Ks2 2007 Mental Maths Transcript

CVR_KS2_En_MkSch_275377.
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En
English tests
KEY STAGE
2 Mark schemes
Reading, writing and spelling tests
Levels
3–5
2007
National curriculum assessments

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First published in 2007
© Qualifications and Curriculum Authority 2007
ISBN 1-85838-892-9
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275377 KS2_En_MarkScheme.qxp 12/1/07 4:38 pm Page 1
Contents
Introduction 3
The reading test 5
The writing test 29
The spelling test 58

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 Monday 25 June.
The marks in the tests are allocated as follows:
Reading 50
Writing 50
Longer task (including handwriting) 31

Shorter task 12
Spelling 7
Total 100
The mark schemes were devised after trialling the tests with 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 have been used for the English tasks
and tests at all key stages. These 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.
The 2007 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.
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 the Reading 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 mark may be awarded for each correct
response.
■ several line answers

These may be phrases or a sentence or two, and up to 2 marks may be awarded.
■ longer answers
These require a more detailed explanation of the pupil’s opinion, and up to 3 marks may
be awarded.
■ other answers
Some responses do not involve writing and the requirements are explained in the question.
The mark scheme was devised after trialling the tests with pupils and 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.
5
How the reading mark scheme is set out
19. Explain why the archaeologist believes that he is watching

the second death of Pompeii.
aspect of reading up to 2 marks
assessed by this Assessment focus 5: explain and comment on writers’ use of language, including grammatical and
question literary features at word and sentence level.
criteria for the Award 1 mark for reference to any of the following points, to a maximum of 2 marks.
award of marks
relevant points
(responses must ■ destruction of Pompeii (outcome)
refer to different ■ tourism / people stealing treasures, etc (cause)

points to gain 2 ■ again / for the second time.
marks)
examples of Examples:
responses ● it’s going to be destroyed again because of all the damage done by tourists (2 marks)
produced in the
trials and mark ● he believes that it’s going to be ruined like it was by the volcano (2 marks)
awarded ● because everything is being vandalised and stolen. (1 mark)
responses which
Do not accept references to Vesuvius / the volcano erupting again.
may occur quite
frequently but do
not merit any
marks
6
The following table identifies the questions (with marks available) that address each assessment focus (AF):
Focus AF2 AF3 AF4 AF5 AF6 AF7

Understand, describe, Deduce, infer or Identify and comment Explain and comment Identify and comment Relate texts to
select or retrieve interpret information, on the structure and on writers’ use of on writers’ purposes their social, cultural
information, events or events or ideas organisation of texts, language, including and viewpoints, and historical
ideas from texts and from texts including grammatical grammatical and and the overall effect contexts and
use quotation and and presentational literary features at word of the text on literary traditions
reference to text features at text level and sentence level the reader
Section 1: Volcanoes
Q1 1
Q2 1
Q3 1
Q4 3
Q5 1
Q6 2
Q7 1
Q8 1
Section 2: Disaster Strikes
Q9 1
Q10 2
Q11 1
Q12a 1
Q12b 1
Q13 2
Q14 3
Q15 3
Section 3: Pompeii Today
Q16 1
Q17 2
Q18 1
Q19 2
Q20 1
Q21 1
Q22 1
Q23 1
Q24 1
Section 4: Advertisements
Q25 2
Q26 2
Q27a 1
Q27b 1
Q28 1
Section 5: The whole booklet
Q29 3
Q30 2
Q31 2
Total 16 18 6 5 5 0
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.
7
Section 1: Volcanoes
Page 4
Questions 1–3
Assessment focus 2: understand, describe, select or retrieve information, events or ideas from texts and
use quotation and reference to text.
Award 1 mark for each correct choice.
1. Under the Earth’s surface, it gets
hot. wet. cool. dark.
2. Most people think that volcanoes are
anywhere tall and broad under

in cone shaped. and flat. the sea.
the world.
3. An active volcano is one that is
no longer pouring out

erupting. gentle.
erupting. lava.
8
Page 4
4. Fill in the facts about the eruption of Vesuvius in the table below.
One box has been filled in as an example.
up to 3 marks
Award 1 mark for each correctly completed cell, to a maximum of 3 marks.
Date and time eruption started Midday, 24th August, AD 79

Height of volcanic cloud 20 kilometres / km (not metres)
(unit of measurement must be included)
Depth of rubble over Pompeii 2 metres / m (not kilometres)

(unit of measurement must be included)
Contents of volcanic cloud Any two of:

■ ash
■ pumice
■ rock
■ (hot) gas.
Also accept rubble when included
with (hot) gas or ash.
Do not accept rubble when included
with pumice or rock.
9
Page 5
5. Are these sentences true or false?

Write T or F by each one.
The first one has been done for you.
1 mark
Award 1 mark for all three answers completed correctly.
There are two types of volcano. F

Lava consists of liquid rock. T
Some volcanoes are under the sea. T
All volcanoes produce loud explosions. F
6. … this liquid rock can … burst through

What does the word burst tell us about the movement of the lava?
up to 2 marks
Assessment focus 5: explain and comment on writers’ use of language, including grammatical and
literary features at word and sentence level.
Award 2 marks for answers referring to explosiveness / building up of pressure, eg:
● it’s like it blows the top of the mountain off and comes squirting out from inside the Earth
● it tells us that the lava is going to break through in something like spring-like action
● it moves with force and speed and finally overcomes the restraint of the rock itself.
Award 1 mark for answers referring to speed, suddenness or power, eg:
● it comes out fast
● it tells us that the lava is strong and powerful
● fast and can demolish anything in its way.
Do not accept answers that simply present an analogy, or refer to eruption, without explaining the effect of
the word burst, eg:
● it bursts like a balloon
● it erupts.
10
Page 5 (continued)
7. Look at the section called The Eruption of Vesuvius on page 5.

Find and copy a word which tells you that the ash was
dangerously hot.
1 mark
Award 1 mark for either of the following words:
■ blistering
■ burnt.
Also accept a short phrase from the text containing one of these words. Ignore minor errors in copying.
8. Some words on pages 4 and 5 stand out because they are in bold print.
Why are they written like this?
1 mark
Assessment focus 4: identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
Award 1 mark for the correctly ticked box.
Tick one.
They are words from another language.
They are subheadings.
They are words that are explained in the text. ✓

They are names in the text.
11
Section 2: Disaster Strikes
Page 6
9. The following are the people who were mentioned in Disaster Strikes.
Match the names with the correct descriptions.
One has been done for you.
1 mark
Award 1 mark for matching all three pairs correctly.
Pliny woman who lived near

the volcano
Tacitus naval commander who

rescued people
young man who

Pliny’s uncle watched the events
historian who recorded

Rectina details of the events
12
Page 6 (continued)
10. Look again at Pliny’s account of his uncle’s journey.

The events are described below, but they are in the wrong order.
Number each event to show the correct order.
up to 2 marks
Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (simple inference).
Award 2 marks for all four stages correctly numbered.
Award 1 mark for two or three stages correctly numbered.
2 ordered launching of ships
1 received letter from Rectina
4 came close to land
5 refused to listen to advice
3 journeyed into danger zone
Page 7
11. Look at the information about Mount Vesuvius in AD 79

on page 6.
How do you know that life was peaceful in the area?
1 mark
Award 1 mark for any of the following pieces of information:
■ Vesuvius had been dormant for hundreds of years

■ the mountain was green / the slopes were cultivated
■ people had become used to the tremors
■ people were just going about their daily business.
Also accept reference to farming / farmers growing fig and/or olive trees.
13
Page 7 (continued)
12. Find and copy two phrases, one from page 6 and one from
page 7, to show that Pliny’s uncle wanted to study the volcano.
a) Evidence from page 6:

1 mark
b) Evidence from the letter on page 7:

1 mark
a) Award 1 mark for one of the following, which may be quoted as part of a longer phrase:
■ … closer look …
■ … set off to investigate …
■ … to dictate his observations …
■ … to observe the volcano … .
Minor errors in copying should not be penalised.
Do not accept:
■ … collecting information …
■ … not content to stand by and watch … .
b) Award 1 mark for one of the following, which may be quoted as part of a longer phrase:
■ … begun in a spirit of inquiry …

■ … describing each moment of the eruption …
■ … to be noted down …
■ … as he observed it … .
Do not accept:
■ … hurried to the danger zone … .
14
Page 7 (continued)
13. What dangers made the helmsman want to turn back?

