and spelling test mark schemes - · pdf filefor education (dfe). this booklet ... punctuation...
TRANSCRIPT
National curriculum assessments
LEVEL
6
KEY STAGE
2
En20
14English tests
Grammar, punctuation and spelling test mark schemes Extended task, short answer questions and spelling task
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2 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
IntroductionThe Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. The STA is an executive agency of the Department for Education (DfE).
This booklet contains the mark schemes for the assessment of level 6 English grammar, punctuation and spelling. Level threshold tables will be available at www.education.gov.uk/ks2 from Tuesday 8 July, 2014.
The level 6 English grammar, punctuation and spelling test is made up of three papers and contains a total of 50 marks. The three papers are:
Paper 1: extended task (14 marks) Paper 2: short answer paper (21 marks) Paper 3: spelling task (15 marks)
As in previous years, external markers will mark the key stage 2 national curriculum tests. The mark schemes are also made available to inform teachers.
The mark schemes were written and developed alongside the questions. Children’s responses from trialling have been added as examples to the mark schemes to ensure they reflect how children respond to the questions. The mark schemes indicate the criteria on which judgements should be made. In applying these principles, markers use professional judgement based on the training they have received.
The English grammar, punctuation and spelling test assesses elements of the key stage 2 national curriculum for English. Details about what is assessed in this test are presented on pages 6, 7, 10, 12 and 13 of this mark scheme booklet. Further information about what is assessed in this test can be found in the English grammar, punctuation and spelling test framework at www.education.gov.uk.
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 3
Contents
Introduction 2
The English grammar, punctuation and spelling test mark schemes 4Structure of the short answer questions mark scheme 4Application of the short answer questions mark scheme 4Mark allocation in the English grammar, punctuation and spelling test 4
Paper 1: extended task 5Assessment focuses for the extended task 5Children’s version of the extended task 5
Paper 2: short answer questions 6Short answer questions classification 6
Marking specific types of short answer question 8Summary of additional guidance 8Short answer questions: further marking guidance 9
Paper 3: spelling task 10
Marking spelling questions 11Summary of additional guidance 11
Extended task mark scheme: Save our screens! 12
The extended task: exemplar 1 14The extended task: exemplar 1 marking commentary 15
The extended task: exemplar 2 16The extended task: exemplar 2 marking commentary 17
The extended task: exemplar 3 18The extended task: exemplar 3 marking commentary 19
Short answer questions mark scheme 20
Spelling task mark scheme 24Guidance for marking the spelling task 24Quick reference mark scheme for the spelling task 24
Children’s version of the spelling task 25
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4 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
The English grammar, punctuation and spelling test mark schemesStructure of the short answer questions mark scheme
The marking information for each question is set out in tables, which start on page 20 of this booklet.
The ‘Question’ column on the left-hand side of each table provides a reference to the question number and question part. This column also gives a reference linking it to the national curriculum.
The ‘Requirements’ column may include two types of information:
■ A statement of the requirements for the award of each mark, shown by a square.
• Examples of some different types of correct response, shown by a bullet and italic formatting.
The ‘Mark’ column indicates the total number of marks available for each question part.
The ‘Additional guidance’ column provides information about any alternative acceptable responses, as well as an explanation of responses that are not acceptable.
General guidance on marking the spelling task is given on page 24.
Application of the short answer questions mark scheme
In order to ensure consistency of marking, the most frequent procedural queries are listed on pages 8 – 9 along with guidance about what the markers should do. Unless otherwise specified in the mark schemes, markers will apply the guidance in all cases.
Mark allocation in the English grammar, punctuation and spelling test
The following table summarises the number of marks in the 2014 level 6 test assessing each area:
Assessment area Number of marks
Grammar 21
Punctuation 7
Vocabulary and appropriacy
7
Spelling 15
Total marks 50
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 5
Paper 1: extended taskThe writing is assessed according to three strands, made up of: sentence structure and punctuation (SSP), text structure and organisation (TSO) and appropriacy and vocabulary (AV).
Assessment focuses for the extended task
The programme of study references detailed on pages 12 – 13 are organised for this task in terms of the assessment focuses.
The assessment focuses1 assess children’s ability to:
AF2 Produce texts which are appropriate to the task, reader and purpose AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 Construct paragraphs and use cohesion within and between paragraphs AF5 Vary sentences for clarity, purpose and effect AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 Select appropriate and effective vocabulary AF8 Use the correct spelling.
The strands are organised in the following way:
Assessment area
Mark scheme strand
Assessment focuses1
Marks available
Sentence structure & punctuation
SSP AF5 AF6 6
Text structure & organisation
TSO AF3 AF4 4
Appropriacy & vocabulary
AV AF2 AF7 4
Total marks 14
Examples of children’s work and marking points are given on pages 14– 19.
Children’s version of the extended task
1AF1: Write imaginative and thoughtful texts no longer constitutes part of the mark scheme criteria, as the task’s focus is on grammar, punctuation, vocabulary and appropriacy. AF1 will be assessed by teacher assessment of children’s compositional writing only.
Page 4 of 8
Save our screens! A national newspaper is running a campaign to encourage people to give
up watching television, playing on computers and using mobile phones for
a whole month.
They want to publish different people’s views, including an article from a
young person to explain what they think of the campaign.
Extended task
Your task is to write a short article for a national newspaper,
giving your views about the campaign and explaining why you
are for or against the idea.
Page 5 of 8
Remember to use:
• appropriate,variedsentencestructures
• abroadrangeofpunctuationtocontrolyourwriting
• imaginativeandprecisewordstoconveymeaning.
You will not be marked on your spelling.
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6 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Paper 2: short answer questionsThe tables on these pages summarise the sampled areas of the English programme of study at key stage 3 that are assessed in the English grammar, punctuation and spelling test. The reference codes in the right-hand column below are given in the ‘Question’ column in the short answer mark schemes.
Short answer questions classification
The level 6 test will assess the appropriate knowledge and skills of the key stage 2 programme of study as identified in both the mark schemes for the levels 3 – 5 test and in the test framework. Consistent with other national curriculum tests at this level, it will sample additionally from the key stage 3 programme of study in the following areas:
Key stage 3 programme of study reference Grammar, punctuation and spelling reference codes
Sentence grammar
1.1a Being clear, coherent and accurate in spoken and written communication.
1.1c Demonstrating a secure understanding of the conventions of written language, including grammar, spelling and punctuation.
2.3i Pupils should be able to use complex sentences to extend, link and develop ideas.
2.3j Pupils should be able to vary sentence structure for interest, effect and subtleties of meaning.
2.3t Pupils should be able to use the conventions of standard English effectively.
