and spelling task - primarytools.co.uk

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National Curriculum assessments LEVELS 3–5 KEY STAGE 2 En SAMPLE English tests Grammar, punctuation and spelling mark schemes Short answer questions and spelling task PrimaryTools.co.uk PrimaryTools.co.uk 2012

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Page 1: and spelling task - PrimaryTools.co.uk

National Curriculum assessments

LEVELs

3–5

KEY sTAGE

2

EnSA

MPL

EEnglish tests

Grammar, punctuation and spelling mark schemes Short answer questions and spelling task

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Page 2: and spelling task - PrimaryTools.co.uk

2 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

IntroductionThe Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. STA is an executive agency of the Department for Education (DfE).

This booklet contains the mark schemes for the levels 3–5 test, which consists of the short answer questions and the spelling task. These mark schemes are supplied to teachers for information and in the live tests will be used by expert markers. No level thresholds are available for this test as the standards will be set following the first live test in 2013. A performance descriptor for levels 3–5 English grammar, punctuation and spelling will be written prior to the standards setting meeting.

This test contains a total of 70 marks. The short answer test contains a total of 50 marks. The spelling task contains a total of 20 marks.

The original mark schemes were written alongside the questions, but many examples used in the mark schemes were subsequently taken from trialling scripts. 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. Details about what is assessed in this test are presented in this mark scheme. Further information about which elements are assessed can be found in the English grammar, punctuation and spelling task framework at www.education.gov.uk/KS2.

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Page 3: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 3

ContentsIntroduction 2

The English grammar, punctuation and spelling test mark schemes 4The structure of the short answer mark scheme 4Application of the short answer mark scheme 4Mark allocation in the English grammar, punctuation and spelling test 4

English grammar, punctuation and spelling question classification 5Component 1: short answer section 5Component 2: spelling task 6

Marking specific types of short answer question 7Summary of additional guidance 7Short answer questions: further marking guidance 8

Short answer questions mark scheme 10

Spelling task mark scheme 18Guidance for marking the spelling component 18Quick reference mark scheme for the spelling task 18

Children’s version of the spelling task 19

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Page 4: and spelling task - PrimaryTools.co.uk

4 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

The English grammar, punctuation and spelling test mark schemesThe structure of the short answer mark scheme

The marking information for each question is set out in the form of tables, which start on page 10 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 Key Stage 2 National Curriculum.

The ‘Mark’ column indicates the total number of marks available for each question part.

The ‘Requirement’ column may include two types of information:

■ A statement of the requirements for the award of each mark, shown by a square bullet.

• Examples of some different types of correct response, shown by a bullet and italic formatting.

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 18.

Application of the short answer mark scheme

In order to ensure consistency of marking, the most frequent procedural queries are listed on pages 7 and 8 along with guidance about what markers should do. Unless otherwise specified in the mark scheme, 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 sample test assessing each area:

Assessment area Number of marks

Grammar 29

Punctuation 12

Vocabulary 9

Spelling 20

Total marks 70

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Page 5: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 5

English grammar, punctuation and spelling question classificationThe table below summarises which areas of the Key Stage 2 English programme of study are assessed in the grammar, punctuation and spelling test. The reference codes in the right-hand column below are given in the question column of the short answer mark scheme.

Component 1: short answer section

KS2 programme of study reference Grammar, punctuation and spelling reference codes

En3.7a–c Language structure

Pupils should be taught:a: word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles

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 sg/ga1.8 Articles

b: the features of different types of sentence, including statements, questions and commands, and how to use them [for example, imperatives in commands]

sg/ga2 Features of sentences sg/ga2.1 Statements sg/ga2.2 Questions sg/ga2.3 Commands

c: the grammar of complex sentences, including clauses, phrases and connectives.

sg/ga3 Complex sentences sg/ga3.1 Clauses sg/ga3.2 Phrases sg/ga3.3 Subordinating connectives

En3.6a–b Standard English

Pupils should be taught:a: how written standard English varies in degrees of formality

sg/ga4 Standard English sg/ga4.1 Tense agreement sg/ga4.2 Subject–verb agreement sg/ga4.3 Double negatives sg/ga4.4 Use of ‘I’ and ‘me’

b: some of the differences between standard and non-standard English usage, including subject-verb agreements and use of prepositions.

sg/ga 5 Formal / informal sg/ga5.4 Contractions

KEY: sg: sentence grammar p: punctuation ga: grammatical accuracyPrimaryTools.co.uk

