[PDF] 2009 Key Stage 2 Year 6 - English Reading Writing and Spelling Test Levels 3-5 Mark Schemes.pdf | Plain Text

National curriculum assessments English tests Mark schemes Reading, writing and spelling tests 2009 En KEY STAGE 2 LEVELS 3–5 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page ofc1

First published in 2009 © Qualifications and Curriculum Authority 2009 ISBN 978-1-84721-684-7 Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is prohibited without prior written permission of the publisher, unless within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private study, criticism or review, or by educational institutions solely for educational purposes, without permission, provided full acknowledgement is given. Produced in Great Britain by the Qualifications and Curriculum Authority under the authority and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer of Acts of Parliament. The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities Act 1993. Qualifications and Curriculum Authority 83 Piccadilly London W1J 8QA www.qca.org.uk QCA wishes to make its publications widely accessible. Please contact us if you have any specific accessibility requirements. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page ifc2

Contents Introduction 3 The reading test 4 The writing test 35 The spelling test 64 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 1

3 Introduction As in previous years, the external marking agency, under contract to QCA, will mark the test papers. The markers will follow the mark schemes in this booklet, which are provided here to inform teachers. The booklet includes the mark schemes for the assessment of reading, writing and spelling. For ease of reference, the test questions have been reproduced in the mark schemes. Level threshold tables will be posted on the NAA website, www.naa.org.uk/tests, on 22 June 2009. The marks in the tests are allocated as follows: Reading 50 Writing 50 Longer task (including handwriting) 31 Shorter task 12 Spelling 7 Total 100 The mark schemes were devised after trialling the tests with pupils and contain examples of some frequently occurring correct answers given in the trials. The mark schemes indicate the criteria on which judgements should be made. In areas of uncertainty, however, markers should exercise professional judgement based on the training they have received. The same sets of assessment focuses for reading and writing provide information about the particular processes or skills the pupil needs in order to answer the questions. This information is provided in order to explain the structure of each mark scheme as well as the way in which it will be used by external markers. The assessment focuses are drawn from the national curriculum and are directly related to the Primary National Strategy and the Assessing Pupils’ Progress framework. The 2009 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. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 3

4 The reading test The range of marks available for each question is given under the mark box at the side of the page in theReading Answer Booklet. Incorrect or unacceptable answers are given a mark of 0. No half marks are awarded. There are several different answer formats: ■ short answers These may be only a word or phrase, and 1 markmay be awarded for a correct response. ■ several line answers These may be phrases or a sentence or two, and up to 2 marksmay be awarded. ■ longer answers These require a more detailed explanation of the pupil’s opinion, and up to 3 marksmay be awarded. ■ other answers Some responses do not involve writing and the requirements are explained in the question. The mark scheme was devised after trialling the tests with pupils and contains examples (these are shown in italics) of some frequently occurring correct answers given in the trials. Many pupils will, however, have different ways of wording an acceptable answer. In assessing each answer, markers must focus on the content of what has been written and not on the quality of the writing, expression or grammatical construction, etc. Assessment focuses for reading The aspects of reading to be assessed are pupils’ ability to: 1. use a range of strategies, including accurate decoding of text, to read for meaning 2. understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 3. deduce, infer or interpret information, events or ideas from texts 4. identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level 5. explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level 6. identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader 7. relate texts to their social, cultural and historical contexts and literary traditions. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 4

5 11 .What do you think Norman wrote in reply to Alfred’s letter on page 7? up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: ■responses to point(s) / question(s) raised in Alfred’s letter ■positive or negative response to Alfred’s enthusiasm / admiration (including prolific use of exclamation marks) Award 2 marksfor reference to both of the acceptable points, eg: ●Hi Alfred, Yeah it is kind of cool living up here – a bit chilly at night and a bit lonely, but apart from that it’s great. And yeah, I can eat whatever I want when I want, wear the same clothes for a year and I don’t even have to wash or brush my teeth, from Norman ●Yes, yes, yes, yes, yes and no!!!! No, you can’t have my bike, you’ve got your own. How are you? I’m gr8. It’s ok living in my tree house, actually it’s gr8. xxx Norman. PS can I have your bike, haha! ●Hey Alfred, I have got my toothbrush so I’m not going to stop brushing my teeth otherwise my breath will smell and my teeth will go yellow. I forgot the charger for my gameboy and the battery ran out last night. I have hardly any of my clothes with me or food. Norman. If a mark has been awarded by either route indicated above, a second mark can be given for comments which draw upon other letters. This second mark can be gained by reference to aspects such as reasons why Norman left home / getting letters from family members / provisions supplied by parents / loss of pocket money / Beth’s occupation of bedroom. ●It’s well cool. You would love it up here. My parents don’t even care, they just let my sister have my room. Trust me this is the best, from Norm. Award 1 markfor covering either of the acceptable points, eg: ●No, sorry, you can’t have the bike because I’m thinking of coming down from here ●Dear Alfred, No it does not mean that. I took some clothes with me but maybe, I’ll stop washing. From Norman ●Hey Alfie, I am living a dream. Come and visit soon ●It’s wicked. I don’t do anything. Accept responses expressed in the 3rd person. Do not acceptthe following, unless further expanded: ●Yes, it’s cool! How the reading mark scheme is set out aspect of reading assessed by this question criteria for the award of 2 marks examples of responses produced in the trials awarded 2 marks examples of responses produced in the trials awarded 1 mark to gain marks, responses must refer to one or both of these points further advice to markers criteria for the award of 1 mark responses which may occur quite frequently but do not merit any marks 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 5

6 Deduce, infer or interpret information, events or ideas from textsIdentify and comment on the structure and organisation of texts including grammatical and presentational features at text levelExplain and comment on writers’ use of language, including grammatical and literary features at word and sentence levelIdentify and comment on writers’ purposes and viewpoints and the overall effect of the text on the reader 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 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textRelate texts to their social, cultural and historical contexts and literary traditions Section 1: Dear Norman Q1 1 Q2 1 Q3 1 Q4 1 Q5 1 Q6 1 Q7 1 Q8 1 Q9 1 Q10 2 Q11 2 Q12a 1 Q12b 2 Q13 2 Q14a 1 Q14b 1 Q15a2 Q15b 1 Q16 3 Section 2: The Earthship Q17 1 Q18 1 Q19 2 Q20 1 Q21 2 Q22a 2 Q22b 1 Q232 Q242 Q252 Q26 2 Q27 3 Section 3: Both texts Q28 2 Q291 Total 7 20 6 8 6 3 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 6

7 Questions 1,3,4,7 Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Questions 2,5,6 Assessment focus 2:understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Award 1 markfor each correct choice. Section 1: Dear Norman Page 4 Monday Tuesday Wednesday Thursday 1.On morning, Norman left home. He went to live in a tree house in He had left home because the local park. his front garden. his back garden. the school playground. Beth had moved into his room. his parents had sent him away. his parents were annoying him. he had been expelled from school. Over the next few days, he received letters from people that he knew, starting with letters from his family. his friends. his teachers. his grandparents. A letter came from his friend Alfred, asking him for his He even got a letter from the local newspaper telling him that his picture was on the front page. he should read theParkville Gazette. they would like to interview him. he had won a competition. bedroom. bicycle. toothbrush. Gameboy. Altogether, he stayed in his tree house for a whole day. about three days. over a week. the summer holidays. 2. 3. 4. 5. 6. 7. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 7