2.3u Pupils should be able to use grammar accurately in a variety of sentence types, including subject–verb agreement and correct and consistent use of tense.
3.4a The study of English should include the principles of sentence grammar.
sg/ga1 Grammatical terms / word classes sg/ga1.1 Nouns sg/ga1.2 Verbs sg/ga1.3 Adjectives sg/ga1.4 Connectives sg/ga1.5 Pronouns sg/ga1.6 Adverbs sg/ga1.7 Prepositions
ga2 Features of sentences ga2.1 Statements ga2.2 Questions ga2.3 Commands
sg/ga3 Complex sentences sg/ga3.1 Clauses sg/ga3.2 Phrases sg/ga3.3 Subordinating connectives
Standard English
2.3t Pupils should be able to use the conventions of standard English effectively.
2.3u Pupils should be able to use grammar accurately in a variety of sentence types, including subject–verb agreement and correct and consistent use of tense.
ga4 Standard English ga4.1 Tense agreement ga4.2 Subject–verb agreement ga4.3 Double negatives ga4.4 Use of ‘I’ and ‘me’
sg/ga5 Formal / informal sg/ga5.1 Passive constructions / voice sg/ga5.2 Impersonal constructions sg/ga5.3 Active voice sg/ga5.4 Contractions
KEY: sg: sentence grammar ga: grammatical accuracy
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 7
Key stage 3 programme of study reference Grammar, punctuation and spelling reference codes
Vocabulary / language strategies
2.3f Pupils should be able to use imaginative vocabulary.
2.3l Pupils should be able to use formal and impersonal language and concise expression.
ga7 Vocabulary ga7.1 Word meaning ga7.2 Vocabulary in context ga7.3 Concision / precision in vocabulary ga7.4 Synonyms ga7.5 Antonyms ga7.6 Word groups / families ga7.7 Prefixes ga7.8 Suffixes ga7.9 Singular and plural
Punctuation
1.1c Demonstrating a secure understanding of the conventions of written language, including grammar, spelling and punctuation.
2.3v Pupils should be able to signal sentence structure by the effective use of the full range of punctuation marks to clarify meaning.
ga6 Punctuation ga6.1 Capital letters ga6.2 Full stops ga6.3 Question marks ga6.4 Exclamation marks ga6.5 Commas in lists ga6.6 Commas to mark phrases or clauses ga6.7 Inverted commas ga6.8 Apostrophes ga6.9 Brackets ga6.10 Ellipses ga6.11 Colons ga6.12 Semi-colons ga6.13 Punctuation for parenthesis
KEY: sg: sentence grammar ga: grammatical accuracy
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8 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Marking specific types of short answer questionSummary of additional guidance
The following guidance applies to all questions in the short answer component. Please read this carefully before applying the individual mark scheme entries.
Question type Accept Do not accept
Tick boxes Any unambiguous indication of the correct answer, eg:
■ The box is crossed rather than ticked.
■ The correct answer is circled rather than ticked.
Responses in which more than the required number of boxes has been indicated.
Underlining clauses / phrases / other text
Underlining of the full required text, with or without surrounding punctuation.
Responses in which more than half of a required word is underlined.
Responses in which only part of the required text, or less than half of a required word, is underlined.
Responses in which any additional words are underlined.
Circling of the answer Any unambiguous indication of the correct answer, eg:
■ The answer is underlined.
■ The answer is enclosed within a box.
Responses in which more than half of a required word is encircled.
Responses in which more than the required number of words has been indicated.
Responses in which the correct answer is encircled, together with more than half of any surrounding words.
Responses in which less than half of a required word is encircled.
Drawing lines to ‘match’ boxes
Lines that do not touch the boxes, provided the intention is clear.
Multiple lines drawn to / from the same box (unless this is a question requirement).
Labelling of parts of speech
Clear labels, whether they use the full vocabulary required by the question or an unambiguous abbreviation, eg: ‘V’ for ‘verb’.
Ambiguity in labelling, eg: the use of ‘noun’ or ‘CN’ where a distinction is required between ‘collective noun’ and ‘common noun’.
Writing sentences A sentence that has, as a minimum, a capital letter and an appropriate punctuation mark delineating the end of the sentence. Capital letters must be clear and unambiguous for the award of the mark. Where letters do not have unique capital letter forms, the height of the capital letter will be similar to, or greater than, that of letters with ascenders, and clearly greater than the height of letters that do not have ascenders. For example, in the word ‘What’, the height of the capital letter ‘W’ should be similar to, or taller than, the ‘h’.
Ambiguity in the comparative sizes of letters; capital letters placed inappropriately within a sentence; when an entire word is capitalised (even if the child is using the capitalised word for emphasis). The incorrect use of capitals will negate an otherwise correct response.
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 9
Question type Accept Do not accept
Punctuation Punctuation must be appropriate for the context, clear and unambiguous for the award of the mark. This means that the punctuation mark should be visible to the marker, its formation should be recognisable as the intended punctuation mark, and its position in relation to text or other punctuation must be correct and clear.
Where punctuation marks could be more than one thing, such as a misplaced or low apostrophe / high comma, credit will not be given.
Short answer questions: further marking guidance
What if... Accept
...the answer is correct but spelling is inaccurate?
Where no specific mark scheme guidance is given, incorrect spellings of the correct response are creditworthy, provided the intention is clear to the marker. The single exception to this is when marking contractions, which must have correct spelling and placement of apostrophes.
In any other questions in which correct spelling is required in order to assess children’s understanding of the curriculum focus, mark scheme guidance will state the need for correct spelling, and will list any acceptable alternatives.
If specific grammatical terminology is required in the answer, a misspelling must, in order to be creditworthy, be a phonetic approximation of the required word, with the major syllables of the correct word represented in the answer.
…the child’s response does not match closely any of the examples given?
Illustrative examples of children’s responses to questions are sometimes given; however, markers will use the marking principles to make a judgement about the award of marks. If uncertain, markers will escalate the issue to a more senior colleague.
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing:
■ it meets any relevant criteria in this guidance and in the question-specific mark schemes; and
■ it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’).
This includes where children ‘fill in the blank’ within a question when they are expected to write or tick their answer below it.
…the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark schemes.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If both correct and incorrect responses are given, no mark will be awarded.
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10 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Paper 3: spelling task
Key stage 2 programme of study references
En3.2 Language strategies
Pupils should be taught to: En3.2d: proofread – check the draft for spelling and punctuation errors, omissions and repetitions.
