on the example scripts show how to look for features in the writing, and the summary boxes show how to weigh these features to reach a mark. Where the writing clearly does not meet the criteria for Band 1, a mark of 0 should be awarded. Children will be expected to follow the prompt very carefully, especially in content and form. Children whose writing is unrelated to the prompt will not be credited with any marks for composition and effect. Those children who do not maintain the form throughout the piece, for example a non-fiction piece becoming narrative, will not have access to the full range of marks for composition and effect. Marking the writing A set of annotated scripts, written by year 6 children during the English pre-tests, is presented here to help your judgements of the writing. Scripts are reproduced without corrections to spelling. Assessment focuses ■ sentence structure, – vary sentences for clarity, purpose and effect; punctuation and text – write with technical accuracy of syntax and punctuation organisation in phrases, clauses and sentences; – construct paragraphs and use cohesion within and between paragraphs. ■ composition and effect – write imaginative, interesting and thoughtful texts; – produce texts which are appropriate to task, reader and purpose.

31 The longer task:Can I Stay Up? A scenario of a boy who tries persuading his parents to let him stay up to watch television is described. Opening dialogue between Joe and his parents is given in playscript form, providing a model of layout conventions. The task is to continue the scene until the characters come to a decision; it is made clear that the scene involves Joe’s persuasion. The planning sheet offers further support for the development of content and organisation of an ending. Better performances are distinguished by clearly differentiated characters and convincing conversational style, organisational choices that give shape to the discussion together with adaptation of content designed to amuse or engage the reader. Can I Stay Up? In this scene, Joe is desperately trying to persuade his parents that he should be allowed to stay up late to watch TV. Your task is to continue this scene until a decision is reached. Remember that Joe is trying to persuade his parents. Scene 1 Joe: (pleading) Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is … Mum: (coming into the room) … And what time it finishes. Your task is to continue the playscript set out below.

Band A1 ● Short phrases; exclamations or questions (Ok then, Do you? What is it?). Parts of sentences mostly joined with and,but,so. Some simple sentences, often brief. ● Sentences sometimes demarcated by capital letters and full stops. 1 mark 32 Mark scheme for the longer task: Can I Stay Up? SECTION ASENTENCE STRUCTURE AND PUNCTUATION Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences ● Dialogue may include questions (What about your homework?), replies, exclamations (Come on then!). Repetition of subjects / verbs (You can’t,Do you want). Noun phrases mostly simple (my friends) with occasional expansion (the whole month,a quiet night). Some simple adverbs / adjectives, eg in stage directions (quickly). ● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. Brackets and colons may distinguish speakers and stage directions, although inverted commas may also signal speech. 2–3 marks ● Short conversational phrases and clauses; subordinating connectives add explanation and suggest possibilities (because everyone in my class is,if you don’t). Some variation in structure, eg colloquialisms (Fine,Hang on,No buts). Tense choice appropriate. ● Most sentences correctly demarcated; some commas mark phrases or clauses. Where they are used, colons and brackets appropriately signal speech and stage directions. 4–5 marks ● Sentence types are sometimes varied, eg different question types (What condition? Shall we ban him from the TV?). Simple and complex sentences (Even though I’m not too happy) and use of short utterances / interrupted phrases give variety to spoken sentence structure (You can watch it, but …). Repetition of structures used for effect (Mum: Well I say not. Dad: And I say yes). Adaptation of verb forms, eg to refer to future time, possibility (we will definitely let you). ● Range of punctuation used, almost always correctly, including brackets, dashes, colons. Distinctions between speech and stage directions are marked accurately; punctuation may be used to represent speech features, eg a dash to show pause or interruption. 6–7 marks ● Length and focus of sentences varied to express subtleties in meaning and focus on key ideas (Mum: Get to bed while me and your father have a word with our so called angel of a daughter. Joe: Fine). Word order may be altered to represent spoken language; sentences may include embedded subordinate clauses (if he’d seen the part where this man goes into ...). ● Range of punctuation used, with little omission, to give clarity. Use of colons and brackets to distinguish speech and stage directions is accurate and sustained. 8 marks Band A2 Band A3 Band A4 Band A5