8 8.Who wrote to Norman using the most formal style of writing? 1 mark Assessment focus 5:explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Award 1 markfor: ■ Mrs Bouquet. Page 5 9.Who admired Norman most for what he had done? Findandcopyone phrase that shows this. 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (simple inference). Do not award a mark for the character identified in the box. Award 1 markfor accurate retrieval of examples of Alfred’s admiration, eg: ■ (What’s this about you living in your tree house?) Totally cool! ■ This is so cool. ■ I wish I had thought of it. Also award 1 markfor accurate retrieval of examples of anyone else’s admiration, eg: ■ It certainly was clever. [mother] Minor errors in copying should not be penalised. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 8

9 Page 5 (continued) 10.Whose letter do you think was most likely to annoy Norman? Explain why, referring to the letter in your answer. up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Any character cited can be credited depending on the justification used to support the answer. The justification can relate to: ■ taking or witholding of property (bike, bedroom, pocket money) ■ sarcasm ■ homework ■ being interfering or bossy. Award 2 marksfor answers that interpret the text, revealing an understanding of the potential impact on Norman, eg: ● Beth because she was winding him up by saying that she could have his room ● Beth’s trying to annoy Norman by saying I got your room, ha ha. She is showing off, trying to make him feel left out ● Mum because she was being so sarcastic when she said things like ‘how clever to get that big TV set up the long steep ladder’ ● Dad because he went on about how much pocket money Norman was going to miss. Award 1 markfor answers that quote or report a relevant section of text without further explanation, eg: ● Beth wrote ‘Mum and Dad say that I can have your room. Ha ha.’ ● because if your sister said to you ‘Haha, Mum said I can have your room’ you would be really annoyed ● because Alfred wanted his bike which he could have used. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 9

10 11 .What do you think Norman wrote in reply to Alfred’s letter on page 7? up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference). Acceptable points: ■ responses to point(s) / question(s) raised in Alfred’s letter ■ positive or negative response to Alfred’s enthusiasm / admiration (including prolific use of exclamation marks). Award 2 marksfor reference to both of the acceptable points, eg: ● Hi Alfred, Yeah it is kind of cool living up here – a bit chilly at night and a bit lonely, but apart from that it’s great. And yeah, I can eat whatever I want when I want, wear the same clothes for a year and I don’t even have to wash or brush my teeth, from Norman ● Yes, yes, yes, yes, yes and no!!!! No, you can’t have my bike, you’ve got your own. How are you? I’m gr8. It’s ok living in my tree house, actually it’s gr8. xxx Norman. PS can I have your bike, haha! ● Hey Alfred, I have got my toothbrush so I’m not going to stop brushing my teeth otherwise my breath will smell and my teeth will go yellow. I forgot the charger for my gameboy and the battery ran out last night. I have hardly any of my clothes with me or food. Norman. If a mark has been awarded for reference to either of the acceptable points, a second mark can be given for comments which draw upon other letters. This second mark can be gained by reference to aspects such as reasons why Norman left home / getting letters from family members / provisions supplied by parents / loss of pocket money / Beth’s occupation of bedroom, eg: ● It’s well cool. You would love it up here. My parents don’t even care, they just let my sister have my room. Trust me this is the best, from Norm. Award 1 markfor covering either of the acceptable points, eg: ● No, sorry, you can’t have the bike because I’m thinking of coming down from here ● Dear Alfred, No it does not mean that. I took some clothes with me but maybe, I’ll stop washing. From Norman ● Hey Alfie, I am living a dream. Come and visit soon ● It’s wicked. I don’t do anything. Accept responses expressed in the 3rd person. Do not acceptthe following, unless further expanded: ● Yes, it’s cool! Page 6 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 10

11 BLANK PAGE 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 11

12 12.Beth’s letters show a change in her attitude to Norman. a)Findandcopya word or phrase from both of Beth’s letters that best show her change in attitude. 1 mark Assessment focus 5: explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Award 1 markfor retrieving an appropriate quotation from both letters: Acceptable answers from 1st letter Acceptable answers from 2nd letter ■ Ha ha! ■ I miss you. ■ I can have your room. ■ (I think) you should move back (into our house) ■ It’s boring. ■ (We can) negotiate. ■ Yours sincerely. Minor errors in copying should not be penalised, eg: ● I have your room (1st letter) ● I can use your room (1st letter) ● Yours sinscerly (2nd letter). Page 6 (continued) continued… 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 12

13 12.b) Why do you think her attitude towards Norman changed? up to 2 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Answers may focus either on the cause of the change in Beth’s feelings (ie emotional) or on the consequence / purpose of Beth’s change in attitude (ie she wants Norman to come back). Award 2 marksfor identifying a change in Beth’s feelings between the two letters, from initially feeling pleased to later feeling negative, eg: ● in the first letter she was glad to see the back of him but later she started missing him ● she felt guilty about taking her brother’s room and bragging on about it ● because she obviously wasn’t finding life without Norman as easy and fun as she first thought. Award 1 markfor identifying a valid reason why Beth would now have a friendly attitude to her brother, eg: ● she has no one to play with / argue with / tease ● she misses him and really wants him to come home now ● she was getting worried for Norman ● she was starting to get lonely without him ● because her dad told her to be nice / to write ● she wants him to come home now ● they have been apart for a few days and she has realised what life is like without him. Page 6 (continued) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 13

14 Page 7 13.In his second letter (page 7), Norman’s father showed Norman how much money he was missing out on. Why did he do that? up to 2 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 2 marksfor referring both to the father (his intention / underhand tactics / enticement / manipulation) and to Norman (the effect on Norman, the desired outcome), eg: ● his dad was trying to bribe / tempt / tease him to come home ● he did this so he would make Norman think about the money and make him change his mind ● so Norman would want the money and go back to the house ● he did it to persuade him to come back in to get his pocket money. Award 1 markfor simple answers that refer either to the father’s intention or to the effect on Norman, eg: ● to get him / persuade him to go back inside ● bribery ● to make him mad / jealous / cross. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 14

15 Page 7 (continued) 14.a) How do we know that Norman actually answered the letters he received? 1 mark Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Award 1 markfor indicating that other writers refer to letters they have received from Norman, eg: ● because it says on page 3 in dad’s letter ‘thank you for your letter’ ● we know because on some letters it says ‘thank you’ for replying ● it refers to the answers on the next letter ● his mum says you are very sweet to take the time to write. Do not accept: ● you can tell from the start / mum’s and dad’s letters ● they have all written back to him. b) Why do we not need to see any of Norman’s replies to the letters he received? 1 mark Assessment focus 4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 1 markfor answers referring to the fact that the reader can deduce the missing information from the letters included, eg: ● you can tell what’s happened from the other letters ● you don’t need to know what he wrote because all the important parts are in the letters ● because in the letters, it gave some clues to what he wrote about ● because in some of the letters they send, it kind of says what he said ● because the next letter the person sends, we will know what he said depending mainly on what they say. Do not accept references to the text’s title ‘Dear Norman’, or to the fact that his letters were not his possessions, eg: ● it’s called ‘Dear Norman’ so it’s about the letters he gets ● he’s sent them away so you can’t see them. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 15