En3.4a–j Spelling
Pupils should be taught: En3.4 Spelling strategies a: to sound out phonemes b: to analyse words into syllables and other known words c: to apply knowledge of spelling conventions d: to use knowledge of common letter strings, visual patterns and analogies e: to check their spelling f: to revise and build on their knowledge of words and spelling patterns.
En3.4 Morphology g: the meaning, use and spelling of common prefixes and suffixes h: the spelling of words with inflectional endings i: the relevance of word families, roots and origins of words j: the use of appropriate terminology, including vowel, consonant, homophone and syllable.
Key stage 3 programme of study reference
In addition to the content from the key stage 2 programme of study, the following content is sampled from the key stage 3 programme of study for English:
En2.3w Pupils should be able to spell correctly, increasing their knowledge of regular patterns of spelling, word families, roots of words and derivations, including prefixes, suffixes and inflections.
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 11
Marking spelling questionsSummary of additional guidance
What if... Accept
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing:
■ it meets any relevant criteria in this guidance and in the question-specific mark schemes;
■ it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’); and
■ it is clear which question they are attempting to answer.
…the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark schemes.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If both correct and incorrect responses are given, no mark will be awarded.
If a child has attempted to spell a word in a number of different ways anywhere else on the answer booklet and the correct spelling is in or near the answer space, the attempts written elsewhere can be disregarded.
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12 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Ext
ende
d ta
sk m
ark
sche
me:
Sav
e ou
r scr
eens
!
Ass
essm
ent
focu
sA
F5
Vary
sen
tenc
es fo
r cl
arity
, pur
pos
e an
d
effe
ct.
AF6
W
rite
with
tec
hnic
al
accu
racy
of s
ynta
x an
d p
unct
uatio
n in
p
hras
es, c
laus
es a
nd
sent
ence
s.
AF3
O
rgan
ise
and
p
rese
nt w
hole
tex
ts
effe
ctiv
ely,
seq
uenc
ing
and
str
uctu
ring
info
rmat
ion,
idea
s
and
eve
nts.
AF4
C
onst
ruct
par
agra
phs
an
d u
se c
ohes
ion
with
in a
nd b
etw
een
par
agra
phs
.
AF2
P
rod
uce
text
s w
hich
ar
e ap
pro
pria
te t
o th
e ta
sk, r
ead
er a
nd
pur
pos
e.
AF7
S
elec
t ap
pro
pria
te a
nd
effe
ctiv
e vo
cab
ular
y.
Str
and
Sen
tenc
e st
ruct
ure
and
pun
ctua
tio
nTe
xt s
truc
ture
and
org
anis
atio
nA
pp
rop
riac
y an
d v
oca
bul
ary
Thr
esho
ld•
A r
ange
of g
ram
mat
ical
str
uctu
res
is u
sed
to v
ary
the
focu
s of
the
sent
ence
s an
d to
ex
pres
s su
btle
ties
of m
eani
ng, e
g: s
ecur
e co
ntro
l of p
hras
es a
nd c
laus
es w
ithin
co
mpl
ex s
ente
nces
(‘G
lued
to a
tele
visi
on
scre
en c
an h
ardl
y be
cou
nted
as
a po
sitiv
e lif
e sk
ill, c
an it
?’, ‘
Onc
e ch
ildre
n be
gin
to p
lay
age-
inap
prop
riate
gam
es, t
hey
are
in th
e gr
ip
of a
tech
nolo
gica
l mon
ster
.’ );
evid
ence
of
delib
erat
e co
ntro
l of v
erbs
, eg:
pla
cem
ent,
form
s (in
clud
ing
mod
als)
and
com
plex
ver
b ph
rase
s (‘H
avin
g m
ysel
f bee
n ad
dict
ed
to c
ompu
ters
and
rea
lisin
g th
at I
ough
t to
enga
ge w
ith th
e re
al w
orld
, my
advi
ce w
ould
be
to lo
g of
f!’ ).
Man
agem
ent o
f con
stru
ctio
ns
to s
uppo
rt p
urpo
se, e
g: im
pers
onal
co
nstr
uctio
ns (‘
Mod
ern
soci
ety
has
been
te
chno
logi
sed.
’ ) in
finiti
ves
to c
onve
y fo
rmal
ity, f
ront
ed a
dver
bial
s fo
r em
phas
is.
•A
n ap
pro
pria
te r
ange
of p
unct
uatio
n is
us
ed e
ffect
ivel
y an
d p
reci
sely
to
sup
por
t cl
arity
, eg:
effe
ctiv
e us
e of
inte
rnal
sen
tenc
e p
unct
uatio
n.
•Th
e st
ruct
ure
of t
he t
ext
is c
ontr
olle
d,
show
ing
links
bet
wee
n p
arag
rap
hs in
a
varie
ty o
f way
s, e
g: c
ausa
l or
them
atic
lin
kage
, lin
king
pro
noun
s, a
dve
rbia
ls o
r te
xt
conn
ectiv
es. P
arag
rap
hs a
re v
arie
d a
nd
man
aged
in w
ays
that
sup
por
t th
e st
ruct
ure
of t
he w
hole
tex
t, e
g: s
ingl
e se
nten
ce
par
agra
phs
to
intr
oduc
e an
d/o
r se
cure
an
argu
men
t; m
ovem
ent
of fo
cus
from
the
ge
nera
l to
the
spec
ific.
•W
ithin
par
agra
phs
, the
re is
evi
den
ce o
f co
hesi
ve d
evic
es t
o su
pp
ort
stru
ctur
e su
ch a
s co
ntra
st a
nd r
epet
ition
. Effe
ctiv
e re
fere
nce
chai
ns a
void
rep
etiti
ve s
ubje
cts.
•Th
e ar
ticle
is a
dap
ted
for
a ne
wsp
aper
, ad
dre
ssin
g a
gene
ral a
udie
nce
and
is
focu
sed
on
pur
pos
e, c
onta
inin
g fe
atur
es o
f th
e ch
osen
form
. Con
tent
is w
ell-
shap
ed,
eg: b
alan
ce o
f arg
umen
t an
d e
xpla
natio
n su
pp
orte
d b
y fa
ctua
l or
emot
ive
det
ails
.
•Vo
cab
ular
y ch
oice
s ar
e am
biti
ous,
yet
p
reci
se (‘
unne
cess
ary
usag
e’),
app
rop
riate
an
d p
urp
osef
ul a
nd a
chie
ve s
uffic
ient
fo
rmal
ity o
f ton
e (‘i
f the
gui
del
ines
wer
e to
ch
ange
slig
htly
’ ).
Mar
ks4,
5 o
r 6
3 o
r 4
3 o
r 4
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 13
Ass
essm
ent
focu
sA
F5
Vary
sen
tenc
es fo
r cl
arity
, pur
pos
e an
d
effe
ct.