Write two.
up to 2 marks
Award 1 mark for each acceptable reason up to a maximum of 2 marks.
Acceptable responses refer to physical consequences of the eruption, eg:
● in shallow water
● the shore was blocked / they got stuck in the rubble
● the ash / stones / pumice falling from the sky / hotter / thicker
● the ship could have caught fire.
Also accept hot ash / cloud of ash.
Do not accept non-text based answers, eg: the volcano / eruption / flames / lava, or partial answers
with no development, eg: stones / ash / rubble.
15
Page 8
14. Pliny’s uncle received a written message from Rectina stating her problem
and asking for his help.
What do you think Rectina wrote?
Using the information you have read, write Rectina’s message below.
up to 3 marks
Assessment focus 3: deduce, infer or interpret information, events or ideas from texts (complex inference).
Points to be included:
■ eruption
■ danger to Rectina (may be implicitly included in ‘eruption’ details)
■ call for help.
Award 3 marks for responses that include all three elements and provide a fuller explanation for at
least one of them, by giving more detail about the nature of the danger to Rectina or about how
Pliny’s uncle can help, eg:
● this is very frightening, as I look at the volcano at this minute, it is bursting at the seams! People
are in trouble shouting, screaming, dying. Please help to save these people’s lives. They are
relying on you. The volcano is nearly on us. Your friend, RECTINA
● as you know my house is at the foot of the mountain. If the volcano erupts I will be one of the
first to be killed. Will you come and rescue me? By boat is the only way. From Rectina
● I’m really scared here. I am in the foot of the volcano. Rubble and ashes are falling over here.
I need to escape. I am terrified. It is impossible to escape from here. Everything is dark. Lava is
pouring out. I need help.
Award 2 marks for responses that mention the three essential elements of the situation, or that give
a full explanation of two of them without mentioning the third, eg:
● please come and help because I’m at the foot of the Volcano Vesuvius and it’s puffing out black
smoke and I think it’s erupting
● I am stuck. My house is at the foot of a mountain and the volcano’s erupted. I need your help.
Help me escape. Come quickly! Rectina
● I am trapped because the volcano is erupting. Help!
● as I live at the bottom of the mountain escape is nearly impossible. The only way of escape is
by boat. I know you are commander of the port and you have ships. Please save me. Rectina.
Award 1 mark for calls for help that state the general nature of the danger but omit to mention
an essential aspect of the situation, eg:
● I am stuck at the bottom of the volcano. Please come and save me

● please come and rescue me from this terrifying place. There is nowhere for me to escape to.
Also award 1 mark for responses which are heavily dependent upon the wording of the stimulus text, eg:
● I am terrified of the danger threatening me, I implore you to come and rescue me from my fate.
16
Page 8 (continued)
15. Some people think that Pliny’s uncle was a brave but foolish leader.
What do you think?
brave foolish brave and foolish
Explain your answer using parts of the information to help you.

up to 3 marks
Award 3 marks for answers that provide well-justified and developed descriptions of bravery and/or
foolishness and that reveal detailed examination of the text, eg:
● brave to risk his life to rescue others and to try and learn more about the effects of a volcano,
and brave to be going into the thick of the danger when everyone else was running away
● he took on the challenge of rescuing Rectina and went into the place when everyone was
leaving. He even went on when ashes and bits of pumice were falling and carried on when the
helmsman advised not to
● foolish because he seemed to set off without thinking that the stone and ash would be boiling
so he might get burnt to death. He ignored all the advice and charged in
● he was brave because he charged into the ‘danger zone’ where everyone was fleeing, and also
because he saw the thick black cloud forming and changed his course to save others. Yet he
was foolish because he charged in not knowing what to expect. He died for this reason
● I think he was brave because he went to observe the volcano but also to save the people.
I think he was foolish to think that he could rescue everyone, but also because he refused to go
back when it got extremely dangerous.
Award 2 marks for responses that offer at least two relevant pieces of textual evidence, eg:
● Pliny’s uncle was very brave to rescue all those people. It was not foolish to go and help and
those people would turn in their graves to hear ‘foolish’ said about him
● foolish because he risked his life going into the volcano but brave because he went to save
Rectina
● brave to go into the danger zone and to do it to save other people
● he is brave because he went to save his friend and investigate the volcano. But he is also
foolish because volcanos are really dangerous.
Award 1 mark for undeveloped / simple responses which make some comment about his bravery /
foolishness, eg:
● brave because he went into the volcano

● brave to save people as many people would just run about
● foolish because he was going to the erupting volcano.
17
Section 3: Pompeii Today
Page 9
16. What was the unusual blanket that covered the town?
1 mark
Award 1 mark for either of the following:
■ ash
■ rock.
Also accept rubble.
17. … not all visitors treat the site with respect.

Write down two different ways in which they cause
damage to the town.
up to 2 marks
Award 1 mark for any of the following pieces of information, up to a maximum of 2 marks:
■ vandalism (or specific examples, eg: graffiti)
■ theft
■ tourists climbing on ruins
■ wear and tear.
Do not accept examples of damage that are not supported by the text, eg: litter.
18
Page 9 (continued)
18. … trapped in time.

Why do you think Pompeii was described in this way?
1 mark
Award 1 mark for answers which refer to the fact that the town was hidden / frozen / preserved for
2000 years, eg:
● nothing changed / it stood still for 2000 years
● all the valuables were hidden under the rubble
● it was preserved by the layer of ash and rock
● it’s like it was in 79 AD.
Do not accept references to people being trapped, eg:
● the people couldn’t move.
19. Explain why the archaeologist believes that he is watching

the second death of Pompeii.
up to 2 marks
Award 1 mark for reference to any of the following points, to a maximum of 2 marks:
■ destruction of Pompeii (outcome)
■ tourism / people stealing treasures, etc (cause)
■ again / for the second time.
Examples:
● it’s going to be destroyed again because of all the damage done by tourists (2 marks)
● he believes that it’s going to be ruined like it was by the volcano (2 marks)
● because everything is being vandalised and stolen. (1 mark)
Do not accept references to Vesuvius / the volcano erupting again.
19
Questions about the postcards
Page 10
20. Why was Vesuvius closed to visitors on the day Neena

wanted to visit it?
1 mark
Award 1 mark for answers that refer to the volcano’s activity on that day, eg:
● because it was active
● it was huffing and puffing clouds of smoke
● it would have been dangerous
● it looked as if there was going to be another eruption / because it might erupt.
Do not accept:
● huffing and puffing / it was huffing and puffing clouds (not precise enough) / it was erupting.
21. What opinion did Neena and Lisa have in common?

1 mark
Award 1 mark for answers referring to the positive attitude felt by both towards Pompeii, eg:
● they both felt that Pompeii was interesting / impressive / great / beautiful
● they both had a wonderful day in Pompeii.
20
Page 10 (continued)
22. Neena could have written

I saw someone taking a …
but instead she wrote

I saw an idiot hacking off and stealing a …
What does Neena’s choice of words tell you about the way she felt?
1 mark
Award 1 mark for answers referring to anger / disapproval, eg:
● they show that she’s angry / mad / disgusted
● it shows she didn’t approve
● she thought it was as bad as stealing from someone’s home
● she thought it was wrong.
Do not accept answers which refer to disappointment / surprise or to the implication that the thief
was stupid.
23. Why does Lisa say that she was lucky?