16 Page 8 15.a) The idea of a child living in a tree is quite humorous. Explain what else is funny about Norman’s situation. up to 2 marks Assessment focus 6:identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader. Award 2 marksfor answers which identify some incongruity or paradox in Norman’s situation, eg: ■ independent life ● he’s a child and he’s trying to live by himself ● he’s run away from home but he’s just gone to live in the back garden ■ family’s reaction ● he’s left home, but nobody seems that worried ● they all write to him instead of shouting up to him in his tree house ■ school ● he hasn’t got out of school fully – he still gets the homework sent! ● Mrs Bouquet pretends to be all understanding but she’s mean by sending him homework ■ other ● he gets annoyed with his family and moves out into his tree house but he’s written an article called ‘Peace in your garden’ ● he carried his big TV up but there’s no electricity up there. continued… 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 16

17 15.a) (continued) Award 1 markfor answers which identify a humorous text-based detail / incident. Answers must identify something ‘odd’ about the situation in order to attain one mark, eg: ● it’s funny that he carries a huge TV up to his tree house ● his family are annoying him so he decides to go live in his tree house ● he doesn’t want pocket money ● where would he go to the toilet or get washed? ● he’s not going to school and can do anything and eat anything he wants ● he has moved into his back garden ● the funny thing is that his parents are letting him live there. Do not accept answers in which the humour is neither obvious nor explained, eg: ● the letter from anonymous is funny ● he gets to do what he wants ● he had nothing to do or play with ● he only stays there for three days ● it’s funny because everyone is persuading him to come back to the house and school. Do not accept a summary of the story without an attempt to pick out any humorous detail, eg: ● it’s funny that he’s living in a tree-house ● his family and friends are writing to him and he won a contest. Page 8 (continued) continued… 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 17

18 15.b) Some of the language in the letters is also intended to be humorous. Explain what is unusual about Mum calling bees sweetandjollyon page 4. 1 mark Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 1 markfor answers that recognise any one of the following: ■ the anomaly in this descriptionof bees, eg: ● bees sting / bees are dangerous ● bees aren’t ‘sweet’ / ‘jolly’ ● bees can sting you. Norman’s mum is saying they’re nice ● well it’s funny because she didn’t warn Norman about them she just said ‘sweet busy bees’ ■ the sarcasm, eg: ● she’s being sarcastic ● she’s trying to be funny ■ the anomaly in the mother’s behaviour, eg: ● she’s only pretending ● she wants him to be scared of getting stung ● usually people don’t like bees but she’s talking as if they’re nice gentle creatures ● mum was trying reverse psychology on him ■ the intentionbehind the words, eg: ● she’s trying to persuade him to come back inside. Do not accept: ● bees can hurt you / sting so Mum was trying to keep Norman calm ● she was trying not to scare Norman. Page 8 (continued) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 18

19 16.Why do you think Norman finally came down from the tree? Explain fully, using the text in your answer. up to 3 marks Assessment focus 3:deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: Award 3 marksfor answers which explain and explore the situation fully, referring to at least one from both types of acceptable points, ie looking at both emotional and materialistic aspects, eg: ● he probably got bored of the sandwiches and the cold and the fact that he had nothing to do in his tree house. He must also have been having second thoughts about his bedroom being claimed by his sister and his bike going to Alfred. Most of all, he would have wanted to get the prize of going to Washington ● he missed his family, wanted his room back and wanted to go to the White House. He may also have wanted to annoy his sister. Award 2 marksfor answers which recognise onlythe emotional orthe materialistic aspects, listing two or more points of the same type. Alternatively, 2 marksmay be awarded for answers which touch briefly on both types of points but are only minimally developed, eg: ● he wanted his bedroom back and probably liked the idea of going to Washington ● he probably wasn’t feeling annoyed with his parents anymore, after three days up his tree and wanted a proper meal cooked by his mum ● he was missing his family and he knew they were missing him too, as his Mum wrote ‘I understand your feelings’ and his sister seemed worried about him too ● because he wanted to go to Washington and to get his money and he wanted to see his friends. Award 1 markfor answers which attribute Norman’s decision to a single factor, eg: ● he won the newspaper competition prize and he must have wanted to go on that trip to Washington ● he probably felt lonely in his tree-house without company. Page 8 (continued) ■ he was missing his family and/or his family was missing him ■ wanted home comforts ■ boredom ■ loneliness ■ return to normality ■ cumulative effects of the letters emotional / psychological factors materialistic factors ■ financial incentive (pocket money) ■ securing possessions (bicycle / room) ■ taking his prize trip to Washington ■ physical hardships (eg hunger) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 19

20 18.Which of these materials are used to build Earthships? Tick three. 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 markif three correct answers are ticked: 17.How many tyres have to be thrown away every year? 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: ■ 48 million / 48,000,000 / forty-eight million. Section 2: The Earthship Page 9 bricks concrete old wood tyres cement old bottles ✓✓ ✓ 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 20

21 Page 9 (continued) 19.Fill in the table to show how the Earthship provides the following. One has been done for you. 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 all four cells correctly completed. Award 1 markfor two or three cells correctly completed. We need: How the Earthship provides it: light and electricity ●solar panels / from sun (light) – or ●wind turbines / wind energy – or ●both from sun and wind heat during day ●sunlight heats up the rooms ●from the sun ●windows let in sunlight Do not accept: solar panels / south-facing windows protection from cold at night The walls release heat into the rooms. water ●rain water (is collected / stored) Do not accept:underground water tanks disposal of waste ●recycled for toilets / watering plants ●reed beds Do not accept:recycled 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 21

22 Page 10 C B A 20.Label each arrow to show different parts of the leaflet. A – quotation B – information C – caption 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 inserting all three labels in the correct order. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 22

23 21.The writer could have said that the Earthship is cheap to run, but instead he wrote dirt cheap. Why do you think he chose these words? up to 2 marks Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. Award 2 marksfor answers that link the cheapness of the building materials with the cheapness of running / building the house, eg: ● because the house is built from dirt and it doesn’t cost much to run ● he picked those words to describe how cheap the house is because it fits with the fact that it’s made of dirt and junk and rubbish and cheap to build and has low bills ● he chose these words because the house is extremely cheap to run and is made out of dirty old materials. Award 1 markfor reference to the house having low maintenance costs orto the fact that it is built using waste products, eg: ● it’s just telling you that it’s very very cheap to run ● so that someone who wants one knows that it is super cheap to run ● because it’s very cheap for water, heat and electricity ● because the house is made out of dirt and recycled rubbish. Do not credit repetition of the phrase ‘cheap to run’ without any expansion / explanation, eg: ● because the Earthship is made from recycled goods that you could call rubbish or dirt, (1 mark), the house is cheap to run (0 marks) ● the house is cheap / cheap to run (0 marks) Do not accept answers about the cheapness of dirt or of the house unless linked to the Earthship’s costs or materials, eg: ● dirt is free / very cheap ● there’s a lot of dirt there ● the Earthship is a really cheap house. Page 10 (continued) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 23