33 Band B1 SECTION BTEXT STRUCTURE AND ORGANISATION Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events construct paragraphs and use cohesion within and between paragraphs ● Content grouped into simple sequences; some division between ideas or speakers possibly indicated by layout. ● Simple connectives used (and,but). Some connection between sentences, eg use of pronouns referring to the characters (mum/you). 1 mark ● Text structure overall is simple: includes sequences of lines spoken by different characters. Some main divisions indicated, eg events come to a simple conclusion (Maybe next time/Ok then). ● Relationships between ideas often linked simply. Connection between sentences built up by pronoun reference to main things / people in the text (the programme /it) and connections between words develop topic (school night /homework). 2–3 marks ● The whole text is logically organised: discussion moves towards a conclusion. Organisation may be shown through, eg change of conversational topic / stage directions (goes downstairs) / introduction of new characters. ● Conversation goes through different stages / topics. Within stages, content often introduced by a main sentence (Mum: You’ll be very tired in the morning). Sections or one character’s lines organised to expand and develop a particular topic, eg Joe gives reasons why he should stay up (because it will be on only once). Connections established and maintained, eg by reference to a previous comment (That’s a great idea). 4–5 marks ● Overall organisation of the text is supported by sequenced stages of the discussion. Relationships between sections give structure to whole text, eg at the end, Joe agrees to the conditions discussed earlier. ● Main ideas, eg the programme, are consistently supported by development of related ideas, eg time, content of programme, whether friends are allowed to watch. Reference to the same thing or person sometimes varied to avoid repetition (Joe, son, my young lad). 6–7 marks ● Across the whole piece the structure of the text is controlled. Sequencing of sections contributes to overall effectiveness and shape of playscript, eg strategic placing of parents’ decision for maximum impact. ● Individual stages / topics varied in length and structure, eg one character’s question triggers an extended response (Dad: What’s the action like then? Joe: Well, there’s this guy ...); short exchanges between characters form a complete section. Each section has a clear focus around which content is organised. 8 marks Band B2 Band B3 Band B4 Band B5

34 Band C1 SECTION CCOMPOSITION AND EFFECT Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose ● A short series of utterances, usually between characters; the identity of some characters may be unclear. ● Detail to expand content or persuasion sometimes included (good film). 1–2 marks ● Form is a playscript; coverage may be uneven. Some awareness of reader, eg attempt to develop character / persuasion (Mum (shouting): Wake up Joe!). ● An attitude to the characters is evident, eg writing sometimes gives impression of parents being strict (Mum: Go straight to bed;Mum: (angry)). ● Some stylistic choices support spoken presentation and persuasive purpose, eg conversational language (Ohhh, come on;Pretty please;Just for a treat). 3–5 marks ● Form of a playscript is maintained; coverage is balanced, eg scene maintains pace; problem between Joe and parents is developed with detail and/or humour to interest reader. ● The writer’s attitude towards the characters is usually consistent, eg scene viewed from Joe’s perspective and focused on the issue most important to him. ● Stylistic choices contribute to authenticity of dialogue and persuasive effect (My mates are going to watch it/It’s really educational). 6–8 marks ● Playscript form adapted: attitudes of characters develop, eg Mum, Dad and Joe show different reactions to the events. ● Viewpoint established and controlled, eg Mum portrayed as morally right; Dad’s viewpoint alters as a result of Joe’s persuasion. ● Stylistic choices maintain interest, eg use of dialect / colloquialism (Gee, I don’t know;Too true); rhetorical persuasion (Joe: Anything, I’ll give you anything). Humour may be created; word choice supports characterisation (Mum (going all red with frustration)). 9–11 marks ● Placing of content adapted to suit form, eg events and character revealed subtly through a speaker’s reaction or stage direction (Dad (raising one eyebrow),Joe (begrudgingly)). ● Viewpoint well controlled and convincing, eg Mum shows some understanding of Joe’s situation while maintaining position (Mum: (explaining gently) It’s inappropriate for a boy of your age). ● Stylistic devices manipulated to fully support purpose and engage, eg alliteration, figurative language, rhetorical devices. 12 marks Band C2 Band C3 Band C4 Band C5