1 mark
Award 1 mark for answers referring to her find, eg:
● she found a souvenir.
24. Find and copy the words that show that Lisa knew
she had done something wrong.
1 mark
Award 1 mark for either of the following quotations revealing furtiveness:
■ slipped (it in my pocket)
■ no one noticed.
21
Section 4: Advertisements
Page 11
25. Look at these statements from the advertisement for

the Café Vesuvio.
Tick each one to show whether its main purpose is
to give information or persuade the reader.
up to 2 marks
Assessment focus 6: identify and comment on writers’ purposes and viewpoints, and the overall effect
of the text on the reader.
Award 2 marks for all four ticks correctly placed.
Award 1 mark for two or three ticks correctly placed.
Inform Persuade
Vegetarian dishes available ✓
The best pizzas in town ✓
Round the corner from the museum ✓
Open 11am to 11pm ✓
friendly atmosphere ✓
22
Page 11 (continued)
26. Look at the Bay of Naples Museum advertisement.

If you wanted to visit the museum, what other information would
you need?
Write down two things.
up to 2 marks
Award 1 mark for any pertinent suggestion, up to a maximum of 2 marks. Acceptable responses are
commonly drawn from the following categories:
■ location / address
■ directions / transport / route
■ opening times / hours / opening days
■ (admission) prices / group discounts
■ telephone number / email / website
■ activities on offer (eg: guided tours; activities for children)
■ entry restrictions (eg: photographs / video; children below a certain age)
■ facilities (eg: café, souvenir shop)
■ suitability for different groups (eg: children / disabled people).
Do not accept very general answers, eg: what’s there.
23
Page 12
27. Each section of the advertisement below tries to attract

customers in a different way.
b) What does section D do?
1 mark
Award 1 mark for answers that identify clearly the information-giving function of the section identified
as D, eg:
● gives important information
● it tells you where to go
● it informs you about times.
a) Label each arrow with the correct letter:

A invites the customer
B explains what is on offer
C gives added encouragement
1 mark
Award 1 mark for all three boxes correctly completed, as follows:
B A
Not sure where to go?

Not sure what to see?
Why not try Lucio’s all-inclusive
guided walking tour?
We’ll show you the best of Pompeii.
Highlights include:
Museum visit • The house of the silver wedding
The central baths • Designing your own mosaic
Dressing up in a toga • Activities for children
C GOOD VALUE
– discounts for students, senior citizens,
children and families!
Departs: D
Main Gate, 10am and 2pm
24
Page 13
28. Here are some brief descriptions of the advertisements on

pages 10 and 11.
Draw lines to match each advertisement to its description.
1 mark
Award 1 mark for matching all three pairs correctly.
attracts the reader’s attention

with questions Mountain railway
uses verbs at the beginning Bay of Naples Museum

of lines to invite the reader
uses formal language to explain Lucio’s walking tours

what the reader can learn
25
Section 5: The whole booklet
Page 14
29. On which pages can you find the following types of text?
up to 3 marks
Award 3 marks if all four page numbers are correctly identified.
Award 2 marks for three correctly identified page numbers.
Award 1 mark for one or two correctly identified page numbers.
Page Do not accept

captions and diagrams ‘5’ or
‘4–5’
an eye-witness account ‘7’ or ‘6–7’
‘9’ or ‘7–9’
‘7 and 9’ ‘8–9’
advertising ‘10’ or
‘11’ or
‘10–11’
an expert’s opinion ‘8’ ‘8–9’
26
Page 14 (continued)
30. Why is On Dangerous Ground a suitable title for this booklet?

up to 2 marks
Award 2 marks for answers which reveal close reading of the booklet and link the use of the words
dangerous or ground to specific detail, eg:
● it’s dangerous to live near a volcano, as the people who lived in Pompeii in Roman times found out
● because it’s all about Pompeii and its dangerous history.
Also award 2 marks for answers which explain both dangerous and ground, or which refer to the threat
from Vesuvius / volcanoes without separating the elements of the title, eg:
● because it is about a place near a volcano and, if it erupted, no one would be safe on the
ground
● the town of Pompeii is on dangerous ground because it has the constant threat of the volcano
erupting over it and it now has the threat of tourists destroying it too
● you are taking a risk if you live there
● because volcanoes are dangerous ground for anyone to walk on – especially if they are active.
Award 1 mark for answers which provide a very simple or obvious reason, eg:
● volcanoes are dangerous
● because it’s all about volcanoes.
Do not accept undeveloped responses, eg: volcanoes are on the ground / it’s all about dangerous
ground, or general answers, eg: because it makes it sound interesting and you want to read it.
27
Page 14 (continued)
31. How does the information in Volcanoes (pages 4 and 5) help you
to understand Disaster Strikes (pages 6 and 7)?
up to 2 marks
Award 2 marks for answers that convey the idea that facts enhance understanding and support this with
detail from the text, eg:
● it tells you about different volcanoes and how they erupt. It also gives you good information in
diagrams and what happened on what days and what times in the day
● it helps you understand because you don’t know about the whole story then it tells you about
individuals
● pages 4-5 tell you what happens in the explosion and pages 6-7 is a story about it
● it tells you when it happened and how it happened
● because it gives you information on volcanoes and it tells you about the volcano that they’re
talking about and how high the gas went and the ash, so when you read it you understood it.
Award 1 mark for answers that convey the idea that facts enhance understanding in a general way, eg:
● you find out about how dangerous eruptions are
● because they are both about volcanoes and what can happen in them
● by telling us how Pompeii was destroyed.
28
The writing test
There are two mark schemes, one for the longer task Save It (pages 32–35); and the other for the
shorter task It’s a Mystery (pages 50–51).
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.
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.
Handwriting is assessed in the longer task. The marking criteria are shown in section F on page 35.
29
For the shorter task, the strands are organised as follows.
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.
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. 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.
30
The longer task: Save It
In this prompt, pupils are invited to imagine that they are part of a year 6 class preparing a
leaflet about the environment for their friends and family. The task is to do the writing for the
leaflet. The prompt makes it clear that the leaflet should explain how friends and family can
take care of the environment and persuade them to try the suggestions. Content is presented in
the form of five illustrated ideas; however, the choice of which topics to include is left to the
writer. The planning sheet offers support with decisions about content and the organisation of
ideas. Better performances are distinguished by the adaptation of content to appeal specifically
to friends and family, the use of style to provide persuasive impact and an overall structure
combining developed sections with a clear emphasis on the leaflet’s main ideas.
31
Mark scheme for the longer task: Save It
SECTION A SENTENCE STRUCTURE AND PUNCTUATION

Assessment focuses: vary sentences for clarity, purpose and effect
write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
Band A1 ● Construction of clauses is usually accurate. Some simple sentences, often brief, starting with a pronoun
+ verb (It helps a lot). Simple commands / requests may be included (Put it in a bin, Come on).
Clauses mostly joined with and, but, so.
● Sentences sometimes demarcated by capital letters and full stops.

1 mark
Band A2 ● Simple connectives and, but, so, when link clauses; because or if may be used repetitively. Subjects and
verbs often simple and frequently repeated (We need, get, do). Use of modals (can, will). Some
sentence variation created, eg commands / requests (don’t waste your water); simple adverbials (in the
bin). Noun phrases mostly simple (our air) with some limited expansion (a big bottle).
● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists.
2–3 marks
Band A3 ● Adverbials (When you are driving), expanded noun phrases (the most serious form of pollution) add
variety. Subordinating connectives used non-repetitively and with some variety: because (because they
use bins), if (if you drive). Some variation of subjects (The animals, Transport). Tense choice
appropriate; modals used to express possibility are varied (may not have, would like to).
● Most sentences correctly demarcated; some commas mark phrases or clauses.

4–5 marks
Band A4 ● Simple and complex sentences with some variety of connectives, eg until, although, who. Different
sentence types, eg questions (Why should we protect our environment?). Expansion of phrases and
clauses adds detail (plants that we need to survive). Range of verb forms (will not be able to enjoy).
Additional words and phrases contribute to shades of meaning, eg adverbs (dramatically).
● Range of punctuation used, almost always correctly, eg brackets, dashes, colons.