24 Page 10 (continued) 22. ‘Earthship’is made up of two words: earth and ship. Why are these two words used for this new type of house? Assessment focus 5: explain and comment on writers’ uses of language, including grammatical and literary features at word and sentence level. a) earth up to 2 marks Award 2 marksfor reference to the environmental aspect of the Earthship, eg: ● it’s a house design that saves the Earth / environment / planet ● it’s eco-friendly. Award 1 markfor reference to any one of the following points: ■ built into the earth, eg: it’s an underground house ■ uses earth in its construction, eg: it is built into the ground / soil / earth ■ uses natural resources, eg: it’s made out of natural things. b) ship 1 mark Award 1 markfor reference to either of the following points: ■ figurativeinterpretation, eg: ● it’s self-contained / self-sufficient ● it’s like a space ship because it’s meant to ‘travel’ into the future ● it’s very complex to run like a space ship ■ thearchitect’s quotation, eg: ● it’s a home that will sail into the future ● it will sail long into the future as the walls stay for 800 years. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 24

25 Page 11 23.How has the writer proved that Earthships cost very little to run? 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 reference either to the endorsement provided by inhabitants of the Earthship or for answers referring to the energy bill, eg: ● because he used happy customers to show how much it would cost ● it has a little interview with customers asking them how much it was ● by putting the section of a user’s opinion ● by getting a quote from a person who lives in an Earthship ● the total bill for the year was £25 ● someone who was the owner of a two-bed Earthship said that the energy bill was £25 ● by saying how much it was for the energy bill. Award 1 markfor reference to cost-reducing features, eg: ● it has solar panels / electricity from wind ● it uses natural resources ● it uses its own energy ● by explaining what resources it uses to keep its bills low. Do not accept reference to the cheapness of the original building materials, eg: ● it is made from recycled materials. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 25

26 Page 11 (continued) 24.This leaflet gives information about the Earthship. How does it also advertise the Earthship? Find twopoints. up to 2 marks Assessment focus 7: relate texts to their social, cultural and historical contexts and literary traditions. Award 1 markfor each valid point taken from one or more of the categories below, up to a maximum of 2 marks, eg: ■ language, eg: ● it uses persuasive language ● it has the sort of language features that you see in advertising, eg: ‘the home of the future’, ‘dirt cheap to run’, sunny living room / cosy bedroom ● makes you want to have one ■ content, eg: ● it only mentions the good aspects of Earthships, nothing bad ● it has facts and figures to sound convincing ● it has good comments from users ● has a website ● says how cheap it is ● says how comfortable it is ● says how ecological it is ■ presentation, eg: ● it has a slogan [the home of the future] / catchy heading ● use of appealing / attractive photographs ● it has a big photograph across half the front page ● eye-catching title. continued… 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 26

27 24. (continued) Also award 1 markfor answers that identify advertising features by copying them. For 1 mark, pupils must give twoexamples from the lists below. No marks are given for a single example, even in combination with answers from the lists on page 26. ■ Identifyingrelevant quotations: ● the home of the future ● it says ‘Dirt cheap to run’ ● cosy bedroom ● sunny living room. ■ Identifyingpositive features of the Earthship: ● it helps the world ● it’s cheap to build / run ● the materials last really long. Do not accept: ● it has a picture / photograph ● it has captions. Page 11 (continued) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 27

28 25.On the front of the leaflet two quotations are included from people who like the Earthship. Now turn over and use the information on the plan to write your own comment about the Earthship for use in the leaflet. 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 selecting and re-interpreting a relevant piece of information from the labels on the plan and implicitly or explicitly making a comment about it, eg: ● it’s so cool knowing that I’m using only sun and wind to get all my electricity ● I really like the idea of not polluting the earth and using all my waste water for growing things in the garden ● the reed beds can get very smelly when the weather’s hot, so I’m not that keen on it anymore ● all the bedrooms are so cosy, you’d never know the walls were made of old tyres. Award 1 markfor a general comment on the eco-features of the Earthship, taken from the front or back of the leaflet, eg: ● it is really good because think how much energy you waste in your house ● it’s all made from recycled materials ● I would recommend this house to anyone. It is very cheap to live in ● it’s saving the environment and costs almost nothing to run ● it’s incredible. It doesn’t pollute the Earth and prevents global warming. Do not accept answers that are based on the quotations in the leaflet, eg: ● my bills are so cheap, only £30 per year. Page 11 (continued) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 28

29 26.How does the plan of the Earthship help the reader to understand the text? 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 2 marksfor explaining the visual advantage of the diagram in understanding complex text, eg: ● the text is complicated / technical / unfamiliar so it shows you what it looks like ● if they can’t read it, it helps them to just look at it and see how good it is. Award 1 markfor identifying the visual advantage of the diagram, eg: ● it shows you what it looks like / you can see what it looks like ● it helps you to imagine what it looks like ● it shows you where everything is ● it makes you see how it’s all laid out. Do not accept overly specific advantages of the diagram, eg: ● so you see where the beds are. Do not accept answers that are about the function of the captions (not the diagram), eg: ● it describes all the rooms ● it comes in small sections. Page 12 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 29

30 Page 12 (continued) 27.Explain fully how Earthship houses can solve different types of problems. up to 3 marks Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference). Acceptable points: ■ use of old tyres / recycling / longevity of tyres ■ provision of homes ■ beneficial environmental impact ■ saving on energy bills / cheapness of utilities / energy production and/or consumption. Award 3 marksfor mentioning three of the problems that Earthships solve or for discussing two in greater detail, eg: ● Earthships are a good way of using up old tyres, which are an environmental problem, as they are so difficult to get rid of by burning or burying. Earthships also help to solve another problem and that is the problem of not enough houses for people to live in ● it will solve problems of pollution and greenhouse gases. By recycling tyres, they are not burnt and then no greenhouse gases escaping and you don’t have to put them in a big hole in the ground either, so there’ll be less rubbish because it is being used. Award 2 marksfor two of the problems that Earthships solve or for outlining one in greater detail, eg: ● waste products are being used by the Earthship and the cost of the energy bills is cheap ● it will save people money, will help global warming, save energy. Award 1 markfor covering one problem on a very general or over-specific level, eg: ● the mountain of old tyres can provide homes for people who need them ● it will just keep re-using water and it saves a lot of water by filtering it so you don’t have to keep going out and buying new bottles of water. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 30