AF6
W
rite
with
tec
hnic
al
accu
racy
of s
ynta
x an
d p
unct
uatio
n in
p
hras
es, c
laus
es a
nd
sent
ence
s.
AF3
O
rgan
ise
and
p
rese
nt w
hole
tex
ts
effe
ctiv
ely,
seq
uenc
ing
and
str
uctu
ring
info
rmat
ion,
idea
s
and
eve
nts.
AF4
C
onst
ruct
par
agra
phs
an
d u
se c
ohes
ion
with
in a
nd b
etw
een
par
agra
phs
.
AF2
P
rod
uce
text
s w
hich
ar
e ap
pro
pria
te t
o th
e ta
sk, r
ead
er a
nd
pur
pos
e.
AF7
S
elec
t ap
pro
pria
te a
nd
effe
ctiv
e vo
cab
ular
y.
Str
and
Sen
tenc
e st
ruct
ure
and
pun
ctua
tio
nTe
xt s
truc
ture
and
org
anis
atio
nA
pp
rop
riac
y an
d v
oca
bul
ary
Bel
ow
th
resh
old
•A
var
iety
of s
ente
nce
stru
ctur
es is
use
d,
mos
tly w
ith c
ontr
ol (‘
Mov
ing
on, I
thi
nk
that
mob
ile p
hone
s ar
e an
ess
entia
l par
t of
our
live
s an
d s
houl
dn’
t b
e st
opp
ed a
s th
ese
dev
ices
hel
p u
s co
mm
unic
ate.
’).
Con
nect
ives
are
use
d p
reci
sely
(‘Th
is r
eally
sh
ould
n’t
hap
pen
bec
ause
chi
ldre
n ne
ed t
o b
e ou
tsid
e, s
o th
ey c
an e
njoy
the
fres
h ai
r.’).
Con
stru
ctio
ns s
upp
ort
pur
pos
e, e
g: t
hrou
gh
fron
ted
or
emb
edd
ed c
laus
es (‘
Alth
ough
m
any
child
ren
and
you
ng a
dul
ts m
ay
dis
agre
e, I
thin
k it
is im
por
tant
.’). G
ener
ally
ac
cura
te m
anag
emen
t of
ver
bs,
eg:
co
mp
lex
verb
phr
ases
, sec
ure
tran
sitio
ns
bet
wee
n te
nses
(‘B
y no
t us
ing
ener
gy fo
r a
whi
le it
will
hel
p t
hem
rea
lise
how
use
less
th
ey a
re.’)
. Phr
ases
and
cla
uses
bui
ld u
p
rele
vant
det
ails
and
info
rmat
ion
(‘I h
ave
mix
ed fe
elin
gs a
bou
t th
is b
ecau
se p
eop
le
who
are
wor
king
can
’t co
mm
unic
ate
very
q
uick
ly.’)
.
•A
lmos
t al
l sen
tenc
es a
re c
ontr
olle
d, w
ith a
n ap
pro
pria
te r
ange
of p
unct
uatio
n.
•Th
e se
que
ncin
g of
idea
s is
sup
por
ted
b
y p
arag
rap
hs o
r se
ctio
ns t
hat
enab
le
cohe
rent
dev
elop
men
t an
d c
ontr
ol o
f co
nten
t ac
ross
the
tex
t, e
g: p
urp
osef
ul
links
are
mad
e b
etw
een
par
agra
phs
or
sect
ions
. Op
enin
g an
d c
losi
ng a
re g
ener
ally
ap
pro
pria
te.
•W
ithin
par
agra
phs
or
sect
ions
, mai
n id
eas
are
dev
elop
ed, e
g: il
lust
ratio
n b
y re
leva
nt
det
ail,
argu
men
t or
exa
mp
le. C
onne
ctio
ns
bet
wee
n id
eas
are
sup
por
ted
thr
ough
ac
cura
te u
se o
f con
nect
ives
.
•Th
e ar
ticle
is a
dap
ted
for
a ne
wsp
aper
au
die
nce,
eg:
sel
ectio
n an
d d
evel
opm
ent
of a
pp
rop
riate
top
ics,
mix
ture
of a
rgum
ent
and
exp
lana
tion.
•S
ome
voca
bul
ary
choi
ces
are
amb
itiou
s an
d a
re m
ainl
y ap
pro
pria
te t
o th
e co
ntex
t (‘s
ide
effe
cts’
, ‘m
igra
ines
’, ‘b
alan
ced
’).
Mar
ks1,
2 o
r 3
1 o
r 2
1 o
r 2
A r
esp
ons
e th
at d
oes
no
t m
eet
the
crit
eria
fo
r b
elo
w t
hres
hold
sho
uld
be
awar
ded
0 m
arks
.
NB
Sp
ellin
g is
no
t as
sess
ed in
thi
s ta
sk a
nd s
houl
d n
ot b
e co
nsid
ered
whe
n aw
ard
ing
mar
ks.
Downloaded from Compare4Kids.co.uk
14 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
A variety of sentence structures is used, mostly with control, in the first half of the piece.
Appropriate opening statement
Sequencing of ideas is supported by paragraphs or sections that enable coherent development and control of content across the text
Within paragraph, main ideas are developed, eg: by detail, argument or example
Closing generally appropriate.
Some sentences are controlled with appropriate punctuation.
Generally accurate management of verbs in paragraph.
Final clause containing complex verb phrase supports structure
Adverbial introduces rebuttal of argument in first half (Of course)
Adverbs support cohesion in the first half of the text by making purposeful links between paragraphs.
Ambitious use of three coordinated non-finite clauses supports purpose
Phrases and clauses build up relevant detail and information
Connectives used to introduce subordinate clause
SSP TSOThe extended task: exemplar 1
Yellow boxes
Complex verb phrase
Yellow boxes, with round arrow head, indicate a general point, illustrated across the response.
Grey boxes
Grey boxes refer to specific places to which they point in the child's response.
Explanatory note
I am writing today on the subject of the ‘Save our screens’
campaign.
I think that giving up television, computers and using mobile
phones for a month is not good.
Firstly if you don’t have a mobile phone, how do you contact
your parents if you are away somewhere. It gives you comfort
having a mobile phone because you can talk to somebody
quickly and it might even save your life.
Secondly if you don’t get to watch television you can’t watch
nature programs, educational programs and everyone needs
a bit of entertainment in life.
Thirdly if you can’t play on the computers it gets a bit dull.
You need some playing time to have a laugh, play with your
friends and relax, to wash away your worries.