6–7 marks
Band A5 ● Length and focus of sentences varied to express subtleties in meaning and to focus on key ideas, eg
passive (are being wrecked). Sentences may include controlled use of several subordinate clauses
(starting to ruin our layer that protects us from the sun), sometimes for economy of expression;
word order used to create emphasis (I mean not just animals but us, Astonishing it may be).
● Range of punctuation used, with little omission, to give clarity.

8 marks
32
SECTION B TEXT 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
Band B1 ● 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 (litter / it).
1 mark
Band B2 ● Text structure overall is simple; includes brief introduction or concluding statement (So please save the
earth). Some divisions between sections of content indicated (now water, also).
● Connections are built up by reference. Other relationships within and between sentences may be used,
eg contrast (but most of the rubbish is).
2–3 marks
Band B3 ● The leaflet is organised logically: introduction, points about several aspects of the environment,
conclusion. Paragraphs or sections are sequenced, although transitions may be awkward. Subheadings
may be used to group sections of content (Don’t Litter, Electrical Use).
● Within paragraphs or sections, content may be developed around a main sentence. Paragraphs or
sections organised to expand and develop a particular topic, eg with explanation and/or alternatives
(if you are at the sea side). Connections within paragraphs or sections maintained, eg through ongoing
references (another example, all these things).
4–5 marks
Band B4 ● Overall organisation of the leaflet supported by paragraphs or sections. Relationships between
paragraphs or sections give structure to the whole text, eg links make structure between topics clear,
connections between opening and ending (Do you want to live in a cleaner environment? Go on, make
our town cleaner).
● Paragraphs or sections are developed; main ideas consistently supported by relevant explanation.
Reference to the same thing or idea sometimes varied to avoid repetition (pollution, harmful gases).
6–7 marks
Band B5 ● The structure of the leaflet is controlled across the text (You can do your part by following these tips).
Sequencing of paragraphs or sections contributes to overall effectiveness, eg strategic placing of most
significant topic or suggestion (Finally, Transport, this is a big one).
● Individual paragraphs or sections varied in length and structure; each paragraph or section has a clear
focus, and content is organised, eg by reference or contrast within the paragraph (As before, this can
result in).
8 marks
33
SECTION C COMPOSITION AND EFFECT

Assessment focuses: write imaginative, interesting and thoughtful texts
produce texts which are appropriate to task, reader and purpose
Band C1 ● A short series of points; aspects may be listed (cans, newspaper, bags).
● Detail (brush your teeth, airport) and/or simple requests (look after wildlife) expand content.
1–2 marks
Band C2 ● Content of the leaflet includes some points about the environment, some explanation (because the
whole place will be covered in litter) and attempts to persuade (that’s how simple it is). Coverage may
be unbalanced.
● Writer’s attitude towards the environment is sometimes evident (I know I wouldn’t).
● Word choice often general (many things), with some detail (glass bottles). Some use of impersonal
constructions (It is); inconsistent use of formal and less formal language (consider / lots of other stuff).
3–5 marks
Band C3 ● Coverage of topics within the leaflet is balanced; points are developed, eg with explanation and
examples (so you will appreciate it more).
● A consistent viewpoint is held, eg writer shows concern for environment and gives helpful suggestions
(you can simply reduce the amount of time you spend in the shower).
● Style of address (eg friendly or formal) supports informative and persuasive purpose of the leaflet, eg
words chosen for accuracy (unhygienic).
6–8 marks
Band C4 ● Ideas are adapted; content is selected to be of most relevance to the reader (please help your children
to understand it); persuasive appeal (Just imagine how much metal could be saved).
● Viewpoint is established and controlled, eg writer appears well informed (become a health hazard) and
encourages and/or challenges reader (Do you really have to leave the taps running? I don’t think so).
● Stylistic features enhance persuasion, eg emotive vocabulary (ruined, chucking); technical / formal
terms add precision (evaporate, decomposing materials).
9–11 marks
Band C5 ● Choice and placing of content is informed by purpose, eg writer prioritises comments of most interest
to reader so they are well placed for emphasis (it all comes down to one thing, people driving cars!).
● Viewpoint convincing, eg writer gives impression of being authoritative and engaged with the issues
and readers (An average family in one day is using millions of litres of water).
● Stylistic devices fully support purpose, eg patterning, alliteration (Are you a water waster? Are you a
lazy litterbug? Are you a pollution person?).
12 marks
34
SECTION F HANDWRITING
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.
Band F1 The handwriting is legible and shows some features of regularity in size and spacing.
However, overall the script is disjointed and uneven.
1 mark
Band F2 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
Band F3 The handwriting is consistent and fluent with letters and words appropriately placed.
The handwriting maintains a personal style to engage the reader.
3 marks
35
SENTENCE STRUCTURE TEXT STRUCTURE

& PUNCTUATION & ORGANISATION
Class 6L at Fairborne primary school have some good simple introduction (B2)
ideas, why you should recycle and what it would do to
the wildlife.
noun phrase with
limited expansion
(A2) recycling: is a good thing to try and do because if you divisions between
sections of content (B2)
just through it on the floor, when you can just put it in
repetitive use of
connectives because the recycling bin.
and if (A2)
litter: you should put it in the bin because if you
use of modals (A2) just though it on the floor it would be a messie and
a smellie invioment.
Wildlife: you would have less habitats and less animals reference builds up
occasional sentence
around so if you clean it up we would have more animals connection (B2)
demarcation
(below A2) every year.
use of commands So put your rubbish in the bin and save animals and simple contrast links text
creates some sentence
give them back there habbitate so you will have a more together (B2)
variation (A2)
cleaner and healtheyer invioment. And no more bad
clauses simply smells so you would have more animals and less
linked (A2) rubbish.
SENTENCE COMPOSITION & EFFECT TEXT STRUCTURE

STRUCTURE & & ORGANISATION
PUNCTUATION Content includes attempts to persuade (you should, more
cleaner and healtheyer) and some explanation; balance is limited Summary
Summary by repetition (because if you just though it on the floor) (C2).
The writer’s view on the issues is expressed simply (a good thing) The use of an introduction
Although correct (C2). and brief sections
sentence demarcation Some word choice is general and repetitive (good, animals) with provides evidence of
with capital letters and occasional variation (habitats); other attempts at formality straightforward overall
full stops is limited, the mainly limited to words from the prompt (invioment) (C2). structure. This, together
presence of some with connections through
sentence variation, use of Summary simple reference and
modals and expansion of contrast, leads to the
some noun phrases In this piece, simple statements seeking to explain the writer’s point higher mark in Band B2.
provide evidence for of view and persuade the reader are presented in leaflet form, Development of content
lower mark in Band A2. providing evidence for Band C2. Expansion of ideas in some places within sections would be
to reduce repetition would be necessary for higher mark in band. necessary for award in next
band.
Band A2 – 2 marks Band C2 – 3 marks Band B2 – 3 marks
36

Litter
simple contrast provides
repetition of • We should allways put litter in the bin.
connection between
subjects (A2) • We should never drop litter. sentences (B2)
• Litter is very bad to the environment.
secure demarcation
(A2)
Recycling
• We should always put paper in here.
use of modals (A2) • We should never mix rubbish up.
• Recycling is very good to the environment
text divided into sections
Water use (B2)
simple connectives
• Some-times we all use to much water but we should
used to link clauses
(A2) not because we do not have unlimited.
Transport
• We should not always drive because the petrol fumes
repetitive use of
because (A2) are bad to the environment.
• Walking is alway been better than car’s.
noun phrase with Wildlife
limited expansion
(A2) • All the rubbish that has gone in the river that is
making it hard for the wildlife to live.
reference back links
• The wildlife in the forest. it is hard for them to live conclusion to previous
because of the litter text (above B2)
Do all this and you will see a differance in the world.
brief conclusion (B2)
That will make the world a better place.