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32 28.The text about the Earthship uses mainly photographs. The Dear Normantext includes drawings. Explain why these two different types of illustration are suitable for these different types of texts. up to 2 marks Assessment focus 4: comment on the structure and organisation of texts, including grammatical and presentational features at text level. Award 2 marksfor providing a comprehensive explanation for the purposes of / reasons for at least one of the types of illustration, eg: ● Dear Norman is fiction so someone had to draw from pictures from his / her imagination, but the Earthship is a real place that really exists so they could take photos of it ● for advertising they needed photos so that people could have a real picture of what it’s like; for Dear Norman it can just be an artist’s impression and it doesn’t matter if it’s wrong ● because people want to see the real house and in Dear Norman you don’t need to. It is the writing that explains everything ● it looks more realistic using photographs in an advertisement but in a story it really doesn’t matter ● the Earthship leaflet needs real photographs to show you exactly what you are getting for your money. Award 1 markfor recognising in a simple, but explicit, comparison that Dear Norman cannot be photographed, as it is fictional, but that Earthships actually exist, eg: ● one’s fiction and one is non-fiction ● Norman does not exist but The Earthship is real. Do not accept a valid attribute provided for only one of the texts, eg: ● Dear Norman is not real [ ✔]but the Earthship leaflet is information [x]. Do not accept answers that only identify the text types involved, eg: ● one is a story and the other is an advertisement ● Dear Norman is a cartoon but the Earthship is information. Section 3: Both texts Page 13 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 32

33 Page 13 (continued) 29.Here are some descriptions of the texts you have read. Tick to show whether the descriptions are about Dear Normanor The Earthshipleaflet. One has been done for you. 1 mark Assessment focus 7: relate texts to their social, cultural and historical contexts and literary traditions. Award 1 markfor inserting all three ticks in the correct cells. Description Dear Norman The Earthship informative ✓ fictional ✓ persuasive ✓ humorous ✓ 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 33

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35 The writing test There are two mark schemes, one for the longer task Trainer Try-Out (pages 38– 41); the other for the shorter task A Busy Place(pages 56 –57). Assessment focuses for writing The aspects of writing to be assessed are pupils’ ability to: 1. write imaginative, interesting and thoughtful texts 2. produce texts which are appropriate to task, reader and purpose 3. organise and present whole texts effectively, sequencing and structuring information, ideas and events 4. construct paragraphs and use cohesion within and between paragraphs 5. vary sentences for clarity, purpose and effect 6. write with technical accuracy of syntax and punctuation in phrases, clauses and sentences 7. select appropriate and effective vocabulary (this is not assessed separately, but contributes to text structure and organisation and composition and effect) 8. use correct spelling (assessed through the spelling test). The mark scheme strands For the purpose of marking the writing, related assessment focuses have been drawn together into three strands: ■ sentence structure and punctuation ■ text structure and organisation ■ composition and effect. For the longer task, the strands are organised as follows. Handwriting is assessed in the longer task. The marking criteria are shown in section F on page 41. 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. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 35

36 For the shorter task, the strands are organised as follows. The criteria encourage positive recognition of achievement in writing. Pupils do not necessarily develop uniformly across these categories, and the strands allow separate judgements to be made about the relative strengths and weaknesses of a pupil’s work. Marking procedures The criteria for each strand identify typical characteristics of pupils’ work in different bands. When marking, it is helpful first to identify which bands are most relevant to the writing and then refine the judgement to a mark within a band. Criteria from lower bands that are also applicable to higher bands should be seen as relevant to higher band descriptors. For example, the criterion Sentences are mostly grammatically soundappears in Band A3. However, grammatical soundness should also be taken to be an underlying feature of performance at Band A4 and Band A5, even though it is not explicitly stated at these bands. Where organisational devices are used to structure a piece of writing (eg firstly, secondly, finally; furthermore; consequently), credit should be given for evidence of effective and appropriate use. However, indiscriminate use of such devices (ie where the devices are not integrated meaningfully into the writing) should not be regarded as a positive feature of performance. The annotations on the example scripts show how to look for features in the writing, and the summary boxes show how to weigh these features to reach a mark. Where the writing clearly does not meet the criteria for Band 1, a mark of 0 should be awarded. Pupils will be expected to follow the prompt very carefully, especially in content and form. Pupils whose writing is unrelated to the prompt will not be credited with any marks for composition and effect. Those pupils who do not maintain the form throughout the piece, for example a non-fiction piece becoming narrative, will not have access to the full range of marks for composition and effect. Marking the writing A set of annotated scripts, written by year 6 pupils during the English pre-tests, is presented here to help your judgements of the writing. Scripts are reproduced without corrections to spelling. Assessment focuses ■ sentence structure, – vary sentences for clarity, purpose and effect punctuation and text – write with technical accuracy of syntax and punctuation organisation in phrases, clauses and sentences – construct paragraphs and use cohesion within and between paragraphs. ■ composition and effect – write imaginative, interesting and thoughtful texts – produce texts which are appropriate to task, reader and purpose. 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 36

37 The longer task:Trainer Try-Out The prompt explains that a sports shop manager has invited some young people to try out a new training shoe and give their views on its suitability for sports activities. Pupils are asked to imagine that they have used the trainers for a week, and the task is to write a report about the trainers for the sports shop. The writer is reminded to consider both positive and negative aspects, but the details of what the trainers were like and how they performed are left to the imagination. Planning gives further support for structure and the development of content. Better performances are distinguished by effective organisation of the report’s content to emphasise developed, clearly expressed views that reflect details of the tester’s experience and provide an informed appraisal of the trainers for the sports shop. Your local sports shop has been supplied with a new type of training shoe. The shop wants to find out if the trainers are suitable for sports activities. The shop manager has asked some young people to try out the trainers and give their opinion. Imagine that you have tried out the trainers for a week, using them for sports lessons and other outside activities. Your task is to write a report about the trainers for the local sports shop. Think about: good points about the trainers their suitability for sports use what could be improved. Trainer Tr y-Out 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 37

38 Band A1 ● Construction of clauses is usually accurate. Some simple sentences, often brief, starting with a pronoun + verb (They are nice). Clauses mostly joined with and,but,so. ● Sentences sometimes demarcated by capital letters and full stops. 1 mark Mark scheme for the longer task: Trainer Try-Out SECTION ASENTENCE STRUCTURE AND PUNCTUATION Assessment focuses: vary sentences for clarity, purpose and effect write with technical accuracy of syntax and punctuation in phrases, clauses and sentences ● Simple connectives and,but,so,whenlink clauses. Subjects and verbs often simple and frequently repeated (I think,they are). Use of modals (could,would). Some sentence variation created, eg simple adverbials (on the outside,now). Noun phrases mostly simple (the laces) with some limited expansion (the little wheels). Some adjectives, eg to describe aspects of trainers (heavy,hot). ● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists. 2 –3 marks ● Sentences are mostly grammatically sound. Adverbials (When I took off my trainers), and expanded noun phrases (the special grip on the bottom) add variety. Some subordinating connectives: because,if (because the trainers are so bouncy). Some variation of subjects (The soles,They). Tense choice generally appropriate; modals used to express possibility are varied (would try,should have insoles). ● Most sentences correctly demarcated; some commas mark phrases or clauses. 4 –5 marks ● Simple and complex sentences with some variety of connectives, eg while,although,which. Expansion of phrases and clauses adds detail (trainers that rub and cause blisters). Range of verb forms (have been using). Additional words and phrases contribute to shades of meaning, eg adverbs (normally). ● Range of punctuation used, almost always correctly, eg brackets, dashes, colons. 6 –7 marks ● Length and focus of sentences varied to express subtleties in meaning and to focus on key ideas. Sentences may include controlled use of several subordinate clauses (although I feel that there are a few points about them which need changing), sometimes for economy of expression; word order used to create emphasis (I could play sport in any conditions – wet, cold, hot and even when it’s snowing). ● Range of punctuation, with little omission, to give clarity. 8 marks Band A2 Band A3 Band A4 Band A5 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 38

