[PDF] 2012 Key Stage 2 Year 6 - English Writing Test Level 6 Mark Schemes.pdf | Plain Text

1 2 En KEY STAGE 2 LEVEL 6 English tests Mark scheme English writing National Curriculum assessments

© Crown copyright 2012 STA/12/5609 ISBN 978-1-4459-5241-3 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 www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: 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.

3 Contents Introduction 4 Assessment focuses 5 Longer writing task mark scheme 6 Shorter writing task mark scheme 7 Spelling 8 The tasks 9 Mark scheme 12 Examples of pupils’ work 17 Shipwrecked 17 Stop the cars 20

4 Introduction The new 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). Following Lord Bew’s independent review of Key Stage 2 testing, assessment and accountability, interim arrangements will be in place for Level 6 writing in 2012, ahead of fully implementing Lord Bew’s recommendations for writing in 2013. In 2012, the Level 6 writing test will continue to be marked internally. The result of this test must be used to inform teacher assessment. It is solely the teacher assessment in writing (not test results) that will be published, that will contribute towards an overall English level and will be used for accountability purposes. The test can be administered by schools at a time of their choosing, but then must be marked internally. External marking is NOT available for this test. Do not send any scripts for this writing test to external markers. The 2012 Key Stage 2 Level 6 English tests and mark schemes were produced by the English team at STA. For the outcomes of the Level 6 writing test to be valid and the level thresholds to be reliable the tests should be marked as outlined in this booklet. This booklet outlines the marking of the longer and shorter tasks. Unlike the standard test, spelling is assessed as part of the longer writing task. Handwriting is not assessed. The level threshold tables for this test will be posted on the Department’s website at www.education.gov.uk/keystage2 on 29 February 2012. The mark schemes were devised after trialling the tests with pupils and contain examples of some responses given in the trials. The mark schemes indicate the criteria on which judgements should be made. In areas of uncertainty, however, professional judgement should be used. The assessment focuses for writing provide information about the particular processes or skills the pupil needs in order to answer the questions. The assessment focuses are drawn from the national curriculum and are common across both the standard and Level 6 tests. Further guidance for marking the longer task and shorter task will be available to download from www.education.gov.uk/keystage2 in the spring term.

5 Assessment focuses for writing The assessment focuses assess pupils’ ability to: AF1 Write imaginative, interesting and thoughtful texts AF2 Produce texts which are appropriate to the task, reader and purpose AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 Construct paragraphs and use cohesion within and between paragraphs AF5 Vary sentences for clarity, purpose and effect AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 Select appropriate and effective vocabulary AF8 Use the correct spelling. Copies of the writing tasks are provided for reference. The writing mark scheme comprises three sections: the longer writing task, the shorter writing task and criteria for marking spelling. For both tasks, the mark scheme describes performance at the target level first, then performance at the level below the target level. Performance above the target level is not described, as the test is seeking to confirm that a pupil is working at the level of the test. The mark scheme is organised in strands in the same way as national curriculum standard test mark schemes. Features described in each strand are customised to be task specific, but are drawn from a generic writing mark scheme for the Level 6 tests. This is similar to the requirements of the mark scheme used to develop the standard national curriculum test writing mark schemes.

6 Longer writing task mark scheme Assessment focuses are grouped into strands, as follows: The total number of marks available for the longer writing task is 16. Vocabulary (AF7) is relevant to all strands and is identified in the criteria where appropriate. The key areas related to each strand and how these are reflected in the bullet points in the criteria are shown below.

7 Shorter writing task mark scheme For the purposes of marking the shorter writing task, related assessment focuses have been drawn together into two strands, in a slightly different way from those of the longer writing task. The total number of marks available for the shorter writing task is 7. Vocabulary (AF7) is relevant to all strands and is identified in the criteria where appropriate. Because the task is designed to elicit succinct responses, there is some change of emphasis in the assessment focuses grouped to form sentence structure, punctuation and text organisation: AF3 and construct paragraphs or cohesion between paragraphs from AF4 are not assessed. The key areas related to each strand and how these are reflected in the bullet points in the criteria are shown below.