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Page 6: and spelling task - PrimaryTools.co.uk

6 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

KS2 programme of study reference Grammar, punctuation and spelling reference codes

En3.1 & En3.2 Vocabulary/language strategies

Pupils should be taught:En3.1b: to broaden their vocabulary and use it in inventive ways

En3.2d to proofread – check the draft for spelling and punctuation errors, omissions and repetitions.

sg/ga7 Vocabulary sg/ga7.1 Word meaning sg/ga7.2 Vocabulary in context sg/ga7.3 Concision / precision in vocabulary sg/ga7.4 Synonyms sg/ga7.5 Antonyms sg/ga7.6 Word groups / families sg/ga7.7 Prefixes sg/ga7.8 Suffixes sg/ga7.9 Singular and plural

En3.3 Punctuation

Pupils should be taught:En3.3: to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission.

p1/ga6 Punctuation p1.1/ga6.1 Capital letters p1.2/ga6.2 Full stops p1.3/ga6.3 Question marks p1.4/ga6.4 Exclamation marks p1.5/ga6.5 Commas in lists p1.6/ga6.6 Commas to mark phrases or clauses p1.7/ga6.7 Inverted commas p1.8/ga6.8 Apostrophes p1.9/ga6.9 Brackets p1.10/ga6.10 Ellipses p1.11/ga6.11 Colons

Component 2: spelling task

KS2 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: sg: sentence grammar p: punctuation ga: grammatical accuracyPrimaryTools.co.uk

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Page 7: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 7

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 schemes.

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 ticked.

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 the required number of words has been circled.

Responses in which the correct answer is encircled, together with surrounding words.

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’.

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Page 8: and spelling task - PrimaryTools.co.uk

8 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

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 pupils’ 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 pupil’s response does not match closely any of the examples given?

Illustrative examples of pupil 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 pupil 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 scheme

■ It is not contradicted by any other attempt at the answer written elsewhere. (See ‘…more than one answer is given’.)

This includes where pupils ‘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 scheme.

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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Page 9: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 9

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Page 10: and spelling task - PrimaryTools.co.uk

10 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling 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

3.3

bec

ause

1m

2 ga

4.2

bro

ken

1m

3 ga

4.4

I wan

ted

my

mum

to

wat

ch m

e in

the

sch

ool p

lay.

Aft

er w

e w

ent

cycl

ing,

Em

ma

and

I w

ere

very

tire

d.

The

teac

her

aske

d T

im a

nd m

e to

col

lect

the

boo

ks.

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

4 ga

6.1

a)

max

is c

omin

g he

re in

dec

emb

er t

o le

arn

engl

ish.

b)

Aw

ard

1 m

ark

for

any

of t

he fo

llow

ing

poi

nts

that

is a

pp

licab

le t

o th

e w

ord

cho

sen.

It is

a p

rop

er n

oun.

It is

the

nam

e of

a la

ngua

ge.

It is

the

nam

e of

a m

onth

.

It is

a (p

erso

n’s)

nam

e.

It is

the

sta

rt o

f a s

ente

nce.

Up

to

2m

a)

Aw

ard

1 m

ark

for

all t

hree

cor

rect

.

Als

o a

ccep

t re

spon

ses

in w

hich

the

lett

er r

equi

ring

cap

italis

atio

n is

circ

led

inst

ead

of t

he w

ord

.

b)

Aw

ard

1 m

ark

for

a co

rrec

t ex

pla

natio

n in

par

t b

.

Do

no

t ac

cep

t ex

pla

natio

ns t

hat

des

crib

e th

e w

ord

as

a n

oun.

5 ga

4.2

Liam

and

Dan

___

____

___

gone

out

sid

e.ar

e

The

child

ren

____

____

__ li

sten

ing

to a

sto

ry.

is

Kyl

e __

____

____

forg

otte

n hi

s lu

nch.

has

The

teac

her

____

____

__ w

ritin

g on

the

boa

rd.

have

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

6 ga

6.3

Sam

ask

ed, “

Hav

e I g

ot t

ime

to g

et p

opco

rn”

afte

r he

had

bou

ght

his

ticke

t.1m

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Page 11: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 11Q

uest

ion

Req

uire

men

tsM

ark

Ad

dit

iona

l gui

dan

ce

7 ga

2.3

Que

stio

nC

om

man

d

Cou

ld y

ou g

et m

y co

at?