39 Band B1 SECTION BTEXT STRUCTURE AND ORGANISATION Assessment focuses: organise and present whole texts effectively, sequencing and structuring information, ideas and events construct paragraphs and use cohesion within and between paragraphs ● Ideas grouped into sequences of sentences; some division possibly indicated by layout. ● Simple connectives used (and). Some connection between sentences, eg pronouns referring to the same person or thing (the trainers / they). 1 mark ● Text structure overall is simple; includes brief introduction or concluding statement (Well, they are really good for sports). Some divisions between sections of content indicated (The only problems). ● Connections are built up by reference. Other relationships within and between sentences may be used, eg contrast (but they need more grip). 2 –3 marks ● Logical organisation: introduction, points about the trainers, conclusion. Paragraphs or sections are sequenced, although transitions may be awkward. If used, conventional phrases (Overall, the trainers) are integrated into the text. ● Within paragraphs or sections, content may be developed around a main sentence. Paragraphs or sections organised to expand a particular topic, eg with explanation (when you are riding a bike). Connections within paragraphs or sections maintained, eg through ongoing references (all of those features). 4 –5 marks ● Overall organisation of the report supported by paragraphs or sections which enable coherent development and control of content across the text. Relationships between paragraphs give structure to the whole text, eg links make structure between paragraphs clear (Now moving on to the good things), connections between opening and ending. ● Paragraphs or sections are developed; main ideas consistently supported by relevant explanation. Reference to the same thing or idea sometimes varied to avoid repetition (these trainers,the shoes). 6 –7 marks ● The structure of the report is controlled across the text. Sequencing of paragraphs contributes to overall effectiveness, eg strategic placing of most significant idea or suggestion (Whilst I have been doing my sport,I have noticed). Paragraphs varied in length and structure. ● Each paragraph has a clear focus and content is organised, eg by reference or contrast within the paragraph (also the retro style,which consists of). 8 marks Band B2 Band B3 Band B4 Band B5 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 39

40 Band C1 SECTION CCOMPOSITION AND EFFECT Assessment focuses: write imaginative, interesting and thoughtful texts produce texts which are appropriate to task, reader and purpose ● A short series of points; aspects may be listed and opinions may be inconsistent. ● Detail (leather) or a simple statement of opinion expands content. 1–2 marks ● Content of the report includes some points about the trainers, some explanation of ideas (because most sports are on very grassy areas) and some relevant information. Coverage may be unbalanced. ● Writer’s attitude towards the trainers is sometimes evident (good when it comes to grip). ● Word choice often general (bad) with some detail (waterproof). Some use of impersonal constructions (It is); level of formality may be inconsistent. 3 –5 marks ● Coverage of points about the trainers is balanced; points are developed, eg with explanation, example, justification of opinion (so that people don’t just use them for sport). ● A consistent viewpoint towards the trainers, eg writer presents a reasoned and realistic attitude (good for hard ground but not for grass) and gives helpful suggestions (I think you should put in less air holes). ● Style of address (eg formal, impersonal) supports informative purpose of report; generalisation (stylish, many varieties); suggestion (if you could make). Descriptive vocabulary (cross-over straps,flashing lights). 6 –8 marks ● Ideas are adapted; content is selected to be of most relevance to the sports shop manager (only came in whole sizes so people with half size feet did not have comfortable shoes for games). ● Viewpoint is established and controlled, eg writer reviews trainers from an informed position (by moulding itself around your foot) and gives constructive suggestions. ● Word choice consistently maintains report style; precise vocabulary for descriptive detail (non-friction sole,scuffed,squelch). 9 –11 marks ● Choice and placing of content is informed by purpose, eg writer positions most significant content for emphasis. Comments include reflections on experience (Nobody really wants the name of a trainer to take up the whole shoe). ● Viewpoint convincing, eg conveys impression that comments and suggestions come from experience of trying out trainers in different situations (adapted to speed and terrain). ● A range of stylistic features fully supports purpose and engages, eg patterning (wet environments and come out dry,cold environments and the heat insulating worked), alliteration, figurative language (a drawstring-like system). 12 marks Band C2 Band C3 Band C4 Band C5 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 40

41 Band F1 SECTION FHANDWRITING All pupils need to develop a serviceable handwriting style which is legible, clear and encourages the reader to engage with what has been written. This assessment of handwriting is based on pupils’ ability to write legibly and fluently in a sustained piece of writing. Judgements will be made on the basis of the legibility and clarity of the handwriting throughout the longer task, supported by a closer look at the size and position of words and letters. The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. 1 mark Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and position but there is some variation. 2 marks The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a personal style to engage the reader. 3 marks Band F2 Band F3 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 41

42 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION brief introduction (B2) some divisions help with basic content grouping (B2), but continuation of topic later on weakens effect (below B2) reference builds up connection (B2) COMPOSITION & EFFECT Report includes some explanation (so that the rubber will not come off), although in places coverage limited to description (light blue and a dark blue and white stripe) (C2). Writer’s view of the trainers not consistent (They were good for sport / they cound fall over and hurt there selves) (below C2). Some informative word choice (hard spundge,slippey); other vocabulary is general (sport,good) (C2). Summary Presentation of ideas as a simple report on the trainers, with some development of explanation and use of detail, provides sufficient evidence for award in Band C2. For a higher mark in the band, the writer’s attitude to the shoes would need to be more clearly expressed. Band C2 – 3 marks SENTENCE STRUCTURE & PUNCTUATION Summary Evidence of some sentence variation in the form of simple adverbials and expanded noun phrases supported by mostly accurate sentence demarcation leads to Band A2. Development of incomplete sentences to clarify meaning necessary for award of higher mark in the band. Band A2 – 2 marks accurate sentence demarcation (A2) comma supports sentence division (above A2) simple adverbials (A2) incomplete sentences (below A2) noun phrases with limited expansion (A2) TEXT STRUCTURE & ORGANISATION Summary Use of an introductory sentence and some division of content gives the text basic structure and suggests award in Band B2. Although there is some connection through reference, further evidence of grouping ideas (for example, a continuous section on shoe laces) would be necessary for higher mark in the band. Band B2 – 2 marks simple connectives (A2) The shoes which I tried on for the shoe were ok. They were good for sport and all the things which you do in sport but all the rubber on the end of the shoe carrys on coming off and it gets very hard to run if your whereing a shoe like that when your doing sport. The shoe lase carry on coming un done too . So if the shoe shop sold them to somels and they were doing running or some thing to do with sport , they cound fall over and hurt there selves. It’s maded out of different materials and they are, letter for the top bit of the shoe rubber for the end of the shoe which gives you the grip on the floor. hard spundge which the rubber goes under. Last of all the shoe lase to trie up your shoe but it’s not very good. I think they cound improve by getting harder glue to stick down so that the rubber will not come off. To not get the shoe lases to be so slippey so that they come un done not so easly. The shoe is light blue and a dark blue and white stripe going down the middle. There are small tips going alone the end of the shoe modals (A2) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 42