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

36 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION dialogue includes questions (A2), but question marks are not used (below A2) events drawn to a simple conclusion through stage directions rather than dialogue (B2) simple noun phrases (A2) lines spoken by different characters support sequence (B2) pronoun connection between sentences spoken by different characters (B2) simple division between events using stage directions (B2), although not consistent COMPOSITION & EFFECT Dialogue between characters is relevant to the topic; Joe’s persuasion is represented (Please I’ll do the washing up) (C2) although reasons are not developed. The writer suggests Joe’s insistence through his repeated requests (Can I watch that program please) (C2). Vocabulary choice is mainly simple (tidy, bedroom); some attempts to use conversational features of language (Well, Oh) (C2), but not for persuasive effect. Summary Playscript form is maintained and relevant content is presented, with some impression of conversational language. Some development of characters and the persuasive theme necessary for higher mark in band. Band C2 – 3 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of simple noun phrases, an adverb and inclusion of questions indicate Band A2. Incorrect use of commas and some weaknesses in sentence demarcation suggest the lower mark in this band. Band A2 – 2 marks attempt to use commas to mark clauses (above A2), but elsewhere commas inserted inaccurately (below A2) playscript conventions (brackets and colons) are mostly used (A2) simple adverb used in stage directions (A2) TEXT STRUCTURE & ORGANISATION Summary The marking of simple divisions between events, and some use of pronouns for reference lead to Band B2; evidence of a brief conclusion indicates the higher mark in band. More development of events through dialogue necessary for award in higher band. Band B2 – 3 marks Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I dont know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: It finishes at ten o ’clock Please can I watch it. Dad: Well it’s on a bit late. Joe: Please I’ll do the washing up after tea tonight. PLEASE! mum: Joe we’ll tell you later ok go put the oven on to warm up please. Joe: Can’t you do it. Dad: Joe do, as your told. Joe: But dad. Dad No but go, and do what your mum tells you too. mum. It will only take a minute. (Joe comes back into the room). Joe: Can I watch that program please. mum: you can watch it for half an hour. Dad . Then go to bed. Joe: Oh thanks mum. I'll do the washing up for one week, and I will clean my bedroom for two weeks. (Joe goes to his room excited for the program) Joe: THANKS MUM. Dad: What you doing. Joe: Going to tidy my room. Mum: Do it properly. (Joe finally watched the program, and went to bed a nine fifteen.)