Of course there are some down sides where they might be
texting at night or playing computer too much, but they need
to have a balanced day, not studying all day or playing the
computer all day. It is good to study but pushing them too
much will make them get bored and rush their work. Also too
much T.V is bad or too much staring at a computer screen is
bad, but as a child, I have been through these problems and I
need a break loads of times but you shouldn’t let that happen
to your children, because they need a balanced life of fun and
laughter, but also studying and working.
My conclusion is to have a balanced life of games and
studying and to not take away our games. Thank you for
reading this.
Secure transitions between tenses
Connectives introduce contrast, supporting purpose of argument
Repetition of ‘a balanced life’ refers back to the whole text and aids cohesion
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 15
The extended task: exemplar 1 marking commentary
AF5 Vary sentences for clarity, purpose and effect.
AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.
AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
AF4 Construct paragraphs and use cohesion within and between paragraphs.
AF2 Produce texts which are appropriate to the task, reader and purpose.
AF7 Select appropriate and effective vocabulary.
Sentence structure and punctuation Text structure and organisation Appropriacy and vocabulary
• A variety of sentence structures is used, mostly with control, in the first five paragraphs. There is less control in the final paragraph, particularly in its final sentence (‘Also too much T.V…studying and working’) where meaning is obscured. A range of connectives (‘if’, ‘because’, ‘and’, ‘but’) are used to provide detail and expand ideas. Constructions support purpose, eg: the question ‘how do you contact your parents’ and the main clause ‘and it might even save your life’ positioned for emphasis at the end of the sentence. Generally accurate management of verb forms, eg: complex verb phrases (‘shouldn’t let that happen’), secure transition between tenses (‘will make’, ‘have been’, ‘need’). Phrases and clauses build up relevant detail (‘a bit of entertainment in life’, ‘ to have a laugh, play with your friends and relax’).
• Sentences are generally controlled with appropriate punctuation (full stops, commas in lists and to mark clauses, apostrophes for omission). Commas are omitted after connectives and adverbials such as ‘firstly’ and ‘of course’.
• The sequencing of ideas is supported by paragraphs or sections that enable coherent development and control of content across the text. This is primarily managed through the use of temporal connectives (‘Firstly’, ‘Secondly’, ‘Thirdly’), by contrast (‘there are some down sides’) and repetition (‘a balanced life’). Opening and closing are appropriate.
• Within paragraphs or sections, there is some development of ideas, eg: illustration by relevant detail (‘if you are away somewhere’), argument (‘but they need a balanced life’) and example (‘to have a laugh, play with your friends’). Connections between ideas are supported by emphasis, (‘might even save your life’) or the connective ‘also’ used repetitively.
• The article is adapted for a newspaper audience (‘Thank you for reading this’). Appropriate topics are selected with some development. Paragraph six, although comparatively long, is repetitive. There is a mixture of argument (‘Thirdly if you can’t play on the computers it gets a bit dull’) and explanation (‘as a child, I have been through these problems’).
• Some vocabulary choices are appropriate to the context (‘contact’, ‘comfort’, ‘educational’, ‘balanced’). Others are general (‘good’, ‘bad’, ‘get’, ‘loads’).
1 mark 1 mark 1 mark
Downloaded from Compare4Kids.co.uk
16 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Correctly punctuated fronted adverbial for emphasis
Deliberate control of modals to express degrees of possibility, probability and certainty
Deliberate control of verbs
Relative clauses build up relevant information
SSP TSO
As a young person, I find that I spend quite a lot of my
spare time watching television and exercising my fingers
playing and texting my friends. You may find it surprising
that I agree with your views on the matter of today’s
children spending a large quantity of their time in front of
the dreadful screens. I may sound like an overprotective
mother, yet I feel children should be outside and
enjoying what Mother Nature has to offer. They are sat
behind closed curtain which hide such an amount of
exciting discoveries, they could fill a whole universe!
Our Earth may be one of the smaller planets, but it is a
host to such a variety of interesting and exciting objects
that it certainly proves that bigger isn’t better!
What about the thousands of beautiful creatures
that roam the Earth on foot, paw, claw and wing? What
about the magical plants and trees that grow, bloom and
bear fruit? What about the wonders of the world, the
pyramids of Gaza, the Grand canyon? These fascinating
things wait there looking amazing, while your child sits
and gazes at the television screen. It’s incredulous!
Let your children see more than the four walls of your
sitting room. Let them smell more than their awaited
dinner. Let them hear more than the frantic babble of
video games. Let them feel more than the plastic of their
game controllers. This is the new generation and they’re
being ruined! Their brains are rotting to nothing but
game cheats.
Help them and introduce them to the outside world. Ban
television, computers for just one month and watch the
difference unfurl.
The extended task: exemplar 2
Repetitive cohesive devices support structure
Thematic link sustained and controlled across paragraphs
Ending links to opening, effectively framing the response
Sequence of verbs and pronoun referencing creates cohesion
Secure control of phrases
Sequencing of ideas supported by paragraphs or sections which enable coherent development and control of content across the text.
Coherent development and control of content across the text, eg: movement from restrictions of inside to experiences of outside
Range of grammatical structures used to vary the focus of sentences and express subtleties of meaning
An appropriate range of punctuation used effectively and precisely to support clarity
Imperatives support purpose in the closing two paragraphs
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 17
The extended task: exemplar 2 marking commentary
AF5 Vary sentences for clarity, purpose and effect.
AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.
AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
AF4 Construct paragraphs and use cohesion within and between paragraphs.
AF2 Produce texts which are appropriate to the task, reader and purpose.
AF7 Select appropriate and effective vocabulary.
Sentence structure and punctuation Text structure and organisation Appropriacy and vocabulary
• A range of grammatical structures is used to vary the focus of sentences and to express subtlety of meaning in the first paragraph (‘that it certainly proves that bigger isn’t better’, ‘frantic babble of video games’). Evidence of deliberate control of verb forms (‘grow, bloom and bear fruit’) and complex verb phrases (‘I feel children should be’, ‘has to offer’). Management of constructions supports purpose.
• An appropriate range of punctuation is used effectively and precisely to support clarity, eg: effective use of internal punctuation (‘What about the thousands of beautiful creatures that roam the Earth on foot, paw, claw and wing?’).
• Focus on cohesion limits the opportunity to use a range of grammatical constructions, keeping the mark at the bottom end of threshold.
• The structure of the text is controlled, moving from the restrictions of inside to the possibilities of outside, and this theme is well sustained. Links between paragraphs are shown in a variety of ways (‘Let your children see more than the four walls of your sitting room’, ‘Help them and introduce them to the outside world’). Paragraphs are varied and managed to support the structure of the whole text, eg: short final paragraph to drive home the argument. The opening and ending are effectively linked, neatly framing the response.