43 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION developed section (above B2) use of pronoun instead of ‘the trainers’ weakens reference within sections (below B2) concluding statement (B2) COMPOSITION & EFFECT Several aspects of the trainers are considered, with some examples (I went to football training with them); content development in first section not sustained (C2). Writer expresses mainly positive views about the trainers (I like the shape and the colours) (C2). Some detail included (side lasis,to chunky); informal style (legged it round,your done) dominates over more formal language (There grip is good on wet grass) (C2). Summary This report includes coverage of different points with some development, including a recount of the writer’s experiences with the trainers. These features, supported by some detail, lead to the top mark in Band C2. Balance of content and greater stylistic consistency would be necessary for award in the next band. Band C2 – 5 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of modals and simple adverbials, together with simple joining and the repetitive use of subjects and verbs indicates Band A2. The higher mark is confirmed by sufficient evidence of full stops and capital letters to demarcate sentences and the use of commas in a list. Band A2 – 3 marks commas in list (A2) simple adverbials (A2) simple joining (A2) TEXT STRUCTURE & ORGANISATION Summary Division of the text into sections and a concluding statement gives basic overall structure and suggests award in Band B2. Although internal reference is not secure, the inclusion of a developed section of content justifies the higher mark in the band. Evidence of an introduction and maintenance of reference within sections necessary for award in higher band. Band B2 – 3 marks I like the shape and the colours, ecspacally the grip it was amazing I like the fake lacis. I think youv’e done really well and I hope you sell them soon because I want some. The detail is ok but thats not so bad. They are good for: football, running, rounders, rugby and cricket. There grip is good on wet grass and dry grass and on hill climbing. I went to football training with them I scored quite a lot of goles. The next day I went to my running club, i was the slowest until I had those trainers. I couldn’t believe my eyes when I tapt the ball at rounders and legged it round and found a whole rounder. For rugby I scored 10 trys and 10 drop kicks everybody was amazed by this. Next was cricket that was pretty good although I got tripped up I never got caught out. The only bad things were that you needed to put more comefort in, they need to looke more sporty because my friend started saying I was being stupid and also you might need to put side lasis on them, and make them thinner because there a bit to chunky at the top. I will thankyou for letting me borrow the trainers and for me to test them out and when your done i will be glad if you could sell some to me and my friends. correct sentence demarcation (A2) simple subjects and verbs used repetitively (A2) modals (A2) divisions between sections indicated (B2) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 43

44 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION introduction followed by sections contributes to whole text organisation (B3) topic of ‘trainer design’ expanded within the paragraph (B3) topic of ‘improvements’ developed within the paragraph (B3) conclusion weakened by repetition (below B3) COMPOSITION & EFFECT Points developed with examples of trainer use (When I went to the park) and justification (the stripe down the side is great) (C3); some repetition of points weakens coverage (weren’t as fast / quicker than when I’m in the new ones) (below C3). The writer’s reasoned approach is evident (you can still do the basic things) (C3); some consideration of another viewpoint (for younger children you could change the laces) (above C3). Informative style includes some generalisation (outdoor activities, fashionable) (C3). Summary The writer’s opinions are expanded with relevant examples and suggestions, which results in a developed report on the trainers’ suitability and leads to an award in Band C3. Less repetition of content at the end of the report would be necessary for award of the highest mark in the band. Band C3 – 7 marks SENTENCE STRUCTURE & PUNCTUATION Summary Although there is some repetition of sentence openings and comma use is not secure, support for Band A3 is evident in the use of adverbials, expanded noun phrases and subordination. Accurate placement of commas to mark some divisions in developed sentences would be necessary for higher mark in band. Band A3 – 4 marks adverbials (A3) correct demarcation (A3) repetition of subjects and verbs (below A3) subordinating connectives (A3) comma in place of a full stop (below A3) TEXT STRUCTURE & ORGANISATION Summary Evidence of topic development within paragraphs supports organisation of sections and suggests Band B3; this is confirmed by the use of reference and a logical overall structure. A more secure conclusion would be necessary for award of the higher mark in the band. Band B3 – 4 marks I have been wearing the new trainers for a week and I feel that overall they are pretty good. I have been able to use them for all of my outdoor activities. When I went bike riding the trainers were comfy and easy to do up. They didn’t hurt my feet and were a good fit. At school in the sports lesson I thought they were okay but weren’t as fast as my other trainers, but I could still run and jump and do everything I needed to. When I went to the park with my friends I thought that they were okay but good because although I went in the mud they didn’t get that dirty because they weren’t white. I think that the colours and design was good because they look really fashionable. I think that the stripe down the side is great and all my friends want a pair. I think that the design is the best bit about them but they’re also good for sports. Although they aren’t very fast you can still do the basic things like running, jumping and skipping. I would give these trainers an eight out of ten. A good way to emprove the new shoes is to make them faster, when I’m in my normal trainers I am quicker than when I’m in the new ones. I also think that for younger children you could change the laces for something a bit easier for them to use. I would give these trainers 8 / 10. expanded noun phrases (A3) correct use of omission apostrophes (above A3) connection maintained through references (B3) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 44

45 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION paragraph development: content developed around a topic (B3) conventional phrase integrated into text, supporting structure (B3) conclusion (B3) COMPOSITION & EFFECT Balanced coverage includes developed points about several aspects of the trainers (special features,improvment) (C3). The writer maintains a positive approach and gives helpful advice (the shoe needs to be flatter to make it even faster) (C3). Descriptive detail (seethrough plastic,bouncy rim) supports informative purpose (C3). Summary This report provides a consistently detailed review of the trainers’ suitability, combining the writer’s opinions with suggestions for improvement. These features lead to an award of the highest mark in Band C3. Adaptation of ideas (for example, consideration of other pupils’ views or other activities) necessary for award in the next band. Band C3 – 8 marks SENTENCE STRUCTURE & PUNCTUATION Summary Use of subordination, adverbials, expanded noun phrases and varied modals suggests Band A3;mainly accurate sentence demarcation and a comma to mark division within the sentence justify the higher mark. Further use of varied connectives necessary for award in the next band. Band A3 – 5 marks comma to separate clauses (A3) varied modals (A3) adverbials (A3) accurate demarcation (A3) TEXT STRUCTURE & ORGANISATION Summary Grouping of ideas into an introduction, a series of expanded points and a distinct conclusion gives overall structure to the text and indicates Band B3; evidence of topic development within sections confirms the higher mark. For award in a higher band, further links between sections (for example, between introduction and conclusion) would be necessary. Band B3 – 5 marks subordination (A3) expanded noun phrases (A3) overall text structure: introduction (B3) sequenced points (B3) Dear Sir, The trainers were great, I tried them out and I really liked them. It seemed like I could run faster that I have ever ran before, like I could jump higher than I had ever jumped before. I also think I became more popular at athletics class. The special features are so cool espeicialy the sound and lights. At first the sound made me jump when I started running along the running track, but now I’m used to them. I think they are totally cool. The 24 carrot gold tounge was my favourite and the gold Nike tick. The colours were a bit dull but they were ok in the end. The jagged slots on the bottom of the shoe meant I didn’t fall over once. Its good that there was seethrough plastic around the rim of the shoe so you see the nitro lights. They are definetly suitable for sports and leisure activities. The extra grip, bouncy rim of the shoe, and the slimline shape make it all the better. Although there is room for improvment like the style needs to be improved the flick up at the shoe needs to be flatter to make it even faster. Also the coulours were a bit origanal they could be more imaginative instead of the every day silver and red. On the whole they were a great new type of trainer. It was a great expierience for me and I would love to have some of my own someday. I think you will have a great time selling these and you will make a lot of money. Thankyou for letting me try them out and good luck. Yours faithfully, [name] 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 45