37 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION expanded noun phrase (A2) context of final events not entirely clear (below B3), weakening ending slightly repetition of subject and verb (A2) topic of ‘age’ introduced – and then developed over a series of connected comments as characters discuss it (B3) change in time develops plot and supports overall organisation (B3) COMPOSITION & EFFECT Attempts to develop persuasion and character within playscript form, including Joe’s reasoning (every one at school) and use of stage directions (Mum: (huffing & puffing)) (C2). Some evidence of attitude towards characters: Dad portrayed as sympathetic to Joe (let him watch it) (C2). Some language features suggest authentic dialogue (Joe: because… Mum: You whot of watched it) (above C2). Summary Presentation of characters, some development of the persuasive theme and evidence of viewpoint suggest Band C2; the use of conversation features justifies the highest mark. Maintenance of pace at the end necessary for award in higher band. Band C2 – 5 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of simple adjectives and adverbs in stage directions, together with some expanded phrases place the script in Band A2; some subordination suggests the upper mark. Greater consistency and use of punctuation necessary for award in higher band. Band A2 – 3 marks simple adverb and adjective (A2) subordinate clauses suggest possibilities (above A2) evidence of correct sentence demarcation (A2) but elsewhere many boundaries are ignored (below A2) TEXT STRUCTURE & ORGANISATION Summary Introduction and expansion of a relevant topic within a logically structured text give evidence for Band B3. Greater clarity of events at the end would be necessary for higher mark in band. Band B3 – 4 marks Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: Its a Horror film & it finishes at 11:45 Mum: no way you’ll be to tiered for school. Dad: whats it called & what age. Mum: I dont care what it called I want to know what age it is. Joe: its a 12. Dad: its not that bad. Mum: its a 12 its too old for you your not watching it and thats that. Joe: (pegging) Mum I am 11 its a 12 I am about 16 weeks to young. Please. Dad: (gently) Love come on let him watch it its a Horror & a 12. Mum: (angry) its a Horror he might get nightmares. Dad: Yes but if he does it his own folt for pegging to watch it. Joe: yes mum I don’t care if Iget nightmares Mum: yes but if you have nightmares you’ll end up running to me. Joe: no I whot Oh please mum please Dadevery one at school will be talking about it tomorrow & I whot beable to say anything about it because... Mum: (huffing & puffing) You whot of watched it Joe: Yes please please PLEASE!!!! Mum & Dad: (Shouting) Ok if only you will shut up. (1 & a half hours later) Mum; look Dad: ha he pegged to watch this & know he’s a...... Mum: and know he’s asleep. Dad: (get up turns the T.V. off & goes to bed. Mum: (get a blankit puts it over Joe & goes to bed. Morning! Joe: (Sleepily) I am up. Mum: come on Joe: (goes back to sleep).

38 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION expanded noun phrase (A3) conclusion of scene relates to earlier conversation (B3) subordinate clause suggests possibility (A3) stage direction establishes new section, contributing to overall text organisation (B3) reference to previous sentence maintains connection (B3) topic development: content links with Joe’s words from earlier (B3) COMPOSITION & EFFECT Detail to interest and amuse reader also develops content: Joe’s bargaining (do the washing…) and Mum’s response (C3). Scene is mostly presented from Joe’s point of view, supported by stage directions ((face hangs),(face relaxes)) (C3). Choice of ‘dog’ image (puppy eyes) increases persuasive effect and adds impact to ending (like a dog) (C3). Summary Use of detail, word choice for persuasive effect and development of viewpoint lead to an award in Band C3. Further development of content (for example, detail about the programme) needed for highest mark in band. Band C3 – 7 marks SENTENCE STRUCTURE & PUNCTUATION Summary Mostly secure demarcation and some evidence of commas, together with conversational sentence variation and expansion lead to Band A3. Greater use of subordination necessary for higher mark in band. Band A3 – 4 marks mostly secure sentence demarcation (A3) variation in sentence structure to give impression of spoken language (A3) some use of commas to separate parts of a sentence (A3) TEXT STRUCTURE & ORGANISATION Summary Use of stage directions to give overall structure to the playscript and links between the content of sentences suggest Band B3. More development of topics within the speech of individual characters necessary for higher mark in band. Band B3 – 4 marks Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: (Putting puppy eyes on his face) It finishes at 10:00pm Mum. Dad: (getting stressed) You stayed up late last night. Mum: (putting hands on her hips) I agree with your father. Joe: (Begging drops on his knees) But mum, it’s the last show of the series. If you let me watch it I’ll go to bed half an hour early and do the washing for week. Mum: (sighs) You said that last week and you only did one plate. Well not even that. Joe: (face hangs) Please mum, I’ll will do the washing and besides I am thirteen. Dad: Joe this is all your getting twenty minutes. Mum: Yes Joe, that’s all your getting, but you don’t have to go to bed earlier or do the washing. Don’t forget we are going out tommoro Joe: (face relaxes) Thanks mum, thanks dad, your the best. (bounds up to his room like a dog).

