and spelling test mark schemes - UCL Institute of Educationdera.ioe.ac.uk/22671/1/2014_KS2_L6_English_GPS... · The English grammar, punctuation and spelling test assesses elements

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

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.

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



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


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


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.


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


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


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.


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.


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.


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.


Ext

ende

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sk m

ark

sche

me:

Sav

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r scr

eens

!

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essm

ent

focu

sA

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sen

tenc

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pos

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d

effe

ct.

AF6

W

rite

with

tec

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ynta

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n in

p

hras

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sent

ence

s.

AF3

O

rgan

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and

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hole

tex

ts

effe

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and

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info

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idea

s

and

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par

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an

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with

in a

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par

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AF2

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AF7

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elec

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and

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and

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pp

rop

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ary

Thr

esho

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ram

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ary

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d to

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pres

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btle

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ecur

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ithin

co

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ip

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ster

.’ );

evid

ence

of

delib

erat

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ntro

l of v

erbs

, eg:

pla

cem

ent,

form

s (in

clud

ing

mod

als)

and

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plex

ver

b ph

rase

s (‘H

avin

g m

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n ad

dict

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to c

ompu

ters

and

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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

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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

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bial

s fo

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phas

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•A

n ap

pro

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ange

of p

unct

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n is

us

ed e

ffect

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y an

d p

reci

sely

to

sup

por

t cl

arity

, eg:

effe

ctiv

e us

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rnal

sen

tenc

e p

unct

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n.

•Th

e st

ruct

ure

of t

he t

ext

is c

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d,

show

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links

bet

wee

n p

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a

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f way

s, e

g: c

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l or

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conn

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d a

nd

man

aged

in w

ays

that

sup

por

t th

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ruct

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of t

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t, e

g: s

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to

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from

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spec

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for

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and

is

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on

pur

pos

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onta

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g fe

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f th

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osen

form

. Con

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is w

ell-

shap

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eg: b

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f arg

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t an

d e

xpla

natio

n su

pp

orte

d b

y fa

ctua

l or

emot

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det

ails

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cab

ular

y ch

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s ar

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’ ).

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rite

with

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accu

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of s

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p

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es, c

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ence

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and

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and

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and

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AF4

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an

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with

in a

nd b

etw

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par

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phs

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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

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te a

nd

effe

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cab

ular

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Str

and

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ruct

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and

pun

ctua

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and

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pp

rop

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d v

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Bel

ow

th

resh

old

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of s

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es is

use

d,

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ith c

ontr

ol (‘

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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.

’).

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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.’).

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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

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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


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


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










• 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


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










• 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


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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


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


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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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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and spelling test mark schemes - UCL Institute of Educationdera.ioe.ac.uk/22671/1/2014_KS2_L6_English_GPS... · The English grammar, punctuation and spelling test assesses elements