PUNCTUATION Content gives brief coverage of several aspects related to the
topic, with some attempt to explain (because we do not have Summary
Summary unlimited) and persuade (Do all this and you will see) (C2).
• The writer’s opinions convey an attitude towards the Although reference
Use of simple and environment (Litter is very bad) (C2). within and between
repetitive connectives, • Occasional detail supports purpose (petrol fumes, forest), but sentences in the main
together with modals and vocabulary is predominantly general (bad, car’s) (C2). part of the text is limited,
a noun phrase with the use of contrast within
limited expansion give Summary a simple overall structure
evidence for Band A2. provides sufficient
Mostly secure sentence This simple leaflet presents brief bullet points to persuade the reader evidence for Band B2.
demarcation with full about several aspects of the environment; some relevant expansion to The link established
stops and capital letters support writer’s viewpoint suggests Band C2. However, more between the conclusion
justifies the award of the evidence of careful word choice would be necessary for the highest and previous text leads to
higher mark in band. mark in band. the award of the higher
mark in band.
37

This is a leaflet about things that need to change.

overall text structure
adverbials (A3) If these things do not change the earth will change completely. includes introduction
For example there will not be any oxegyn or animals will die. and brief conclusion
(B3)
Water Use
This year there will be a drought as people are using to much
subordinating
water. Examples of people using to much water is when brushing
connectives used teeth. The reason this is wasting water is because they leave the
non-repetitively
tap running in between them brushing their teeth. If people carry
(A3)
on doing this instead of turning the tap off people might have
a large shorted of water.
Another way of wasting water is when people have a shower or developed sections of
expanded noun content grouped by
phrases (A3) bath everyday. A way to stop the same problem of the water
subheadings (B3)
shorted is to have one twice or three times a week.
Litter
Every year thoasands of pieces of litter are picked up. The main
cause of litter is when people stick chewing gum to the floor. It then
cost hundreds of thoasands to clear it up, and even then it doesn’t
commas between always come off of the floor. There are other causes of litter that
clauses (A3) can’t be helped. Like when rapper falls out of coat pockets.
Sometimes people see it fall out of their pocket, but just ingnore it.
varied subjects (A3) Litter doesn’t look very attractive either. Chocolate rappers, cans, connections maintained
chewing gum and much more. within sections (B3)
Wildlife
Wildlife is being threatened. Recently fox hunting has been band
mostly secure as it is cruel but people go against the law and carry on.
weaker development
demarcation (A3) Also people are out every night with load music and destroying and integration of
land. content within a section
(below B3)
LETS MAKE A CHAGE

PUNCTUATION Points about water use and litter are developed with examples
(when brushing teeth) and explanation (people stick chewing gum Summary
Summary to the floor) (C3); balance limited by underdeveloped
section on wildlife (below C3). Organisation of ideas
Evidence of expanded noun Writer’s concern about environmental damage is conveyed into an introduction,
phrases, subordination, throughout the leaflet (earth will change completely, destroying conclusion and some
adverbials and some land) (C3). developed sections of
variation of subjects lead Some word choice supports persuasive purpose (hundreds of content justifies Band B3.
to Band A3; secure thoasands, threatened) (C3), but chosen level of formality varies Although there is also
demarcation and use of (The reason this is, can’t be helped). evidence of reference
commas to support within sections, weaker
sentence divisions confirm Summary grouping towards the end
the higher mark in band. of the piece limits the
This leaflet includes development of relevant content, expressed from award to the lower mark
a point of view that makes the writer’s feelings clear. Despite some in band.
weaknesses in style and balance, there is just enough evidence overall
to merit award of the lowest mark in Band C3.
38

Do you think that you are doing everything you can to save the connection established
environment? If you do check the checklist. Recycling do you walk between introduction
question varies and conclusion (B4), but
sentence type as much as you can do you have baths or showers if you limited linkage between
(above A3) have a bath is it big or small Do you litter . Those are the introduction and
thing’s that you need to worry about. subsections (below B4)
1. Recycling
Recycling is simple to do, all you have to do is put it in the right bin,
sentence boundaries
incorrectly if you recycle you would be making a difference to wildlife, recycling
demarcated with paper would be the best woodlands are being cut down each day and
commas (below A3) thus the animals go to
2. Litter
Litter is a main value of pollution, litter usually oucurs in and around
subordinating main city’s like New York, London, Paris and many more. Litter is a
connectives (A3) killer for nature, bird’s can choke on something like a bit of tissue
or a bird can get stuck in a plastic beer holder other bigger animals
reference varied to avoid
can get in the beer holder in there mouths so thus they cannot eat. repetition within a
varied modals (A3) On new years eve people think that on that night they have a pass to developed paragraph
litter. More like a one way ticket for nature, littere’s are selfminded and (B4)
in a way hoolergans who never think of the consenquences and go
smashing other peoples property but in this prospective they are
destroying mother natures property and other people’s prospective of
the world.
Wildlife
adverbials (A3) Wildlife is connected to Litter and Recycling but there is one thing that reference to previous
is’nt really connected to any of those subjects. Destroying habbitats for sections contributes to
factories, houses and other building’s. Some people like to go hunting just overall structure (B4)
expanded noun
phrases (A3) for fun not for food or for fur for warmth it’s just for the fun of it. Also some
people crush plants kill animals and after they do something like that they
laugh about it with there friends.
sequence of clauses We all hope that the person who read this changes his/her way’s and
joined with and if you do think your doing the best you can try harder all the time and
(below A3)
never stop trying to save the environment. Together we should stand.

PUNCTUATION Development of points about litter and wildlife includes
examples (bird’s can choke on something like a bit of tissue) and Summary
Summary explanation (just for fun not for food or for fur); coverage of
recycling is more limited (C3). Connections between
Use of adverbials, Writer’s strong feelings about the environment expressed through introduction and conclusion
subordination, varied opinion (hoolergans who never think of the consenquences) (C3). help clarify overall structure
modals and expanded noun Word choice supports persuasion with emotive vocabulary and suggest Band B4. This is
phrases suggests an award (smashing, destroying) (above C3), but not consistent (cut down). confirmed by further reference
in Band A3. Although to relevant content within and
there is some variation in Summary between developed paragraphs.
sentence type (above A3), Stronger links between the
consistent weaknesses in In this leaflet, the writer combines emotional appeal with some introduction and the topics
sentence demarcation limit informative detail in order to persuade the reader, leading to an dealt with in the leaflet would
the award to the lower award of the highest mark in Band C3. Further adaptation for the be necessary for the higher
mark in band. readership (for example, more suggestions for how friends and family mark in band.
can help) would be necessary for award in the next band.
39

Do you know how much damage you are making? Do you introduction and
want to see beutifal things get ruind? Well stop right there conclusion connected by
use of different
questions (B4)
sentence types: because we are going to tell you.
question and
command (A4) Loath Some Litter! reference to the same
All over the world people are dumping there litter and killing the idea is varied as ideas are
developed within a
wildlife. Some of the animals get trapped on litter and cut them section (B4)
some variety of
connectives (A4)
selves, others choke this leads to there terrorising, terrible, tragic
deaths that they don’t desserve. Recycle your rubbish now!
Wasteing Water!
Everybody is wasteing the good water in the world by washing
cars and other things When many other people need good,
expanded phrases clean water to drink, wash with, wash clothes and make meals.
(A4) Think about other people not just yourself!
Terrorising Traffic!
Did you now your killing your pets, other animals and all the
children in the world by polluting the air with final exclamations create
the fearsome fumes of your car. No? Well you are so put a link between all sections,
supporting structure of
stop to it. help us to help and Save the world. Save the World! text (B4)
additional words How to Help?
(A4)
You can help us by coming to the town hall from Monday to
Sunday for the next two weeks.
Please help us Your our only hope!
limited range of Do You want to be a hero or an Enemy? Please come to the
punctuation used
correctly (below A4) town hall and sign the Petition
Sign the Petition Save the World!