39 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION some opportunities to use punctuation ignored (below A4) Mum’s decision provides a resolution and allows events to move towards conclusion (B3) short sentences and interrupted speech (A4) topic expansion: Dad’s words introduce the first topic, which is then further developed by Mum’s question and Joe’s response (B3) whole text organisation: change of conversational topic from ‘content of film’ to ‘shower’ establishes a new section (B3) connections maintained by reference back to previous speaker (B3) COMPOSITION & EFFECT Pace is maintained by lively, engaging interactions which develop debate around the issue (and… Mum: (butting in) I don’t know / Dad: (excitedly) Oh yer, he’s gotta watch it) (C3). Viewpoint is controlled: Mum’s attitude gradually softens as a result of Dad’s persuasive support for Joe (Go on Maxine) (above C3). Choice of words and phrases contributes to the spoken quality of the dialogue (or somethink,do we,are we) (C3). Summary Development of relevant exchanges between characters to interest the reader, presented through convincing dialogue, leads to Band C3. Sustained use of viewpoint merits the highest mark in band. Band C3 – 8 marks SENTENCE STRUCTURE & PUNCTUATION Summary Variety of sentence types including speech-like question forms, along with adapted verbs and the combination of complex and simple sentences indicate Band A4. Use of a range of punctuation supports this judgement, but further accuracy necessary for higher mark in band. Band A4 – 6 marks sentence variation: different question types (A4) subordination creates sentence complexity (A4) adaptation of verb forms to refer to past and future (A4) range of punctuation including commas and apostrophes of omission (A4) TEXT STRUCTURE & ORGANISATION Summary Use of changes in topic to structure the text, together with some development and expansion of individual topics, give evidence for a mark in Band B3. The organisation of ideas to lead to a conclusion and reference connections between speakers suggest the higher mark in band. Band B3 – 5 marks Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: (thinking) Erm, I don’t know. I think it’s 11 or somethink. Mum: No, thats too late! Dad: Well we don’t know what he wants to watch yet do we. Joe: Yer, exacly, Dads right. Mum: Well what is it then? Joe: It a film called Space age. It’s really cool. There’s this man who comes along and steals all the space ships and...... Mum: (butting in) I don’t know, what do you think Steve? Dad: (excitedly) Oh yer, he’s gotta watch it, I watched it when I was his age and it’s the most fantastic film I have ever watched! Mum: I know, but he’s got to have a shower at half 6 because he didn’ t have one tonight. Dad: Or the night before. Joe: (pleading) Oh, but Mum, It won’t be on again and all my friends Mum and Dad let them watch things. Dad: Yes, but were not them are we. Joe: (looking sweet) But Mum, I’ll go to bed early tommorow night I promise. Mum: (angrily) NO! I think it’s to late and you have to get up early in the morning Joe: (begging) Mum, can I please just watch half of it, Please, Please, Please? Dad: Go on Maxine, let him watch half of it. It’s not rude or scary or anythink. Mum: Ok, but only half and if you d on’t get up at half 6, you will NEVER stay up late again. You hear me. (Jumpping up and down) Joe: Oh Yes! Thanks, Mum, Dad. Your the best!!!