8 Spelling Spelling is assessed on the longer writing task. The criteria given in the mark scheme are based on the national curriculum level descriptors. The criteria for the target level describe features of spelling a pupil would be expected to understand. Qualifiers such as virtually all, some and mostly correct are used to guide the application of the criteria.

9 The tasks Shorter writing task: Shipwrecked You have been invited to take part in a new radio programme entitled ‘Shipwrecked’. In the programme, people choose two people they would like to be shipwrecked with and explain why. Your task is to choose two people with whom you would like to be shipwrecked and explain your choices. Remember that you need to provide convincing explanations of your reasons for choosing these people. The people can be real or imagined. Planning

10 Longer writing task: Stop the cars Your local council is concerned about congestion and pollution caused by traffic. The councillors are considering making the areas around schools traffic-free zones. The councillors want to hear from all members of the community and they particularly want to hear from younger citizens – those still at school. Your task is to write a speech, giving your opinion about the idea of traffic-free zones around schools. You need to take into account different views.

11 Planning page: use this page to make notes. This page will not be marked. Stop the cars Think about: • how you will introduce and conclude your speech • how the issues affect you • other people’s views • making your own opinion clear

12 Mark scheme Marking procedures The criteria should be applied in the order they are given, so that a picture of the strengths and weaknesses of each response is built up cumulatively. For each strand, a judgement has to be made about whether the writing fulfils the requirements of the target level. If there is some doubt, then the criteria from the level below should be considered, and then a judgement made about the description which best matches the script. Once a decision has been reached, markers must decide which of the mark points to award. The full range of mark points should be employed, as the test is not assessing performance at the level above the target level. The examples and italicised features are not requirements of the writing at the level. Instead, they illustrate common ways in which the feature was exemplified in pupils’ writing during pre-testing.

ag e 13 Level 6 writing mark scheme: shorter task – Shipwrecked Strand Sentence structure, punctuation and text organisation Composition and effect Level 6 • Generally controlled use of a variety of simple and complex sentences with a range of grammatical structures used to vary length and focus of the explanation, eg subordination to elaborate reasons (even if we can’t escape, she…). Expanded noun phrases to compress information (his ability to fly; best at keeping people safe). Effective placing of clauses or variation in word order to emphasise particular points (with the help of these people…). Well managed shifts between verb forms help clarify and emphasise meaning, eg modals to express possibility, impersonal constructions, active/passive voice (spent…being penalised and hated). • Mostly secure range of appropriate punctuation used to mark the structure of sentences and to give clarity; some slips in the use of comma or semi-colon. • Within paragraphs, ideas are organised and developed to support reasons for choice, and to convince the reader. A range of cohesive devices is used to show logical connections, eg adverbials to begin sentences, reference chains, varied synonyms (certainly; thiswell-known actor). • The choices may be selected to contrast or complement each other and the explanation provides different reasons for each choice, achieving conviction and firmly engaging the reader’s interest, eg selection of pertinent and precise detail; thorough coverage of qualities of the selected people (or generic choices, eg builder, survival expert) and supporting personal comment with links between the two choices (one would keep us laughing while the other would focus on survival – we’d need both). • The viewpoint is well controlled and in keeping with the explanatory role, eg convincing reasons providing extended justification of the choices. • A range of stylistic features used to add interest and variety to the explanation, eg precise descriptive detail (his world-famous Captain Jack Sparrow character), anecdotes, figurative language (huge icons in the footballing world). Marks 2 or 3 3 or 4 Below level 6 • Variety in sentence structure, length and subject gives emphasis to the explanation and provides clarity, with phrases and clauses adding relevant information, description and explanation (very down to earth; because he knows a lot about the environment; as a comedian). Some variety of subordinating connectives add detail. Generally accurate use of complex verb phrases develops explanation (would be able to lighten). • A range of punctuation used almost always accurately to demarcate sentences, with generally accurate use of commas within sentences; some errors where ambitious structures attempted. • Aspects of the explanation are adapted by the inclusion of plausible reasons for each choice, with some reasons developed in detail to engage the reader. • A clear and consistent viewpoint is established, eg gives a positive view of each of the chosen people; some justification of the choices. • Some stylistic features add emphasis and interest, eg descriptive detail (tiny boat made of wood), plausible praise for the selected choices (a very ‘normal’ person) or some figurative language (deadly waves). • Within paragraphs, distinct ideas are developed by additional details; some use of pronouns maintains links with other ideas (These two). Marks 1 1 or 2 A response that does not meet the criteria for below level 6 should be awarded 0 marks.