• Within paragraphs, ideas are developed and supported through a range of cohesive devices such as deliberate repetition, eg: sentence openings (‘What about’, ‘Let your children see’) and sequencing of verbs (‘see’, ‘smell’, ‘hear’). Effective reference chains (‘children’, ‘them’, ‘their’) avoid repetition.
• All the criteria for threshold are met, resulting in full marks.
• The article is adapted for a general newspaper audience, and is focused on purpose (‘You may find it surprising that I agree with your views on the matter’). It contains a balance of argument (‘Let them feel more than the plastic of their game controllers’) supported by explanation/evidence (‘Our Earth may be one of the smaller planets, but it is a host to such a variety of exciting and interesting objects’).
• Vocabulary choices are ambitious (‘awaited’, ‘unfurl’) yet precise (‘overprotective’). However, some choices are less assured (‘incredulous’, ‘fascinating things’, ‘game cheats’). This prevents the response from gaining full marks.
4 marks 4 marks 3 marks
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18 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
SSP TSOThe extended task: exemplar 3
Opening effectively frames response
A range of grammatical structures used to vary the focus of sentences and to express subtleties of meaning
An appropriate range of punctuation is used effectively and precisely to support clarity
Secure control of phrases and clauses within complex sentences
Evidence of deliberate and controlled use of verb forms
Complex verb phrases, including modals
Impersonal construction conveys formality
Chain of cohesive phrases / words used to qualify argument
Reference chain (many people / some people /people / them) avoids repetition and aids cohesion
Connective effectively used to summarise argument
Cohesive device linking back to opening paragraph
Control of multi-clause sentence is well-managed and creates subtlety of meaning
I believe that this campaign encouraging members of the public
to give up screens for a month is a good idea. I believe that, as
endless hours will not be given up to television and computer
game, participants will be encouraged to read, do craft, or to
simply spend more time with family and friends.
That said, giving up mobile phones may not be as sensible an
idea; many people use them for work and to communicate with
others. For the same reason, giving up computers as a whole world
would not, for many people, be something that they are able to do;
modern society relies on the internet, and instant communication.
This campaign would be, in my opinion , much improved by
only prohibiting the use of games, and unnecessary usage of
phones and computers – instead of not allowing all screens
(as well as encouraging people to give up TV). The plan put
forward does, to be fair, say that only the playing of computer
games would be encouraged to stop, but it does also promote
the non-usage of mobile phones altogether. I think, however,
that this is a good plan, which would be better if the guidelines
were to change slightly.
Modern society has been ‘technologised’. Instead of spending
quality time with their families, many people watch TV or play
computer games. Some people would benefit from not using
modern technology as a ‘toy’; even if it is just for a short time.
A month without computer games might encourage people to
get off the sofa or chair and do more sport, thus giving them a
healthier lifestyle.
For these reasons, I encourage anyone who feels that they and
their family spend too much time watching a screen, to take part
in this original and challenging campaign.
Get up, get active, and enjoy some quality time reading, crafting or
being with your loved ones!
Single sentence paragraph concludes argument
Cohesive devices support structure
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 19
The extended task: exemplar 3 marking commentary
AF5 Vary sentences for clarity, purpose and effect.
AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences.
AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events.
AF4 Construct paragraphs and use cohesion within and between paragraphs.
AF2 Produce texts which are appropriate to the task, reader and purpose.
AF7 Select appropriate and effective vocabulary.
Sentence structure and punctuation Text structure and organisation Appropriacy and vocabulary
• A range of grammatical structures is used to vary the focus of sentences and to express subtleties of meaning (‘The plan put forward does, to be fair, say that only the playing of computer games’, ‘Some people would benefit from not using modern technology as a ‘toy’’). Evidence of deliberate control of verb forms, eg: placement (‘I believe that this campaign encouraging members of the public to give up screens’) and complex verb phrases (‘will be encouraged to read’, ‘were to change’). Management of constructions supports purpose, eg: impersonal constructions (‘Modern society’), participle constructions to convey formality (‘giving up computers as a whole world would not, for many people, be something that they are able to do’).
• The range of punctuation is used securely to mark the structure of sentences and to give clarity; internal punctuation is precise and accurate (‘The plan put forward does, to be fair, say that only the playing of computer games would be encouraged to stop, but it does also promote the non-usage of mobile phones altogether’).
• Some insecurity in the control of grammatical constructions and punctuation in the third paragraph keeps the mark below the top of threshold.
• The structure of the text is controlled, showing links between paragraphs, such as the reiteration of ‘I believe’, discourse markers (‘For the same reason’, ‘to be fair’) and links between paragraphs (‘That said’, ‘This campaign would’, ‘For these reasons’).
• Paragraphs are varied and managed to support the structure of the whole text, eg: movement from the general (‘participants will be encouraged to read, do craft, or to simply spend more time’) to the specific (‘A month without computer games might encourage people to get off the sofa or chair’). The final single sentence paragraph links to the opening premise, effectively framing the response.
• A range of varied cohesive devices is used effectively to support the structure of the argument (‘For the same reason’, ‘to be fair’, ‘however’, ‘even if it is just for a short time’). Effective reference chain avoids repetitive subjects (‘Modern society’, ‘many people’, ‘Some people’, ‘people’).
• Lack of coherence across the whole text keeps this mark below the top of threshold. The fourth paragraph would be better placed between the first and second paragraph to substantiate the general argument before moving to the specific counter-argument.
• The article is adapted for a general audience, the balance of argument with facts is used purposefully to support explanation.
• Vocabulary choices are ambitious (‘unnecessary usage’), appropriate and purposeful (‘prohibiting’, ‘promote’) and achieve sufficient formality of tone (‘Some people would benefit from not using modern technology’).
• Some loss of control in the balance of argument and supporting explanation in the third and fourth paragraphs keep the mark below the top of threshold.
5 marks 3 marks 3 marks
Downloaded from Compare4Kids.co.uk
20 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Sho
rt a
nsw
er q
uest
ions
mar
k sc
hem
eQ
uest
ion
Req
uire
men
tsM
ark
Ad
dit
iona
l gui
dan
ce
1 ga
6.12
■
Aw
ard
1 m
ark
for
a co
rrec
tly p
lace
d s
emi-
colo
n.
It is
a v
ery
long
boo
k; o
n t
he o
ther
han
d,
it is
one
of
the
bes
t
I ha
ve e
ver
rea
d.
1m
2 ga
6.13
He
dec
ided
, aft
er t
akin
g a
few
min
utes
to
thin
k,
that
it w
as a
goo
d id
ea.