40 Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: It only goes on until 9:10, please, pretty please...with a cherry on top! Mum: So, what program is it? Joe: (getting excited) It’s an extra long episode of – (start singing the theme tune) ... ‘The Simpson’s’ Da-Da Da... Mum: (shouting) NO! Dad: You know how we feel about letting you watch that awful program. Mum: (sighing) I know that you think that we are harsh, Joe, but it isn’t educational! (Dad walks out of the room) Dad: (shouting from the kitchen) Anyway Joe it’s school tomorrow, and I doubt that any of your friends will be watching it. Joe: Bu t I have to watch it, otherwise I won’t find out what happened to lisa! Mum: Maybe your friends will tell you at school. (Dad walks back in with a cup of tea) Joe: But Dad said that they probably won’t be watching it either! (Mum and Dad both sigh) Dad: Joe, do you actually know how lucky you are? (Joe grunts) Dad: In my day we were lucky to get to stay up until seven o ’clock! (Joe yawns with boredom) Dad: (frowning) Joe, just listen to me, young man! Do as I say and go to your room! Joe: What’s the time? Dad: Look for yourself. you know how to tell the time. Joe: (looking at the clock) Oh no! It’s 9:00 already I have already missed most of ‘The Simpsons’. Mum: (sarcastically) Oh no! what a disaster! Dad: Well if you haven’t seen the first bit then there is no point watching the last ten minutes! Joe: (rolling his eyes) Whatever! Mum: Don’t speak to your father like that! (Joe switches the television on) TV: Yes, Bart, always do what your parents tell yo u! Mum: (turning it off) See, even The simpsons children have to listen to their parents! SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION range of punctuation: dashes and ellipsis used to represent spoken features (pauses, continuation) (A4) end section provides a conclusion, and also supports structure by linking back to an earlier theme in the discussion (B4) adaptation of verb forms to refer to future and past (A4) variation in reference to the programme (B4) topic of ‘quality of programme’ is introduced and there is some development (B4) sequenced section: related topic of ‘friends watching programme’ is developed by interaction between Dad, Joe and Mum (B4) COMPOSITION & EFFECT Stage directions support character differentiation ((sighing), (sarcastically)); Joe’s reactions change from initial enthusiasm (It’s an extra long episode) to apathy (Whatever!) (C4). Joe portrayed as willing to challenge his parents’ authority (But Dad said that); Mum gives impression of adhering to principles (C4). Some word choice supports characterisation (young man) and sharp commands indicate parents’ change in attitude (go to your room! Don’t speak to your father like that!) (C4). Summary Adaptation of playscript form to develop character and control of viewpoint indicate Band C4. Further selection of language choices to show differences between characters needed for highest mark in band. Band C4 – 10 marks SENTENCE STRUCTURE & PUNCTUATION Summary Accurate use of a range of punctuation to give the impression of speech, together with variety of sentence structure and adaptation of verbs justify the higher mark in Band A4. Further consistency of punctuation needed for the top mark. Band A4 – 7 marks phrases repeated for effect (A4) complex sentence followed by one- word utterance (A4) TEXT STRUCTURE & ORGANISATION Summary Sequencing of content and sustained development of topics related to the main issue indicate Band B4. Establishment of a link between the ending and previous ideas in the text merits the higher mark. Band B4 – 7 marks