46 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION relevant development of ideas within the paragraph (B4) relationships between paragraphs (B4) limited paragraph development (below B4) COMPOSITION & EFFECT Report form adapted to include details of tests (Both people ran ten yards,We poured water into the shoe) and relevant opinion (needs to be the latest in fashion) (C4). Comments suggest informed opinion (Grip is an asset to every trainer); other relevant viewpoints considered (enough to put most parents off) (C4). Precise language supports factual style (permeability,one hundred and twenty-five millilitres) (C4). Summary In this thorough report, the writer’s chosen approach is consistently supported by careful selection of technical language and presentation of opinions relevant to the shop manager’s interest. These features lead to an award of the top mark in Band C4. Greater emphasis on the final point (price) to increase impact would be necessary for the award of Band C5. Band C4 – 11 marks SENTENCE STRUCTURE & PUNCTUATION Summary Evidence of varied connectives and verb forms, expansion and additional words suggests award in Band A4; the higher mark is confirmed by the use of a range of punctuation. For Band A5, further accurate use of commas to support longer sentences would be necessary. Band A4 – 7 marks TEXT STRUCTURE & ORGANISATION Summary Whole text structure supported by links between paragraphs indicates an award in Band B4. There is also evidence of the expansion of main ideas within individual sections; however, weaker paragraph development towards the end of the piece limits the mark to the lower one in this band. Band B4 – 6 marks Dear Mr [name], My school has been testing a new type of trainer from your sports shop. This is my opinion. Grip is an asset to every trainer and yours did not fall below average , one person wore a pair of your trainers and another wore their one trainers. Both people ran ten yards then stopped suddenly. Your trainers only skidded an extra one yard while the other trainers skidded four yards and furthermore, the wearer fell over backwards. It is clear to say that grip passed with flying colours. The next test we did was strength and permeability. First, we pulled the sides away from each other until a rip appeared and on your trainers we measured fifteen centimetres while on the other trainer we only got to twelve. Our other test was permeability. We poured water into the shoe until it leaked. Your shoe absorbed one hundred and twenty-five millilitres while the other one only managed eighty-five. We can officially say you have chosen the right materials and have made it waterproof. Unfortunately nothing is perfect and in this case it is the fact that it needs to be the latest in fashion if it is going to be on every nine to fifteen year old’s birthday list! The final down side is nothing major but is enough to put most parents off – the price! In my opinion £29.99 is far too expensive, try lowering it by ten pounds at the maximum. If you follow my points of improvement , every sports or shoe shop in the country will be desperate to have one in their window! Yours sincerely, [name] comma used in place of full stop (below A4) additional words for shades of meaning (A4) range of verb forms (A4) varied connectives (A4) expansion adds detail (A4) range of punctuation: commas dash exclamation mark (A4) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 46

47 SENTENCE STRUCTURE & PUNCTUATION TEXT STRUCTURE & ORGANISATION paragraphs varied in length and structure (B5) paragraph with clear focus, with content organised by contrast (B5) controlled overall structure: content links back to previous paragraphs (B5) paragraph sequenced by connection to previous ideas (B5) COMPOSITION & EFFECT Selection of content provides emphasis on positive and negative detail relevant to the shop manager (small holes on the top cooled my feet down,after using several different products); informative reflection (had they been near mud or other things) (C5). Writer’s thorough explanations of experiences with the trainers are convincing (although I did find that if I stepped in a puddle,even putting my trainers in the washing machine) (C5). Formal style supports clear expression (impossible to rid them of their odour); technical language consistently used meaningfully (therefore increasing the friction) (C5). Summary The writer’s experiences of using the trainers have been effectively adapted into report form, offering the shop manager comprehensive coverage and informed opinion. The sustained style and consistency of approach merit the award of 12 marks (Band C5). Band C5 – 12 marks SENTENCE STRUCTURE & PUNCTUATION Summary Controlled use of developed sentences – varied in length and focus to express the writer’s meaning – supported by a range of punctuation, used almost always consistently, provides evidence for the top mark (Band A5). Band A5 – 8 marks focus of sentence varied for emphasis (A5) range of punctuation for clarity: commas brackets possessive apostrophes (A5) TEXT STRUCTURE & ORGANISATION Summary Individual paragraphs, varied in length and organised in different ways according to purpose, are carefully placed to create an overall text structure that connects ideas together. These features support the award of the highest mark (Band B5). Band B5 – 8 marks This is a report on Ticks Trainers new sports trainers, purchased from Sam’s Shoes. I found that the trainers material was satisfactory and comfortable. The new fabric has made my sporting experience worthwhile. The soft material that the tounge was fasioned from cusioned my shin greatly, and I have found no faults in the material, although I did find that if I stepped in a puddle, my feet got slightly wet. The design of the shoe was beneficial, also, as the small holes on the top cooled my feet down by allowing air in and body odour out. The shape of it also made my foot comfortable, as, I believe, it is fasioned from a material that gives way to the foot. The laces were a little bit to short, though, and I had to tie them up a lot because they slipped over each other. The soul of the shoe had a good grip on concrete and wooden flooring, although slipped a lot on grass. The rubber material has good friction with the ground. My personal opinion on the colour choice for the trainer is that it was a large range of colours. Some of the colours, though, would have been stained easily had they been near mud or other things. It was difficult to remove the smell from the trainers and , after using several different products and even putting my trainers in the washing machine, I found that it was impossible to rid them of their odour. I suggest you improve the trainers by water proofing them, giving the laces a rougher surface (therefore increasing the friction), improving the grip on the soul even more, darkening the colour scheme (to reduce staining) and use fabric that will not absorb body odour. Apart from the above, the trainers were completely satisfactory, and I compliment Tick’s Trainers for making them and Sam’s Shoes for purchasing and retailing them. sentence variation: developed sentence with controlled use of several subordinate clauses (A5) sentence variation: short sentence (A5) 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 47

48 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. Example awarded 1 mark Handwriting examples 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 48

49 The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is disjointed and uneven. Example awarded 1 mark 2009 Dear Norman Marksheme_LIVE JAN 09.qxp: 20XX ODG Marks Reserve.qxd 6/2/09 11:51 Page 49

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