✓
1m
3 ga
3.2
Art
icle
, ad
ject
ive
and
nou
n
✓
1m
4 ga
7.6
■
Aw
ard
1 m
ark
for
an a
ltern
ativ
e w
ord
tha
t co
ntai
ns t
he r
oot
wor
d ‘c
irc’,
eg:
•ci
rcum
fere
nce
/ ci
rcui
t /
circ
ulat
ion
1m
5 ga
3.1
■
Aw
ard
1 m
ark
for
a gr
amm
atic
ally
cor
rect
and
ap
pro
pria
te s
ubor
din
ate
clau
se w
ithin
a
com
ple
x se
nten
ce w
hich
is c
orre
ctly
pun
ctua
ted
thr
ough
out,
eg:
•Th
e p
upp
y st
arte
d t
o b
ark
bec
ause
she
wan
ted
to
pla
y.
•Th
e p
upp
y, w
hich
had
bee
n q
uiet
all
mor
ning
, sta
rted
to
bar
k.
•E
very
tim
e th
e p
ostm
an w
alke
d u
p t
he p
ath,
the
pup
py
star
ted
to
bar
k.
•E
xpec
ting
his
din
ner,
the
pup
py
star
ted
to
bar
k.
1mD
o n
ot
acce
pt
resp
onse
s th
at t
urn
the
give
n m
ain
clau
se in
to a
sub
ord
inat
e cl
ause
, eg:
Whe
n th
e p
upp
y st
arte
d t
o b
ark,
the
bur
glar
ran
aw
ay.
6 ga
1.4
In a
dd
ition
✓
1m
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 21
Que
stio
nR
equi
rem
ents
Mar
kA
dd
itio
nal g
uid
ance
7 ga
1.2
■
Aw
ard
1 m
ark
for
bot
h co
rrec
t.
We
shou
ld (
of /
hav
e )
( eat
en /
ate
) b
efor
e w
e w
ent
out.
1m
8 ga
6.6
■
Aw
ard
1 m
ark
for
a co
rrec
tly p
lace
d c
omm
a an
d s
emi-
colo
n.
Lad
ies
and
gen
tlem
en,
ple
ase
tak
e y
our
sea
ts;
this
aft
erno
on’s
per
form
ance
is
ab
out
to
beg
in.
1m
9 ga
5.3
■
Aw
ard
1 m
ark
for
a co
rrec
t ac
tive
cons
truc
tion.
The
child
ren
enjo
yed
the
war
m a
nd s
unny
eve
ning
.
1mD
o n
ot
acce
pt
resp
onse
s th
at o
mit
corr
ect
end
p
unct
uatio
n.
10
sg1.
6
■A
war
d 1
mar
k fo
r b
oth
corr
ect.
Bill
ie h
ad t
o ru
n fa
st t
o ca
tch
the
bus
.
✓ ✓
The
frie
ndly
boy
sm
iled
brig
htly
at
me.
1m
11
sg1.
1
■A
war
d 1
mar
k fo
r al
l thr
ee c
orre
ct.
Sen
tenc
eA
bst
ract
no
unC
olle
ctiv
e no
unC
om
mo
n no
unP
rop
er
noun
Jo p
icke
d u
p t
he
bun
dle
of p
aper
s.✓
Just
ice
has
bee
n d
one.
✓
They
saw
a z
ebra
at
the
zoo
.✓
1m
12
ga6.
13
■A
war
d 1
mar
k fo
r th
e co
rrec
t us
e of
a p
air
of d
ashe
s, b
rack
ets
or c
omm
as, e
g:
Pup
ils m
ay,
in a
ccor
dan
ce w
ith t
he u
nifo
rm p
olic
y, c
hoos
e w
heth
er t
o
wea
r a
shi
rt o
r a
T-s
hirt
.
1mD
o n
ot
acce
pt
resp
onse
s th
at u
se t
he p
unct
uatio
n m
arks
inco
nsis
tent
ly, e
g:
Pup
ils m
ay-
in a
ccor
dan
ce w
ith t
he u
nifo
rm p
olic
y,
choo
se w
heth
er t
o w
ear
a s
hirt
or
a T
-shi
rt.
Downloaded from Compare4Kids.co.uk
22 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Que
stio
nR
equi
rem
ents
Mar
kA
dd
itio
nal g
uid
ance
13
sg5.
2
It is
sai
d t
hat
pra
ctic
e m
akes
per
fect
.
✓
1m
14
ga6.
2
■A
war
d 1
mar
k fo
r an
y co
rrec
tly p
unct
uate
d a
nd c
apita
lised
res
pon
se u
sing
a s
emi-
colo
n an
d t
wo
full
stop
s, a
nd in
clud
ing
corr
ect
pun
ctua
tion
of t
he w
ord
‘how
ever
’, eg
:
Sch
ool
unifo
rm h
as m
any
ben
efits
. H
owev
er,
som
e p
eop
le a
rgue
it
take
s a
way
you
r a
bili
ty t
o e
xpre
ss y
ours
elf;
I w
ould
pre
fer
to
cho
ose
my
ow
n c
loth
es,
alth
ough
I a
gree
tha
t u
nifo
rm h
elp
s u
s t
o fe
el t
hat
we
bel
ong
to
the
sam
e s
choo
l.
1mA
lso
acc
ept:
Sch
ool u
nifo
rm h
as m
any
ben
efits
; ho
wev
er, s
ome
peo
ple
arg
ue it
tak
es a
way
you
r ab
ility
to
exp
ress
you
rsel
f. I w
ould
pre
fer
to c
hoos
e m
y ow
n cl
othe
s, a
lthou
gh I
agre
e th
at u
nifo
rm h
elp
s us
to
feel
th
at w
e b
elon
g to
the
sam
e sc
hool
.
Do
no
t ac
cep
t th
e us
e of
any
pun
ctua
tion
othe
r th
an
full
stop
s an
d a
sem
i-co
lon.
15
sg5.
4
■A
war
d 1
mar
k fo
r al
l thr
ee c
orre
ct. T
he a
pos
trop
he m
ust
be
corr
ectly
pla
ced
and
the
w
ord
sp
elt
corr
ectly
.
Wo
rds
Co
ntra
ctio
n
Tim
will
Tim
’ll
shal
l not
shan
’t
will
not
won
’t
1m
16
ga5.
1
■A
war
d 1
mar
k fo
r a
corr
ectly
pun
ctua
ted
pas
sive
con
stru
ctio
n.
Cyc
ling
is li
ked
by
man
y p
eop
le.