Acc

ept

an a

pp

rop

riate

com

man

d

star

ting

with

a s

uita

ble

imp

erat

ive

verb

:

•G

et /

fetc

h /

brin

g m

y co

at.

1mA

lso

acc

ept

an a

pp

rop

riate

com

man

d w

ith n

o fu

ll

stop

/ c

apita

l let

ter,

or t

hat

uses

an

excl

amat

ion

mar

k.

Als

o a

ccep

t co

mm

and

s th

at s

tart

with

‘ple

ase’

, eg:

•P

leas

e fe

tch

my

coat

.

8 p

1.4

Wow

.

Wha

t d

id y

ou e

at la

st n

ight

!

Tina

look

ed a

roun

d t

he c

lass

room

?

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

9 ga

1.4

Sar

ah a

nd A

shle

y sa

id t

he s

cien

ce t

est

was

eas

y. P

aul,

how

ever

, com

pla

ined

to

the

teac

her

as it

was

too

har

d fo

r hi

m.

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

10

ga1.

3W

ord

fro

m t

he

sent

ence

No

unA

dje

ctiv

e

mat

ch✓

exci

ting

bor

ed✓

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

11

ga1.

5us

W

e

1m

12

ga7.

2p

lay

1mA

lso

acc

ept

othe

r re

spon

ses

that

fit,

gra

mm

atic

ally

and

se

man

tical

ly, i

nto

bot

h se

nten

ces,

eg:

•fil

m

13

ga7.

9Th

e si

gn w

arne

d t

hat

dee

r m

ight

be

cros

sing

.

1m

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Page 12: and spelling task - PrimaryTools.co.uk

12 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

Que

stio

nR

equi

rem

ents

Mar

kA

dd

itio

nal g

uid

ance

14

sg1.

2

Kat

y p

ut o

n he

r sh

oes

and

hur

ried

to

the

par

ty.

1m

15

ga6.

5W

e’ll

need

a b

oard

, cou

nter

s an

d a

pai

r of

dic

e.

1m

16

sg1.

6E

xcite

dly

, Dan

op

ened

the

hea

vy li

d. H

e p

ause

d b

riefly

and

look

ed a

t th

e tr

easu

re.

1m

17

ga7.

4

■A

ccep

t an

y ap

pro

pria

te a

dje

ctiv

al s

ynon

ym t

o re

pla

ce ‘e

norm

ous’

, eg:

•b

ig

•gi

gant

ic

1mA

lso

acc

ept

adje

ctiv

al p

hras

es, e

g:

•ab

solu

tely

hug

e.

Do

no

t ac

cep

t ad

ject

ives

tha

t re

late

to

larg

e si

ze, b

ut

whi

ch a

re in

app

rop

riate

whe

n ap

plie

d t

o a

bui

ldin

g, e

g:

•fa

t.

18

ga1.

9M

r Jo

nes

(my

neig

hbou

r) lo

oks

afte

r ou

r ca

t w

hen

we

go o

n ho

liday

.

1m

19

sg1.

1 N

oun

Verb

Exa

mp

le: t

o ju

mp

des

k✓

bel

ong

car

1m

20

ga4.

1p

ulle

dp

ull

sigh

edsi

gh

hear

dhe

ar

thou

ght

thin

k

Up

to

2m

Als

o a

ccep

t re

spon

ses

usin

g th

e p

rese

nt c

ontin

uous

te

nse,

eg:

thou

ght

am t

hink

ing

Aw

ard

2 m

arks

for

four

cor

rect

res

pon

ses.

Aw

ard

1 m

ark

for

two

or t

hree

cor

rect

res

pon

ses.

✓ ✓

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Page 13: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 13

Que

stio

nR

equi

rem

ents

Mar

kA

dd

itio

nal g

uid

ance

21

sg1.

3Th

e lo

cal b

aker

reg

ular

ly m

akes

fres

h b

read

.1m

22

p1.

6A

s it

was

rai

ning

so

hard

, we

wer

en’t

able

to

visi

t th

e ca

stle

.

1m

23

sg1.

4A

lthou

gh t

he r

oom

look

ed e

mp

ty, C

ara

knew

she

wou

ld d

isco

ver

som

ethi

ng in

the

re.

1m

24

ga2.

