Functional Skills

English Reading – Level 1

Sample Mark Scheme and Marking Guidance

Assessment Code: FSRL1AC/P

Functional Skills Reading Level 1 – Assessor Pack – AC - Sample Page 2 of 4

General Marking Guidance

• All candidates must receive the same treatment. Markers must mark the last candidate in exactly the same way as they mark the first.

• Markers should apply the mark schemes positively. Candidates must be rewarded for what they have shown they can do.

• Markers should mark according to the mark scheme.

• Markers should always award full marks if these are deserved, i.e. if the answer matches the mark scheme. Half marks may not be awarded.

• If a response is not worthy of credit it should be awarded 0.

• Where markers are required to make a judgement for example in short answer questions, examples are provided of possible answers that may be credited. Additional examples of responses will be provided during the standardisation process

• Where markers are in doubt regarding the application of the mark scheme to a candidate’s response they should consult the Chief Examiner before awarding a mark

• Responses that are correct but written outside the box (for example when candidates are required to tick the box) must be credited.

• Candidates will not be penalised for incorrect spelling as long as meaning is clear.

• Crossed out work should be marked unless the candidate has replaced it with an alternative response.

• Markers should mark scripts in red pen. Marking carried out at borderlining will be in blue pen.

• Markers should indicate the mark awarded or each question/sub question in the margin. Where a question has not been answered the marker should put a 0 in the margin.

Functional Skills Reading Level 1 – Assessor Pack – AC - Sample Page 3 of 4

Mark scheme Text A

1 a 1

2 b 1

3 smoking or alcohol 1

4 2 from – campaigners/experts/MPs (1 mark each) accept Action on Sugar

2

5 prevent 300,000 cases of diabetes (1 mark) stop 1.5 million people from being overweight or obese (1 mark)

2

6 work with the drinks industry (to get them to reduce levels of sugar)/ get sugar levels in drinks reduced by working with the drinks industry (rather than imposing a tax). Other similarly worded answers are acceptable.

1

7 put a tax on sugary drinks and fruit juices (1 mark) price of healthier drinks should be made cheaper (to encourage more people to buy them) (1 mark)

2

Total 10

Text B

8 b 1

9 bullets/headings/paragraphs/bold text (1 mark each) 2

10 3 from – weight problems/energy spikes/diabetes/depression/heart disease/suicidal behaviours (in young people) (1 mark each)

3

11 fat has been replaced by added sugar (to make up for loss of taste)/low-fat food is not always healthy (because it often has a high sugar content)

1

12 check labels (for added sugar) 1

13 Healthy alternative - sparkling water (with a splash of fruit juice)/naturally sweet food/ naturally sweet food such as fruit Food to avoid – (some) low fat food/meals/processed food/packaged food/canned soups/frozen dinners/(most) gravy/dressings/sauces (The two items do not need to be a pair where one is a healthy alternative to the other.)

1 1

Total 10

Functional Skills Reading Level 1 – Assessor Pack – AC - Sample Page 4 of 4

Level 1 Reading Skill Standards Coverage

Read and understand a range of straightforward texts

Criterion Description Coverage (Task/question)

1a Identify the main points and ideas and

how they are presented in a variety of

texts

Task A questions 1, 2 Task B questions 8, 9

1b Read and understand texts in detail Task A questions 3,4, 5, 6,7 Task B questions 10.11, 12

1c Utilise information contained in texts Task A question 7 Task B questions 9, 12,13

1d Identify suitable responses to texts Task A questions 5, 6 Task B questions 10

1e In more than one type of text Task A – newspaper article Task B - web page

Question Fixed marks

Open marks

1 1

2 1

3 1

4 2

5 2

6 1

7 2

8 1

9 2

10 3

11 1

12 1

13 2

Total 3 17

These texts and illustrations have been incorporated into this test paper solely for the purposes of the examination in accordance with Section 32 of the Copyright, Designs and Patents Act 1988, as amended by the Copyright and Rights in Performance (Research, Education, Libraries and Archives) Regulations 2014. No copyright or clearance for any other use has been obtained or sought.