PUNCTUATION Adaptation evident in urgent, personal appeal to persuade
reader (stop right there, Recycle your rubbish now!) (C4). Summary
Summary Writer portrayed as challenging readers’ ignorance about the
issues (No? Well you are so put a stop to it.), although pleading at Text structure is
Sentence variation – the end weakens effect (Your our only hope!, Please come) (below maintained by the
including different sentence C4). organisation of content
types, varied connectives Stylistic choices attract attention and support persuasive into clear sections
and expanded phrases – purpose: alliteration (Wasteing Water); questions (Do You want connected by common
gives evidence for an award to be a hero or an Enemy?) (above C4). features. This evidence,
in Band A4. The limited combined with
range of punctuation leads Summary development of ideas
to the lower mark in band. within sections, leads to
This succinct leaflet adapts content by emphasising the urgency of the higher mark within
the problem and directly appealing to the reader, leading to award in Band B4. Emphasis on
Band C4. Further control of viewpoint to maintain impact would be most significant ideas (for
necessary for highest mark in band. example, by development
of final section) would be
necessary for the top
band.
40

Dear Reader. Thank you for taking the time to read this leaflet.
We at Fairborne school beleive if you do read this leaflet than you to can
help improve the enviroment we live in.
The first topic we would like to include in this leaflet is recycling. If you structure made clear
recycle you are doing good for yourself and others by: across the text (B5)
varied sentence • Recycling things to be made into new things.
focus: use of passive
(A5) • Getting rid of your useless junk.
• And saving your own enviroment! structure of individual
If everyone spent 20 minutes a week taking their newspapers, tins and paragraphs varied (B5)
bottles to the nearest recycling bins, then we to can make a difference in
just 20 minutes!
The second topic is, wildlife and litter, you know and we know they do not
go together. Why? You ask, heres why, animals can get badly hurt by
short sentence for broken bottles, sharp tins ect. And it can ruin there enviroment aswell as
emphasis (A5) ours. Do you want litter to hurt animals and wildlife? I think not. You and
your friends could arrange a “litter pick-up” where you go around your
controlled use of local area picking up rubbish as a fundraiser or just for fun! Like who can reference within the
subordination get the most in a set time limit! paragraph gives emphasis
within long and clear focus to main
Our third issue is our use of water and water waste. When a family of four
sentences (A5) idea (B5)
have a bath, they may empty and refill it 2 or even 3 times this is a bit of a
waste isnt it? To resolve this try only emptying it once maybe not at all! In
range of the summer paddling pools are a big hit, some people just tip the water
punctuation:
away if the fun wears out! Try using it to water the plants, they’ll
omission
apostrophes (A5) appreciate it in the boiling sun! So don’t throw it away, reuse it!
Our fifth and final issue is transport. Do you know what that black smoke
is coming out of your car? No, we’ll tell you pollution! Thats what! Think of
all the cars in the world! Millions! All pumping the same waste out of the comment draws attention
back! We cant make everyone sell or send their cars to the scrapyard, but to structure and gives
if children walked or cycled to school instead of the car or bus then, added significance to
paragraph (B5)
beleive it or not, it will help the enviroment.
Thankyou again for reading this leaflet. Keep it for future reference, when
range of you’re done with it, recycle it! You too can make a difference, you to can
punctuation: S.O.E!
commas for inserted
Do it today, Save our environment. Are you up to it? We know we sound
comment (A5)
repetative, but you can help.

STRUCTURE & ORGANISATION
& PUNCTUATION Selection of detail emphasises relevance to reader’s life (You and
your friends could arrange, coming out of your car) (C4), Summary
Summary although particular readership not consistently addressed (When
a family of four, some people). Use of sequencing
Sentence variation, in the Leaflet gives impression that writer is well informed about the throughout the leaflet
form of longer, developed issues (heres why, we’ll tell you) (C4). and placing of ideas for
sentences, a short Use of slogan-like exclamations supports persuasion (So don’t emphasis help define the
sentence for impact and throw it away, reuse it!, you to can S.O.E!) (C4). overall shape of the text,
the use of passive indicate suggesting Band B5.
Band A5; evidence of a Summary These features, combined
range of punctuation, with varied organisation
used mostly correctly, Thorough coverage of environmental topics, presented persuasively of paragraphs and clarity
confirms the mark. through suggestions and examples made relevant to everyday of focus, merit the award
situations, leads to Band C4. Use of stylistic choices to support of the top mark.
leaflet form merits the highest mark in band, although further
adaptation to specific readership necessary for award of Band C5.
41
Handwriting examples
Example awarded 1 mark
The handwriting is legible and shows some features of regularity in size and spacing.
42
Example awarded 1 mark
The handwriting is legible and shows some features of regularity in size and spacing.
43
Example awarded 2 marks
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.
44
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.
45
The handwriting is consistent and fluent with letters and words appropriately placed.
46
The handwriting is consistent and fluent with letters and words appropriately placed.
47
BLANK PAGE
48
275377 KS2_En_MarkScheme.qxp 15/1/07 11:18 am Page 49
The shorter task: It’s a Mystery
This prompt presents the opening sentences and illustration from a mystery story which starts
with a character about to enter a building. The task is to continue the story opening by
describing what it was like through the door. Some support for descriptive writing is provided
by the style of the opening sentences and the picture of an old wooden door; in addition, the
planning space invites the writer to consider the senses and ways of creating a mysterious
atmosphere. Better performances are distinguished by the controlled use of expanded phrases
and clauses to convey detail, exploration of the scene through the character’s senses and the
maintenance of descriptive style that engages the reader by building a feeling of mystery.
49
Mark scheme for the shorter task: It’s a Mystery
SECTION D SENTENCE STRUCTURE, PUNCTUATION AND TEXT ORGANISATION

Assessment focuses: vary sentences for clarity, purpose and effect
write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
construct paragraphs and use cohesion within and between paragraphs
Band D1 ● Clauses usually grammatically accurate, mostly joined with and, then, so. Some simple sentences,
often a brief sequence starting with subject + verb (Ali felt scared). Some connections between
sentences, eg pronouns referring to Ali.
● Sentences are sometimes demarcated by capital letters and full stops.
1 mark
Band D2 ● Simple connectives and, but, or, so, when link clauses. Subjects and verbs frequently repeated (There
was). Noun phrases mostly simple (a tunnel) with simple expansion (a wet smell). Some sentences
expanded with simple adverbials (suddenly). Connections between sentences built up (more footsteps).
● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in lists.
2 marks
Band D3 ● Sentences are mostly grammatically sound. Some subordination, eg because, if (because it smelled so
bad). Adverbials (As he watched the moon) and expanded noun phrases (the worn out flight of stairs)
vary construction of sentences. Tense choice is generally consistent and appropriate. Some variation in
subjects (Ali, The creepy castle). Words and phrases for detail (locked tightly, overgrown bushes) may
be included. Ideas developed within sections. Connections between ideas maintained through ongoing
reference (Ali lay there).
● Most sentences correctly demarcated; some commas mark phrases or clauses. If used, inverted commas
demarcate direct speech.
3 marks
Band D4 ● Simple and complex sentences used, with varied connectives, eg which, who, although (although
everything was so quiet). Short sentences for effect (Slam!). Expanded phrases and clauses express
ideas economically (a quiet high whisper gradually getting louder). Main ideas supported by
organisation of sentences and/or sections of text (He could feel something travelling up his leg).
● Range of punctuation used, almost always correctly, eg brackets, dashes, colons. Full punctuation of
direct speech (if used).
4 marks
50
SECTION E COMPOSITION AND EFFECT