2

■A

ccep

t an

y ap

pro

pria

te q

uest

ion

that

end

s w

ith a

que

stio

n m

ark,

eg:

•H

ow m

uch

was

you

r to

y?

•H

ow m

uch

flou

r w

ill w

e n

eed

?

1mTh

e q

uest

ion

mus

t b

e gr

amm

atic

ally

cor

rect

for

the

awar

d o

f the

mar

k.

25

sg7.

9on

e b

ox,

four

box

es

one

foot

, a p

air

of f

eet

one

shee

p, a

floc

k of

she

ep

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

Als

o a

ccep

t si

mp

le e

rror

s in

sp

ellin

g w

here

the

in

tent

ion

to fo

rm t

he c

orre

ct s

ingu

lar

/ p

lura

l for

m is

p

hone

tical

ly p

laus

ible

.

26

ga6.

2P

riya

is m

y b

est

frie

nd s

he is

ver

y ki

nd.

1m

27

p1.

5I n

eed

to

pac

k a

swim

min

g co

stum

e , s

ome

sun

crea

m, a

hat

, sun

glas

ses

and

a t

owel

.1m

Aw

ard

1 m

ark

for

all t

hree

cor

rect

.

Do

no

t ac

cep

t a

‘ser

ial’

com

ma

pla

ced

bef

ore

‘and

’.

28

ga7.

3

■A

war

d o

ne m

ark

for

a su

itab

le p

ast

tens

e ve

rb r

elat

ed t

o sp

eaki

ng, e

g:

•sh

oute

d

•sc

ream

ed

•ye

lled

•b

ello

wed

1mD

o n

ot

acce

pt

verb

s in

any

oth

er t

ense

.

Do

no

t ac

cep

t ve

rbs

rela

ting

to s

pee

ch t

hat

do

not

fit

the

cont

ext,

eg:

mum

ble

d.

29

sg1.

1Th

e le

aves

on

our

tree

tur

ned

ora

nge

as t

he w

eath

er b

ecam

e co

lder

.1m

30

sg2.

1Th

e fil

m s

tart

ed o

n tim

e.

The

inte

rval

last

s fo

r 20

min

utes

.

1mA

war

d 1

mar

k fo

r b

oth

corr

ect.

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Page 14: and spelling task - PrimaryTools.co.uk

14 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

Que

stio

nR

equi

rem

ents

Mar

kA

dd

itio

nal g

uid

ance

31

ga7.

2

■A

ccep

t an

y tw

o re

spon

ses

in w

hich

pre

sent

is u

sed

cor

rect

ly a

nd w

ith a

diff

eren

t m

eani

ng in

eac

h. R

esp

onse

s nu

mb

ered

sep

arat

ely

bel

ow a

re c

onsi

der

ed t

o ha

ve

diff

eren

t m

eani

ngs.

Pre

sent

as

a no

un:

i) A

gift

, eg:

•Yo

u gi

ve s

omeo

ne a

birt

hday

pre

sent

.

•W

hat

a fa

bul

ous

pre

sent

!

ii)

Pre

sent

tim

e, e

g:

•A

new

spap

er is

a r

ecor

d o

f the

pre

sent

.

•W

e liv

e in

the

pre

sent

.

Pre

sent

as

a ve

rb:

iii)

Pre

sent

a t

alk

/ TV

pro

gram

me,

eg:

•H

e is

goi

ng t

o p

rese

nt t

he w

eath

er.

Pre

sent

as

an a

dje

ctiv

e:

iv)

Pre

sent

ten

se, e

g:

•I w

rote

my

stor

y in

the

pre

sent

ten

se.

v)

Pre

sent

mea

ning

‘her

e’, e

g:

•Ja

ne w

as n

ot p

rese

nt fo

r th

e le

sson

.

1mA

lso

acc

ept

resp

onse

s th

at a

re n

ot fu

ll se

nten

ces

or a

ct

as d

efini

tions

, eg:

•A

birt

hday

pre

sent

•to

be

here

for

som

ethi

ng.

32

ga1.

2Th

e fir

st s

inge

r w

as c

lear

ly t

he b

est.

1m

Aw

ard

1 m

ark

for

all f

our

corr

ect.

33

sg7.

5fe

w, n

ot m

any

1m

34

ga4.

2w

as /

wer

e

go /

goe

s

take

/ t

akes

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

CA

BD

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PrimaryTools.co.uk 2012

Page 15: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 15Q

uest

ion

Req

uire

men

tsM

ark

Ad

dit

iona

l gui

dan

ce

35

ga1.