41 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION variety of sentence types includes imperative and question (A4) strategic placing of events: quick changes of setting and action provide a double plot twist at the end for maximum impact (B5) some evidence of a range of punctuation used with accuracy (A4) control of content focus within dialogue: Mum introduces the subject of the spelling test; Joe deliberately avoids continuation of the topic; Mum returns to the topic which is then developed further by Dad (B5) sequencing contributes to shape of text: Dad’s comment begins a new section and also refers back to whole conversation (B5) COMPOSITION & EFFECT Adaptation includes quickening of pace for comic impact and indication of character reactions ((exasperated),(mortified)) (C5). The writer deliberately withholds Joe’s true perspective on events until the final line (C5). Stylistic features differentiate between characters (Oh well sweetie); a change to short sentences (Worked like a charm!) and word patterning (Ha!) contribute to ending (C5). Summary The writer has adapted playscript form to full effect, selecting viewpoint and style to produce a lively and humorous scene that merits the highest mark. Band C5 – 12 marks SENTENCE STRUCTURE & PUNCTUATION Summary Some variety of sentence types, a combination of complex sentences and short utterances together with adapted verb forms indicate Band A4. There is a range of punctuation, but some weaknesses suggest the lower mark in band. Band A4 – 6 marks some opportunities to use punctuation have been missed (below A4) complex sentence and short utterance (A4) adaptation of verb forms (A4) TEXT STRUCTURE & ORGANISATION Summary Control and shaping of the whole text, apparent through management of topic between speakers, back reference and the effective manipulation of events at the end justify the award of the top mark. Band B5 – 8 marks Scene 1 Joe:(pleading)Dad, can I stay up to watch something special on the TV tonight? Dad: I don’t know, it depends on what it is ... Mum:(coming into the room)... And what time it finishes. Joe: It’s the biggest football game of the season, Arsenal are against Manchester United. Mum: I don’t know, those games are on very late. (Making a praying sign.) Joe: Go on I’ll be the only one in the class who didn’t watch it. Dad (frowning): You did watch T.V. last night, you watched that game show. Mum: Your father has got a point, and you have your football match and spelling test tomorrow, you want to do well in them don’t you? Joe (thinking): But watching the football tonight would um...er... help me for my game tomorrow, it’ ll give me some tips. Mum (getting up): What about your test Joe, you want to do well in that don’t you. Dad: Yes your education is more important than football, Joe Joe: But football keeps me healthy and just yesterday you said health is more important than anything. Mum (going out of the room): Joe you always watch something why don’t you forfit T.V. tonight for watching something tomorrow? Joe: can’t it be the other way round? Dad (exasperated): Joe you’ll just do this tomorrow like you did last night. Mum (coming into the room with a coffee): Joe I have decided that if you watch T.V. tonight you have to wash up for the rest of the the week. Dad: No need all this time we’ve bee bickering, the match has finished. Joe (mortified): Oh no! Mum: Oh well sweetie you can watch the hilights tomorrow but now you can go to bed. Joe (accepting defeat): Ok, night mum, night dad. (Joe goes upstairs) Dad: Ha! He fell for it again! Mum: Worked like a charm! (Upstairs in Joe’s bedroom) Joe: Ha! they fell for that trick again! (Joe turns on the T.V. happily and watches the match.)

42 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. Exampleawarded1mark Handwriting examples

43 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. Exampleawarded2marks

44 The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. Exampleawarded3marks

45 2 It’s my favourite meal Your task is to write a description of your favourite meal for someone who has never tasted it. Words and phrases to describe the food (think about different senses: appearance, taste and smell): Think about your favourite meal. What do you like about it? How would you describe it to someone who has never tasted it? Think of its appearance, how it smells and what it tastes like. Think about what makes the meal special. PLANNING Favourite meal: ? The shorter task:It’s my favourite meal In this prompt, children are asked to consider the qualities of their favourite meal, focusing on how it appeals to the senses and what is special about it. The task is to describe the meal for someone who has never tasted it. The planning space provides support for the writer’s choice of meal and selection of vocabulary to describe its features. Better performances are distinguished by precise word choice together with developed, varied sentence structures used to create an appealing, well-shaped description of the meal.

46 Mark scheme for the shorter task: It’s my favourite meal Band D1 SECTION DSENTENCE STRUCTURE, PUNCTUATION AND TEXT ORGANISATION Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences construct paragraphs and use cohesion within and between paragraphs ● Clauses usually grammatically accurate, mostly joined with and,but. Some simple sentences, often a brief sequence starting with pronoun + verb (I like,It is). Some connections between sentences, eg pronouns referring to ingredients. ● Sentences are sometimes demarcated by capital letters and full stops. 1 mark ● Simple connectives and,but,when,or,solink clauses. Subjects and verbs frequently repeated (It is …). Phrases with simple expansion (very hot, golden brown). Some sentences expanded with simple adverbials (sometimes). Connections between sentences built up by pronoun references to different component parts of the meal (with sauce on it). Brief concluding statement may be included. ● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2 marks ● Sentences are mostly grammatically sound. Some subordination: because,if(if you don’t like vegetables). Adverbials (In the middle) and expanded noun phrases (long delicious strings) vary construction of sentences. Tense choice is generally consistent and appropriate. Some variation in subjects (Yo u,Roast potatoes). Ideas developed within sections. Connections between ideas established and maintained, eg by reference to a previous part of the text (that’s what is so special about pizza). ● Most sentences correctly demarcated; some commas mark phrases or clauses. 3 marks ● Compound and complex sentences used, with varied connectives, eg although,which,who(who would try this meal). Expanded phrases and clauses express ideas economically. Additional words and phrases (utterly) may be included. Organisation supports thorough coverage and emphasis on main components of the meal (but on the inside …). ● Range of punctuation used, almost always correctly, eg brackets, dashes, colons. 4 marks Band D2 Band D3 Band D4