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ag e 16 Note to marker: handwriting is NOT assessed at Level 6.

17 would always put me first Examples of pupils’ work Shipwrecked – example 1 would like to be ship-wrecked with my mum, Nadia as she is is a very kind and caring person, so she would be able to Phrase adds look after me in a ship wreck. Her kindness would calm me down description and make me feel more content. and If we got in any danger she would be able to save me and keep sentences me safe, she would never let anything happen to me. She is variety in Distinct idea structure strong and tall. (food would length Food would be important if we were ship-wrecked and my mum be important) by Variety in subject is a really good cook, she would be able to skavenge for food additional details. gives emphasis and she would deffinately be able to make the most of any Link maintained and provides clarity ingrediants she could find. between ‘my mum’ ‘she’ mum would be able to find a way home out of the ship wreck she would make sure we got home safely. link accurate The other person would be to be ship-wrecked with is Katy my commas sister. the Although sometimes she may be harsh, she would always keep Distinct idea sentence developed by mind on the goal – getting home, and she would help suggestion of Some variety support me every step to getting home and keep me going harsh methods and subordinating when I got close to giving up. unfailing support detail She would be some-one to play with and talk to so I wouldn’t get lonely. She would be there for me all the time and keep me occupied when my mum wasn’t around. use of Help would be crucial and Katy would be able to lend a hand complex verb with anything, as she is good at cooking and can help build a phrases develops boat of some sort to get us home.

18 clauses Within thisparagraph ideasare organisedand developedto convince thereaderWell–placedwere shipwrecked. Hopefully, I could survive a shipwreck if it ever happened… phrase compresseinformation.Commas mark offphrases Shipwrecked – example 2 use of dash for parenthesis placing of expanded noun phrase for emphasis elaborates reason phrases include modals (should’ve brought/ would be able) clauses elaborate explanation I ever become shipwrecked – & I could choose two people to be shipwrecked with – I would choose a doctor & an explorer who has travelled in jungles, rainforests; any place where you have to survive in harsh conditions. Firstly, I would choose a doctor because if one person did fall ill, he or she would how to cure us. Similarly, if somebody were to injure themselves, they would be able to help them heal. The doctor should’ve brought some of his equipment on board the ship (bandages, medicines or casts), and hopefully they would be able to scavenge it from the wreck. This should help them if anything were to happen. would also choose an explorer who has had experience of this sort of thing so they would help us to find food & water, & help us to survive until help arrives. They could help us build shelters against whatever weather it is like in the location refers back, ranking the choices of doctor for cohesion refers connection connective introduces second choice, an explorer chain (doctor… explorer… crew) aids cohesion within the piece