6

■A

ccep

t an

y ap

pro

pria

te a

dve

rbs,

eg:

Josi

e w

alke

d h

ome

qu

ickl

y /

slow

ly a

nd a

te h

er d

inne

r h

un

gri

ly /

gre

edily

.

1mA

war

d 1

mar

k fo

r tw

o co

rrec

t ad

verb

s.

Als

o a

ccep

t ad

verb

ial p

hras

es, e

g: v

ery

qui

ckly

.

Do

no

t ac

cep

t th

e sa

me

adve

rb u

sed

for

bot

h re

spon

ses.

36

sg3.

1M

ain

clau

seS

ubo

rdin

ate

clau

se

Exa

mp

le: M

y si

ster

, who

is v

ery

anno

ying

, is

old

er t

han

me.

Sp

orts

day

was

can

celle

d b

ecau

se it

was

ra

inin

g h

eavi

ly.

The

sofa

, whi

ch is

old

and

wo

rn, i

s th

e ca

t’s

favo

urite

pla

ce t

o sl

eep

.✓

Whe

n I a

rriv

ed, e

very

one

els

e w

as

alre

ady

ther

e.✓

1mA

war

d 1

mar

k fo

r th

ree

row

s co

rrec

tly t

icke

d.

37

ga6.

2T

. A

B

t he

sun

shon

e w

hile

Luk

e w

as w

alki

ng t

o sc

hool

as

he p

asse

d b

en’s

hou

se,

. he

was

thi

nkin

g ab

out

the

wee

kend

and

the

ir tr

ip

1mA

war

d 1

mar

k fo

r b

oth

full

stop

s an

d t

he c

apita

l let

ter

amen

ded

.

38

ga7.

7m

isb

ehav

e

inco

rrec

t

imp

ossi

ble

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

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Page 16: and spelling task - PrimaryTools.co.uk

16 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemesQ

uest

ion

Req

uire

men

tsM

ark

Ad

dit

iona

l gui

dan

ce

39

ga6.

7 “F

ollo

win

g th

e B

attle

of H

astin

gs,”

sai

d t

he h

isto

rian,

“W

illia

m t

he C

onq

uero

r b

ecam

e

Kin

g of

Eng

land

. ”1m

Aw

ard

1 m

ark

for

all f

our

inve

rted

com

mas

pla

ced

co

rrec

tly.

Als

o a

ccep

t in

vert

ed c

omm

as p

lace

d d

iffer

ently

in

rela

tion

to t

he c

omm

a, a

s th

is is

not

the

end

of t

he

sent

ence

bei

ng q

uote

d, e

g:

•“F

ollo

win

g th

e B

attle

of H

astin

gs”,

sai

d t

he

hist

oria

n...

Do

no

t ac

cep

t re

spon

ses

with

inve

rted

com

mas

pla

ced

b

efor

e th

e fin

al p

unct

uatio

n, e

g:

•“W

illia

m t

he C

onq

uero

r b

ecam

e K

ing

of

Eng

land

”.

40

ga 1

.6q

uick

ly

1m

41

ga6.

8A

po

stro

phe

fo

r o

mis

sio

nA

po

stro

phe

fo

r p

oss

essi

on

Alis

ha’s

the

bes

t in

the

cla

ss a

t m

aths

.✓

We’

ll fin

ish

this

aft

er lu

nch.

Sam

ir’s

pic

ture

is m

y fa

vour

ite.

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

42

sg5.

4a)

You

’re

b)

shou

ldn’

t

Up

to

2m

Aw

ard

1 m

ark

for

each

cor

rect

con

trac

tion.

For

each

mar

k, t

he a

pos

trop

he m

ust

be

pla

ced

cor

rect

ly

and

the

wor

d s

pel

t co

rrec

tly.

43

sg1.

7S

he w

aite

d u

ntil

10 o

’clo

ck.

1m

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Page 17: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 17

Que

stio

nR

equi

rem

ents

Mar

kA

dd

itio

nal g

uid

ance

44

ga3.

2P

hras

eC

laus

e

We

wen

t ou

tsid

e so

we

coul

d e

njo

y th

e su

nshi

ne.

The

sun

shon

e in

the b

rig

ht b

lue

sky.