47 Band E1 SECTION ECOMPOSITION AND EFFECT Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose ● Descriptive form used; may focus on one aspect of the meal, eg taste, texture (spicy,crunchy,crispy); may include listing of ingredients. ● Writing shows evidence of viewpoint, eg positive statements about the meal (best food in the world). ● Vocabulary choice is mostly relevant; some word choice supports appeal (gorgeous) although not consistently (really nice). 2–3 marks ● Descriptive form is maintained, eg coverage includes detail about several elements of the meal (the pasta … the garlic bread) and considers the senses (warm and squishy inside). ● A viewpoint is established, eg writing uses evaluative comment or emotive appeal to promote meal (makes your tongue tingle with joy …). ● Stylistic choices contribute to descriptive effect, eg specific vocabulary (sprinkled on top), appealing phrases (a dollop of red sauce). 4–5 marks ● Adaptation for reader, eg direct appeal (the feel of the crust tempts you …). Thorough coverage of points with reference to several senses. ● The writer’s viewpoint is consistent and controlled, eg enthusiasm is supported by details about the meal (aromatic spices wafting around your nose). ● Stylistic features maintain interest, eg vivid or sensuous description of food (dab the chips in the cold, rich, creamy ketchup). 6–7 marks ● Reader informs choice and placing of content, eg the writer prioritises descriptive detail and information thought to be of most interest to the reader. ● Viewpoint well controlled and convincing, eg writer appears authoritative and knowledgeable about the meal. ● Range of stylistic features manipulated to fully support purpose and inform, eg word choice integrates appeal to the senses and enhances description of the meal (encrusted with tiny salt granules). 8 marks Band E2 Band E3 Band E4 Band E5 ● A short series of points and comments; purpose possibly unclear. ● Detail sometimes included to expand content, eg simple description (hot), or simple statement of attitude (It is very tasty). 1 mark

48 My favote kind of food is Ravaoil. If you haven’t taste it before you should it is brilliant! If you like Tomoto suce you be ok, also you should try it if you like meat. It is cut out into a pack shape with curly edges. It doesn’t really smell of anything but what you can smell is the steam coming of the Ravaoil so it can get hot, but it is naice. SENTENCE STRUCTURE PUNCTUATION & TEXT ORGANISATION some subordination (above D2), but use is repetitive sentence correctly demarcated (D2) but elsewhere a boundary is ignored simple connectives used to link clauses (D2) simple, repetitive pronoun reference back to ‘Ravaoil’ links sentences (below D2) short statement to end the piece (D2) COMPOSITION & EFFECT Brief description of the meal’s appearance (pack shape) and attempts to help the reader understand what it tastes like (If you like Tomoto suce,if you like meat) (E2). Some sentences convey the writer’s enthusiasm for the meal (it is brilliant!) (E2). Occasional word choice supports description (curly edges,steam) but vocabulary is predominantly general (hot,naice) (E2). Summary The inclusion of some relevant detail about the meal and some impression of the writer’s enjoyment provide evidence for Band E2. However, more descriptive vocabulary choices would be necessary for the higher mark in this band. Band E2 – 2 marks SENTENCE STRUCTURE, PUNCTUATION & TEXT ORGANISATION Summary Sentence demarcation with full stops and capital letters, simply connected clauses and a brief conclusion lead to an award of 2 marks. Although there is some subordination, further evidence of expansion and connection within the text would be necessary for an award in the next band. Band D2 – 2 marks

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