Assessment focuses: write imaginative, interesting and thoughtful texts
produce texts which are appropriate to task, reader and purpose
Band E1 ● A short series of observations about the setting or a list of things seen / done by Ali. Narration of
events may dominate over description.
● Detail sometimes included, eg simple description (dark room).
1 mark
Band E2 ● Descriptive form used; content may include brief coverage of several aspects of setting. Some focus on
events rather than description of setting may be apparent (He got to another door).
● Writing shows evidence of viewpoint, eg some suggestion of Ali’s feelings (feeling very brave).
● Some vocabulary describes mysterious setting (dusty, cobwebs, dark) although other references are
general (something).
2–3 marks
Band E3 ● Coverage is balanced, eg different aspects of the scene are presented (the top of the stairs,
the window). Detail adds to the creation of mood (hanging from a single thread).
● Viewpoint established and maintained, eg scene explored from Ali’s perspective (she turned
backwards, and the grinning face was there).
● Stylistic choices contribute to mysterious effect, eg descriptive vocabulary (constant creaking,
scurrying), repetition (faster and faster).
4–5 marks
Band E4 ● Descriptive form adapted, eg content suggests realistic (the dark, empty tunnel) or fantasy setting
(a trail of purple slime). Thorough coverage.
● Viewpoint established and controlled, eg Ali portrayed as courageous (he wanted to run back outside
but he took one step forwards) or timid (‘Who is it?’ she called anxiously).
● Stylistic choices support adaptation, eg vocabulary builds up mood (rotting texture of wallpaper,
swirling), questions increase suspense (They can’t be asleep … can they?), figurative language (smell
like rotting eggs).
6–7 marks
Band E5 ● Placing of content adapted, eg aspects of the room revealed gradually (creaked open and a pair of
gleaming red eyes glared out).
● Viewpoint well controlled and convincing, eg selection of detail to encourage reader to sympathise
with Ali (Ali gasped as a hand, stone cold, wrinkly and old, landed on his shoulder).
● Stylistic features fully support purpose and engage, eg alliteration (spine-shivering sound), patterning
(it was … following ... sensing … stalking him).
8 marks
51
SENTENCE STRUCTURE PUNCTUATION & TEXT

ORGANISATION
Ali stood silently, looking at the door. With a

slow creaking sound, it opened. Taking a
deep breath, Ali walked inside …
simple adverbials (D2) When I went in the door close behind me.
Inside the floor creak as I stept on the floor. connection built up
We could smell this funney smell but then I between sentences (D2)
simple connectives
(D2) heard this noise. it soud like people talking. it
got louder and louder as the minits goes
past. The water outside went drip drip drip
repetition of subject and drip. You could hear thunder cackerling
and verbs (D2)
outside. You can see cutain are turen so
you can see outside. The lamps look like sentence demarcation
simple noun phrases monsters that get bigger. I am so scary. I (D2)
(D2) went up the stairs. As I went up it creacd. I
diden’t now it was the stairs I ran up. So that
was it. I ran off out the door. That end of that.
SENTENCE COMPOSITION & EFFECT

STRUCTURE,
PUNCTUATION & Brief coverage of several aspects of the setting (funney smell, this
TEXT ORGANISATION noise, The water); emphasis on events in final sentences (E2).
Character’s viewpoint inconsistent (I am so scary / So that was it,
Summary That end of that) (below E2).
Some descriptive word choice (cackerling; look like monsters),
Use of simple noun although other vocabulary is general (floor, people, stairs) (E2).
phrases, connectives and
adverbials, together with Summary
repetitive subjects and
verbs leads to Band D2. Despite a focus on story events at the end, this simple opening shows
Some evidence of linkage evidence of descriptive form and uses some vocabulary to suggest a
between sentences and mysterious setting, justifying Band E2. Less uncertainty of
sufficient demarcation character’s viewpoint would be necessary for higher mark in band.
with capital letters and
full stops confirm the
mark.
Band D2 – 2 marks Band E2 – 2 marks
52

ORGANISATION

simple connective The door slamed behind her she tried opening
(D2)
it but it was lokced she was frightend. It smelt use of inverted commas
like dead rats it was black and scary she to demarcate direct
speech (above D2)
repeated subjects coudlnt see a thing. She heard someone
(D2)
calling her it was repetedly calling her “Ali Ali
Ali” it cried “fowlow the the sound of my voice.”
simple adverbials She followed. she thought it was her friends connections in text built
(D2) up (D2)
messing around. She felt even more scared it
called her name agian “Ali Ali Ali” she started
running. The voice got louder it must have
simple noun phrases been folowing her. She saw a door. she ran occasional demarcation
(D2)
inside. she found it was a closet. she dint feel (below D2)
that scared she rang the fire birgade to rescue
her.

STRUCTURE,
PUNCTUATION & Content includes description of the voice (repetedly calling, it
TEXT ORGANISATION cried, got louder) within coverage of events (E2).
Writing adopts Ali’s perspective (she coudlnt see a thing, she
Summary thought it was her friends messing around) (above E2).
Word choice is mostly general (voice, name) with occasional
Features such as attempts to interest (slamed, smelt like dead rats) (E2).
repetitive sentence
subjects, simple noun Summary
phrases and adverbials all
provide evidence for In this straightforward account of a character’s experiences, some
Band D2. Although description is used within the event sequence to create mystery,
sentence demarcation suggesting award in Band E2. Although vocabulary is limited, the use
with capital letters and of Ali’s viewpoint supports the setting and merits the higher mark in
full stops is limited, the the band.
use of inverted commas
for speech (above D2)
and some connection
between sentences
support the mark.
53

ORGANISATION

consistent sentence
Ali looked around and it was pitch black. He put demarcation (D3)
his arms out to fell the walls and everything else.
He walked forward and tripped over something.
Ali picked up the object. The object was thin and
had a bigger, rounder bit at the end. Ali felt it he
found a button. Ali pressed the button and a light
expanded noun came on the thing he had tripped over was a
phrases (D3) commas to show
torch. Looking around, Ali saw a basket filled with
divisions within the
apples, another basket filled oranges and three sentence (D3)
adverbials (D3) other baskets filled with bananas, peaches and
strawberrys. Ali could smell lovely fresh fruit. He
ongoing reference
heard a noise which sounded like come get your
maintains connections
fruit, your fresh and golden fruit. Ali turned around in text (D3)
subordinate clauses so that he was facing the door and just before he
(D3)
could walk out a hand went on his sholder and inverted commas signal
said ‘you shouldent be hear”. speech (D3)

STRUCTURE,
PUNCTUATION & Detail contributes to mystery (thin and had a bigger, rounder bit
TEXT ORGANISATION at the end); coverage includes appeal to different senses (Ali could
smell, He heard a noise) (E3).
Summary Ali’s point of view is established (Ali felt it) and maintained
throughout the piece (a hand went on his sholder) (E3).
Subordination, expansion Some choices suggest a magical setting (filled with apples, golden
of noun phrases and fruit) (E3), although elsewhere vocabulary is less descriptive (the
adverbials indicate Band walls).
D3. The mark is confirmed
by use of commas to Summary
support developed
sentences, mainly secure Use of detail, balanced content coverage and maintenance of Ali’s
demarcation, inverted viewpoint create a mysterious story opening and give evidence for
commas and references Band E3. Further descriptive word choice to increase the sense of
that maintain links in mystery would be necessary for higher mark in band.
the text.
54

ORGANISATION

expanded noun It was very dark but Ali could make out
phrases (D3)
a box in the corner. With the little bit of light secure sentence
shining from under the door she decided to demarcation (D3)
walk over to the box . The light stopped
shining and the smell was her only guidence.
variation in subjects opportunities to use
The room smelt musty and old. She felt the commas to support
(D3)
wall and felt dust all over her hands. divisions in developed
sentences ignored
All in a moment a light came on. Ali could see (below D3)
that the room was like an attic but in the dark
adverbials (D3)
it looked like a dungon. Ali took little stept
text organised around
(to frightend to move and to touch things). idea of character moving
The floorboards began to creak. Then there towards the box (above
D3)
subordination (D3) was a sweet smell leading her to the box in
the corner – which she had noticed earlier.