The

bea

utifu

l rai

nbo

w la

sted

for

hour

s.✓

We

had

fun

run

ning

aro

und

the

gar

den

.✓

Up

to

2m

Aw

ard

2 m

arks

for

four

cor

rect

res

pon

ses.

Aw

ard

1 m

ark

for

any

thre

e co

rrec

t re

spon

ses.

45

sg1.

8A

fter

the

arg

umen

t th

ey a

ll w

ent

hom

e.

We

saw

a m

agni

ficen

t p

olar

bea

r.

Eat

ing

an a

pp

le c

an h

elp

kee

p y

ou h

ealth

y.

1mA

war

d 1

mar

k fo

r al

l thr

ee c

orre

ct.

46

ga7.

2cl

imb

ed

1m

PrimaryTools.co.uk

PrimaryTools.co.uk 2012

Page 18: and spelling task - PrimaryTools.co.uk

18 Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes

Spelling task mark schemeGuidance for marking the spelling component

The following conventions should be followed when marking spelling:

■ If more than one attempt is made, it must be clear which version the pupil 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. dinner

2. following

3. picture

4. sudden

5. television

6. information

7. laugh

8. attracted

9. guide

10. celebrated

11. different

12. kennel

13. design

14. caught

15. friends

16. obvious

17. popular

18. alphabet

19. temperature

20. immediately

PrimaryTools.co.uk

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Page 19: and spelling task - PrimaryTools.co.uk

Sample Key Stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 19

Children’s version of the spelling task The words omitted from the children’s spelling task are those printed in bold in the version below.

02

Spelli

ng t

ask

1.

We

sat

at t

he t

able

to

eat

our

d

inn

er

.

2.

The

duc

klin

gs w

alke

d in

a li

ne,

follo

win

g

thei

r m

othe

r.

3.

Ali

dre

w a

p

ictu

re o

f his

gar

den

.

4.

The

sud

den

noi

se m

ade

me

jum

p.

5.

Pria

tur

ned

on

the

tele

visi

on

and

wat

ched

her

favo

urite

car

toon

.

6.

Sar

ah w

ent t

o th

e lib

rary

to g

et s

ome

mor

e in

form

ati

on

.

7.

The

joke

mad

e ev

eryo

ne

lau

gh

.

8.

The

pla

nts

att

racte

d lo

ts o

f but

terfl

ies.

9.

The

gu

ide

sho

wed

us

arou

nd t

he m

useu

m.

10.

The

team

cele

bra

ted

whe

n th

ey w

on t

he m

atch

.

11.

A le

opar

d’s

sp

ots

look

qui

te

dif

fere

nt

from

thos

e on

a c

heet

ah.

*SAM

PLE0

2*03

12.

The

dog

’s

ken

nel

was

in t

he g

ard

en.

13.

Ther

e is

a c

omp

etiti

on t

o d

esi

gn

a n

ew

scho

ol p

layg

roun

d.

14.

Imra

n cau

gh

t t

he b

all.

15.

Nin

a m

ade

a lo

t of

fr

ien

ds

at

her

new

sch

ool.

16.

It w

as

ob

viou

s t

hat

Alis

ha w

as g

oing

to

win

the

race

.

17.

The

new

toy

s ar

e ve

ry

pop

ula

r.

18.

Jack

wro

te t

he

alp

hab

et

in h

is b

est

hand

writ

ing.

19.

Whe

n th

e te

mp

era

ture

rea

ches

100

deg

rees

,

the

wat

er w

ill b

oil.

20.

The

kitt

en g

ot in

to it

s b

aske

t an

d

imm

ed

iate

ly

fell

asle

ep.

En

d o

f TA

SK

*SAM

PLE0

3*

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PrimaryTools.co.uk 2012

Page 20: and spelling task - PrimaryTools.co.uk

Sample 2013 Key Stage 2 levels 3–5 English grammar, punctuation and spelling test mark schemes: short answer questions and spelling task Electronic PDF version product code: STA/13/6254/e ISBN: 978-1-4459-9904-3

© Queen’s Printer and Controller of HMSO 2012

Material contained in these booklets may be reproduced for educational and training purposes within a school setting, provided you acknowledge the copyright ownership of the material and you give the title of the source document. Reproduction or re-use of the material is not permitted for any commercial purpose.

For more copies Additional printed copies of this publication are not available. It can be downloaded from the Department’s website at www.education.gov.uk/ks2.

SAMPL

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