19 Shipwrecked – example 3 (can) expresses certainty modified by adverb (probably) sentence subordinate clause (If I was…) and non-finite clause (heading… rocks) elaborate reasons use of simple sentence placing of clause placed impersonal construction of passive voice emphasises meaning noun phrase compresses information first person I would like to be shipwrecked with is a sailor ship captain. My main reasons are that a sailor can probably control a ship to safety, putting on warning lights or a siren, and not panicking in a bad situation. This hero would just carry in trying to keep as many people alive as possible. I was being shipwrecked, heading towards rocks, I wouldn’t know how to work or steer a ship away, however, an expert mariner would definitely know! Also, if they ship was letting in water the steering didn’t work the expert would quickly rescue the situation by putting on a light or activate the siren to show passing ships that something was wrong. second person is Superman! Superman is almost invincible. He has super strength; he can fly (very fast), has X-ray vision and ever gives up. If all was lost, Superman would just pick you up and fly with you back to safety. If you were unlucky enough to fall in the water on a pitch black night, you wouldn’t know what could be lerking in the water… Superman would use X-ray vision to locate sharks and other man-eating monsters. be assured of your safety with a sailor and Superman! chain: sailor, this hero, expert mariner (however, also) show logical connections organises develops choosing Superman. Each reason is then expanded sentence refers back to opening

20 safe. Examples related to topiccause Stop the cars – example 1 in sentence length provides clarity and emphasis variety of subordinating connectives (because, when) develops comments connective (although) develops comment marks off clause Clauses add relevant and information adds relevant detail within sentence afternoon, my name is R S I am here today to tell you my opinion about traffic free zones around schools. I think that it is a very good idea but could affect some children and adults. This may cause arguments and criticism. I think that children will like the idea because when they come out of school they don’t need to be aware of many cars. They be allowed to go out with there friends with out an adult. it is safe for the children, it seems inconsiderate that adults might need to take the long route round. If they do this is will cause more pollution and will kill animals and plants. or guardians want to keep childr So by using traffic free zones, it would n so many car accidents.* different people have different opinions. Thank-you for listening and I hope that you take my points into consideration.” If the traffic free zones are causing people trouble they could always cycle to work. It would help the world a lot. opening sentence (secondly) forms cohesive link of proposal on children. The for adults and the environment links back to ’ Summative commentary and marks awarded appear on page 21.

21 • Whole text has brief introduction andconclusion and is usually clearly structured.Paragraphs consider different aspects withlinks made between them.• Within paragraphs, cohesive links includeuse of pronouns (This) referring back,examples related to topic and adverbialconnectives (Firstly, secondly).• Speech provides relevant views of childrenand adults concerning the council’ssuggested solution. There are somedeveloped ideas (longer journeys add topollution), but they are not clearly sustained.• The writer includes own opinion and takesinto account the possible views of otherchildren, adults, in particular parents orguardians.• Stylistic features include formal language(Good afternoon; take my points intoconsideration) and appropriate vocabulary(arguments and criticism, the long route).2 marks

22 Controlled use of simplesentence with impersonalconstruction Stop the cars – example 2 phrase in passive voice, including modal expressing obligation placing of phrase marked off by commas sentence develops relatively complex idea managed shifts between verb forms clarify and emphasise meaning Speaker, Ladies and Gentlemen, I believe cars, vans and all other vehicles should be banned from school areas unless, of course, they are the cars of pupil’s parents driving their children to or from school. issues affect me in obvious ways: I come in late for school; the noise of the cars affects my work; I have to breathe in unpleasant air pollution because of all of the cars, and it takes me longer to drive home at the end of school. do realise that other people do not mind the vehicles driving up and down the road. I respect that. I also know that the cars and lorries and vans and motorbikes don’t cause too much chaos, but I still think that schools will be better places without lots of vehicles storming up and down the roads. police cars and vans may have to use these roads to arrive quickly at destinations. From that point of view, the less regular traffic the better. really hope that I have made my opinion clear and that people will all think about this situation very carefully and decide their opinion wisely, you. states position Opening links with paragraph of punctuation used accurately including colons and semicolons juxtapose contrasting views from ‘me’ to ‘other people’ (that), adverb (also) and conjunction (but) form cohesive links plea frames the Summative commentary and marks awarded appear on page 23.