STRUCTURE,
PUNCTUATION & Different aspects of room presented as Ali moves towards box;
TEXT ORGANISATION characterisation adds detail (to frightend to move and to touch
things) (E3).
Summary Ali’s point of view is maintained (smell was her only guidence,
felt dust all over her hands) (E3).
Varied sentence subjects, Word choices support descriptive purpose (musty, dungon, creak)
expanded noun phrases, (E3).
adverbials and subordination
give sentence structure
evidence for Band D3. Summary
Although there are no
commas, secure demarcation Through careful vocabulary choice and detailed description of Ali’s
and development of text reactions, this story opening presents a mysterious setting and merits
around a main idea (above the higher mark in Band E3. Further adaptation (for example, some
D3) confirm the mark. detail about the box to build suspense) would be necessary for award
in higher band.
55

ORGANISATION

It was pitch black. Ali could not see a thing, yet she could
variation in
connectives (D4) find her way around easily. Had she been here before?
Something definatly seemed familiar about this place.
Ali could just smell the scent of the rotting, decaying rocks
throughout the text,
expanded phrases which built up the four walls around her. How old was reference supports
express ideas
this place? Surely a long period of time, as Ali could tell emphasis on main ideas
economically (D4)
in each section (D4)
from the material the entrance door was made of and the
smell. Was someone in the room?
Ali was beginning to be unsure of this place. She heard a

short, simple
sentence for effect drip, drip, drip. What was it? A leaking pipe?
(D4) It was a mystery. She heard footsteps creeping around.
Who was that?
She could taste the sawdust from the air flying around into a range of punctuation
used accurately:
her mouth as she walked around. Why was there sawdust
commas, question marks
here? The splinters in the other doors scratched at Ali’s and an apostrophe to
skin. This was not a good experience. mark possession (D4)
Who was in the room? Why were they in the room? Why
did they open the door to Ali?

STRUCTURE,
PUNCTUATION & Description suggests setting for a realistic mystery story (sawdust
TEXT ORGANISATION from the air, splinters in the other doors) (E4).
Control of viewpoint shown through Ali’s changing reactions to
Summary setting (find her way around easily, beginning to be unsure of this
place, not a good experience) (E4).
Evidence of simple Some stylistic choice supports adaptation (rotting, decaying
sentences for effect and rocks) (E4), although questions for suspense are overused
longer, complex (below E4).
constructions, a range of
accurate punctuation and
references to support Summary
organisation justify the
award of the top mark – Descriptive detail, used convincingly to portray a character’s response
Band D4. to a mysterious setting, gives evidence for Band E4. However, more
selective use of questions for stylistic effect would be necessary for
the award of the higher mark in the band.
56

ORGANISATION

varied connectives The door slammed shut behind Ali. He coughed as text organised with
(D4) reference to Ali’s
he inhaled the dry, stale air that was inside … this position (D4)
tunnel? Ali couldn’t see 5 feet in front of himself. He
began to walk , with no idea where he was going,
down the tunnel. Soon Ali came to a flight of stone
steps. The tunnel seemed to drop down into a strange
green light. Ali began to descend into the darkness.
He shut his eyes as he went down the steps. Suddenly, range of punctuation:
the smell of rotten fish hit Ali right in his face, which omission apostrophe
commas
caused him to walk back. Ali slowly opend his eyes, question mark (D4)
and to his amazement gasped. Right in front of him,
expansion for was an underground cave of monumental size. A river
economical slowly gurgled below him, that led to a giant stone
expression (D4)
structure which towered above Ali. The sound of water
dripping scared Ali.
short sentence for He looked across the cave. There was something
variation and effect
(D4) strange on the floor … but what?

STRUCTURE,
PUNCTUATION & Visual detail placed to give impact to final description
TEXT ORGANISATION (underground cave of monumental size, giant stone structure) (E5).
Reader shares Ali’s restricted viewpoint (shut his eyes, the smell of
Summary rotten fish hit Ali) and sense of uncertainty (something strange on
the floor… but what?) (E5).
Inclusion of varied Precise, descriptive vocabulary consistently supports creation of
connectives within mysterious world (inhaled, gurgled, towered) (E5).
developed sentences,
expansion for economy Summary
and a simple sentence for
effect lead to Band D4. In this vivid description, the writer develops character viewpoint to
Evidence of a range of engage the reader and combines this with detail selected to appeal to
punctuation and clear the senses. This effective presentation of a mysterious opening leaves
organisation of ideas unanswered questions in the reader’s mind and merits the award of
confirm the mark. the top mark (Band E5).
57
The spelling test
The words omitted from the pupils’ spelling test are those printed in bold in the version below.
58
Quick reference mark scheme for the spelling test
1. sharp 11. ravenously
2. whiskers 12. approached
3. surveyed 13. cautiously
4. lying 14. bristling
5. rigid 15. sensible
6. intruder 16. height
7. scattered 17. corridor
8. enough 18. proud
9. females 19. straightened
10. doubt 20. voice
Scoring spelling
Markers will complete the total mark box, calculate the spelling mark, and enter this in the box on
the cover of the shorter writing task and spelling test booklet.
Number of Spelling
correct words test mark
0 0
1–3 1
4–6 2
7–9 3
10–12 4
13–15 5
16–18 6
19–20 7
59
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29 Bolton Street
London W1J 8BT
Telephone: 08700 60 60 40
Minicom: 020 7509 6546
Fax: 020 7509 5908
Email: [email protected]
Website: www.naa.org.uk/tests
For more copies

QCA Orderline, PO Box 29, Norwich NR3 1GN
Tel: 08700 60 60 15 Fax: 08700 60 60 17
email: [email protected]
QCA/06/2795 275377

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National curriculum assessments

First published in 2007

© Qualifications and Curriculum Authority 2007

Qualifications and Curriculum Authority

The reading test 5

The writing test 29

The spelling test 58

The marks in the tests are allocated as follows:

Longer task (including handwriting) 31

The reading test

There are several different answer formats:

■ several line answers

Assessment focuses for reading

The aspects of reading to be assessed are pupils’ ability to:

3. deduce, infer or interpret information, events or ideas from texts

How the reading mark scheme is set out

19. Explain why the archaeologist believes that he is watching

aspect of reading up to 2 marks

refer to different ■ tourism / people stealing treasures, etc (cause)

awarded ● because everything is being vandalised and stolen. (1 mark)

Focus AF2 AF3 AF4 AF5 AF6 AF7

Award 1 mark for each correct choice.

1. Under the Earth’s surface, it gets

hot. wet. cool. dark.

2. Most people think that volcanoes are

anywhere tall and broad under

3. An active volcano is one that is

no longer pouring out

Award 1 mark for each correctly completed cell, to a maximum of 3 marks.

Date and time eruption started Midday, 24th August, AD 79

Depth of rubble over Pompeii 2 metres / m (not kilometres)

Contents of volcanic cloud Any two of:

5. Are these sentences true or false?

Award 1 mark for all three answers completed correctly.

There are two types of volcano. F

6. … this liquid rock can … burst through

Award 2 marks for answers referring to explosiveness / building up of pressure, eg:

Award 1 mark for answers referring to speed, suddenness or power, eg:

● it comes out fast

● it tells us that the lava is strong and powerful

● fast and can demolish anything in its way.

● it bursts like a balloon

7. Look at the section called The Eruption of Vesuvius on page 5.

Award 1 mark for either of the following words:

Award 1 mark for the correctly ticked box.

They are subheadings.

They are words that are explained in the text. ✓

Section 2: Disaster Strikes

Award 1 mark for matching all three pairs correctly.

Pliny woman who lived near

Tacitus naval commander who

young man who

historian who recorded

10. Look again at Pliny’s account of his uncle’s journey.

Award 2 marks for all four stages correctly numbered.

Award 1 mark for two or three stages correctly numbered.

2 ordered launching of ships

1 received letter from Rectina