1mA
lso
acc
ept
resp
onse
s w
hich
use
syn
onym
s fo
r ‘m
any
peo
ple
’, eg
:
•ev
eryo
ne /
all
/ ev
eryb
ody
Do
no
t ac
cep
t re
spon
ses
in w
hich
the
ver
b o
r te
nse
has
bee
n ch
ange
d, e
g:
•C
yclin
g w
as e
njoy
ed b
y m
any
peo
ple
.
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 23
Que
stio
nR
equi
rem
ents
Mar
kA
dd
itio
nal g
uid
ance
17
sg1.
5A
war
d 1
mar
k fo
r al
l thr
ee c
orre
ct.
Sen
tenc
eP
erso
nal
pro
noun
Rel
ativ
e p
rono
unP
oss
essi
ve
pro
noun
Kim
had
lost
her
pen
cil b
ut I
had
min
e.✓
Whe
n ou
r cl
ass
wen
t to
the
m
useu
m, w
e le
arnt
a lo
t.✓
This
is t
he b
oy w
ho p
lays
fo
otb
all.
✓
1m
18
ga7.
4
■A
war
d u
p t
o 2
mar
ks fo
r a
corr
ectly
com
ple
ted
tab
le.
■
Aw
ard
1 m
ark
for
a co
rrec
t ad
ject
ival
syn
onym
and
ant
onym
of a
nxio
us.
•S
ynon
yms,
eg:
wor
ried
/ s
care
d /
ner
vous
•A
nton
yms,
eg:
con
fiden
t /
calm
/ r
elax
ed
■
Aw
ard
1 m
ark
for
a co
rrec
t ve
rb s
ynon
ym a
nd a
nton
ym o
f con
ceal
.
•S
ynon
yms,
eg:
hid
e /
cove
r (u
p)
•A
nton
yms,
eg:
exp
ose
/ re
veal
/ s
how
OR
■A
war
d 1
mar
k fo
r an
y tw
o co
rrec
t.
Up
to
2m
Do
no
t ac
cep
t an
tony
ms
that
rel
ate
to t
he c
hose
n sy
nony
m b
ut n
ot t
o th
e gi
ven
wor
d.
19
ga1.
3
■A
war
d 1
mar
k fo
r b
oth
suffi
xes
add
ed t
o fo
rm a
dje
ctiv
es, e
g:
•m
ount
aino
us
•re
sent
ful
1m
20
ga4.
2
■A
war
d 1
mar
k fo
r al
l thr
ee c
orre
ct.
My
colle
ctio
n of
sta
mp
s is
wor
th a
fort
une.
Thes
e tr
ouse
rs are
too
sm
all.
One
hun
dre
d y
ears
is a
cen
tury
.
1m
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24 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
Spelling task mark schemeGuidance for marking the spelling task
The following conventions should be followed when marking the spelling task:
■ If more than one attempt is made, it must be clear which version the child wishes to be marked.
■ If two attempts are made and it is not clear which one is to be considered, the mark is not awarded.
■ Spellings can be written in upper or lower case, or a mixture of the two.
■ If a word has been written with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded.
■ If a word has been written with the correct sequence of letters but an apostrophe or hyphen has been inserted, the mark is not awarded.
Quick reference mark scheme for the spelling task
1. achieve
2. cartridge
3. league
4. extinguish
5. collisions
6. miracle
7. honourable
8. sincerely
9. parallel
10. murmur
11. broccoli
12. parliament
13. siege
14. correspondent
15. restaurant
Downloaded from Compare4Kids.co.uk
2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 25
Pag
e 2
of
4 P
age
3 o
f 4
Spelli
ng t
ask
1.
Yo
u sh
ould
use
thi
s p
aint
if y
ou w
ant
to
ach
ieve
a
long
-las
ting
shin
e.
2.
Th
e cart
rid
ge
nee
ds
to b
e re
pla
ced
bef
ore
you
p
ress
the
gre
en b
utto
n.
3.
Th
e te
am fi
nish
ed s
econ
d in
the
le
agu
e
la
st y
ear.
4.
Th
e fir
efigh
ters
man
aged
to
ext
ingu
ish
the
fla
mes
qui
ckly
.
5.
Th
e ch
ildre
n ra
n ca
refu
lly in
ord
er t
o av
oid
colli
sion
s
in
the
pla
ygro
und
.
6.
Th
e sc
ient
ist
hop
ed t
hat
his
new
dis
cove
ry w
ould
be
a
mir
acle
cur
e.
7.
D
ecla
n kn
ew t
hat
apol
ogis
ing
was
the
h
on
ou
rab
le
th
ing
to d
o.
8.
Th
e te
ache
r si
ncere
ly h
oped
tha
t th
ings
wou
ld g
o
b
ette
r ne
xt t
ime.
EN
D O
F T
AS
K
9.
Ja
nine
dre
w t
wo
para
llel
line
s.
10.
Mat
t he
ard
a q
uiet
m
urm
ur
from
beh
ind
the
doo
r.
11.
Som
e of
my
favo
urite
veg
etab
les
incl
ude
carr
ots,
b
roccoli
an
d b
eans
.
12.
Man
y co
untr
ies
have
a
parl
iam
en
t o
f ele
cted
lead
ers.
13.
Dur
ing
the
siege
of t
he c
astle
, the
out
er w
alls
w
ere
dam
aged
.
14.
The
new
spap
er’s
sp
orts
corr
esp
on
den
t w
rote
an
artic
le
ab
out
the
mat
ch.
15.
We
wen
t to
a
rest
au
ran
t t
o ce
leb
rate
the
hap
py
occa
sion
.
C000
70A0
204
C000
70A0
304
Children’s version of the spelling taskThe words omitted from the children’s spelling task are those printed in bold in the version below.
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26 2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes
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2014 key stage 2 level 6 English grammar, punctuation and spelling test mark schemes 27
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2014 Key stage 2 level 6 English grammar, punctuation and spelling test mark schemes: extended task, short answer questions and spelling task Print version product code: STA/14/7072/p ISBN: 978-1-78315-270-4 Electronic version product code: STA/14/7072/e ISBN: 978-1-78315-291-9
For more copies Additional printed copies of this booklet are not available. It can be downloaded from www.gov.uk/government/publications.
© Crown copyright and Crown information 2014
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Exceptions - third party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2014 key stage 2 test materials copyright report’, for re-use of any third party copyright content which we have identified in the test materials, as listed below. Alternatively you should remove the unlicensed third party copyright content and/or replace it with appropriately licensed material.
Third party content These materials contain no third party copyright content.
If you have any queries regarding these test materials contact the national curriculum assessments helpline on 0300 303 3013 or email [email protected].
2014
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