23 • Effective opening and closing frame theresponse. Overall direction is signalledclearly for the reader, as the speaker’spersonal opinion and various counter-arguments are outlined.• Within paragraphs, cohesive devicesinclude demonstrative pronouns to referto ideas (I respect that), use of conjunctionto introduce counter-argument (but I stillthink).• Speech adapted for imagined audience(Mr Speaker, Ladies and Gentlemen) withsufficient formality for purpose (lettingtheir communities and government know).Appropriate content shaped to helppeople to decide, including the citing ofpersonal experience.• The convincing viewpoint, authoritative butable to compromise, is mostly sustained.Other views (parents, the drivers ofemergency vehicles) are integrated intothe argument.• Stylistic features supporting effectiveexpression of opinion include descriptivevocabulary (unpleasant air pollution),cumulative effect of list (cars and lorriesand vans and motorbikes) and figurativelanguage (vehicles storming up and downthe roads).3 marks 4 marks

24 park. And, Effective simple sentsums up key point will affect us because it lots of cars are having Stop the cars – example 3 believe we should create traffic free zones in front of school! what is a traffic free zone? It is a bit of road where only certain drivers can go through, such as parents dropping off their children or picking them If we did have such zones it ety for parents about where to use of a it would stop traffic polluting our sentence atmosphere. four clauses further benefit is that it would encourage all of us Linked with previous walk because there would only be space for those benefit’ who NEED to drive. If children live so far then the parents could (and should) drop them off fairly near the school instead of at its very gates. punctuation Immediately – carbon emissions reduced by 50%! Connective (However) securely used However, unfortunately, there are (as many people introduces counter- some downsides to the creation of a traffic-free argument One problem is that late drivers would have subordinate downsides know about the zone would need to perform a difficult -turn before choosing another route. This pronoun (this) refers back to traffic performing road busier if u-turns around! would end up getting complaints from paragraph car and lorry drivers and late business people emphasises key point of the inconvenience and troublesome nature proposed zone. you want traffic accelerating down Anywhere Lane? W ould you prefer of three rhetorical peaceful lane with a barrier? Should we prevent questions aids cohesion people or lorries from tearing apart our delicate or (even worse) the planet’s fragile ecosystems? I have put before you different pro’s and cons’ such as annoyance, ecological issues or pollution. Now you’ve heard my argument, it’s time for you to placing of clause decide. Contact the local council today, letting them your views, because they need you, and you of punctuation Inverted commas, need them… marks, ellipsis So, you can change what happens in our community; Final plea frames and parenthetical your opinion matters; you matter! response

25 • The structure of the speech is controlled,with paragraphs linked in a variety ofways to signal the overall direction clearlyfor the listener. Paragraphs of differentlengths are used to emphasise key pointsor develop a theme. The opening andconclusion frame the reponse.• Within paragraphs ideas are organisedand developed to support purpose, eg question followed by its answer,reference chain (downsides/ one problem)accumulating rhetorical questions, linkwithin a sentence (Now you’ve heard myargument, it’s time for you to decide).• Form is adapted for the imaginedaudience, with sufficient formality in theresponse (I have put before you differentpro’s and cons’). Appropriate content isshaped to affect decisions, such as theforceful delineation of the pros and cons ofa traffic-free zone, leading up to ‘it’s timefor you to decide’.• The convincing viewpoint is both informal(Now you’ve heard my argument) andauthoritative (Contact the local counciltoday). Other views (late drivers, lorrydrivers in unfamiliar surroundings) arerecognised and integrated into theargument.• A range of stylistic features supportthe effective expression of opinion, egemphasis (could (and should)), aptlychosen vocabulary (inconvenience andtroublesome nature), rhetorical questions(Would you prefer a peaceful lane with abarrier?), figurative language (tearing apartour delicate community), emotive appeal(the planet’s fragile ecosystems), repetitionfor effect (you can change what happensin our community; your opinion matters;you matter!)

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For more copies STA Orderline, PO Box 29, Norwich NR3 1GN Tel: 0300 303 3015 Fax: 01603 696 487 Website: http://orderline.education.gov.uk STA/12/5609 (Mark schemes pack) 1070.01