En English tests - Emaths

1 National curriculum assessments2012 EnEnglish testsMark scheme English readingKEY STAGE2 LEVEL6 Sourced from Crown copyright 2012 STA/12/5606 ISBN 978-1-4459-5238-3 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit or e-mail: Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is also available for download at from Page 3 ContentsIntroduction 4 The reading test 4 Assessment focuses for reading 5 How the reading mark scheme is set out 6 Allocation of marks to assessment

2 Focuses 8 Mark scheme 9 Sourced from 4 IntroductionThe new Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments in 2012. STA is an executive agency of the Department for Education (DfE). For the first time at Level 6, external markers will mark the Level 6 reading papers. The markers will follow the mark scheme in this booklet, which is provided here to inform teachers. This booklet contains the mark scheme for the assessment of Level 6 reading. For ease of reference, the test questions have been reproduced.

3 Level threshold tables will be published on the Department's website at on 10 July Level 6 reading test contains 30 assessment focuses for reading provide information about the particular processes or skills the pupil needs to demonstrate in order to answer the questions. This information is provided in order to explain the structure of the mark scheme and the way in which it will be used by external markers. The assessment focuses are drawn from the national curriculum and are common across both the standard and the Level 6 2012 Key Stage 2 Level 6 English tests and mark schemes were produced by the English team at STA. The reading testThe range of marks available for each question is given under each question in the Reading answer or unacceptable answers are given a mark of 0.

4 No half marks are awarded. There are several different answer formats:Short answers These may be only a word or phrase, and 1 mark may be awarded for each correct line answers These may be phrases or a sentence or two, and up to 2 marks may be answers These require a more detailed explanation of the pupil's opinion, and/or detailed reference to the text, which may include use of quotation. Up to 3 marks may be awarded. The mark scheme will clearly show the maximum mark allocation and the criteria for the award of answers Some responses do not involve writing and the requirements are explained in the from Page 5 Assessment focuses for readingThe aspects of reading to be assessed are pupils' ability to.

5 AF1 Use a range of strategies, including accurate decoding of text, to read for meaningAF2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textAF3 Deduce, infer or interpret information, events or ideas from textsAF4 Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelAF5 Explain and comment on writers' uses of language, including grammatical and literary features at word and sentence levelAF6 Identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the readerAF7 Relate texts to their social, cultural and historical contexts and literary from 6 7.

6 Give two reasons why clean water was precious in Hong Ying's community. 1 markAssessment focus 3: deduce, infer or interpret information, events or ideas from textsAward 1 mark for answers linked to any two of the following ideas: Several hundred families had to share one tap. Sometimes the tap water was turned off. People had to queue. The effort required to collect/treat the river accept answers which refer to the lack of clean tap not accept answers which quote 'dirty yellow' without further explanation, eg: even when they could get it, it was a dirty, yellow Look at the final paragraph (page 7). 1 markWhat does the expression something that even looked like food suggest about Hong Ying's family's attitude to food?

7 Assessment focus 3: deduce, infer or interpret information, events or ideas from textsAward 1 mark for answers which recognise that the expression conveys the family's desperation for food. They are so desperate for food that her brother will take any chance to dive for it. They were scavengers who had hardly any food and were accept answers that convey that they will eat practically of reading assessed by this questionCriteria for the award of the marksResponses which may occur quite frequently but do not merit any marksHow the reading mark scheme is set outExamples of responses. Italics indicate pupil example from trialRelevant points to be addressed by the responseSourced from Page 7 Blank pageSourced from 8 Allocation of marks to assessment focusesFocusAF2AF3AF4AF5AF6AF7 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to textDeduce, infer or interpret information.

8 Events or ideas from textsIdentify and comment on the structure and organisation of texts, including grammatical and presentational features at text levelExplain and comment on writers' uses of language, including grammatical and literary features at word and sentence levelIdentify and comment on writers' purposes and viewpoints, and the overall effect of the text on the readerRelate texts to their social, cultural and historical contexts and literary traditionsSection 1: The Great Stink of LondonQ11Q21Q32Q43Q52 Section 2: Daughter of the RiverQ63Q71Q83Q91Q101 Section 3: Bath times with the RomansQ111Q123Q133Q141Q151Q161 Section 4: OverviewQ172 Totals 96942 30 marks in total Assessment focus 1 underlies the reading of and response to the text and the questions in the test and is not explicitly / separately assessed in this from Page 9 Mark scheme Section 1: The Great Stink of London (pages 4 5)Questions 1 51.

9 Look at the paragraphs beginning: 1 markIn the mid-19th In the one short quotation from each paragraph which shows that Britain took the threat of cholera seriously. a) (In the mid-19th century) b) (in the summer)Assessment focus 3: deduce, infer or interpret information, events or ideas from textsAward 1 mark for two correct answers, 1 for paragraph 1 (In the mid-19th century) and 1 for paragraph 4 (In the summer); award 0 marks for one or no correct answers:paragraph 1 (In the mid-19th century): (Britain was) gripped by the fear (of cholera a highly infectious and deadly disease) (The British government) grew alarmed (that this latest outbreak might spread to Britain) (They decided to create a) special committee (to deal with the expected epidemic).

10 Paragraph 4 (In the summer): (The press called the) crisis (the Great Stink) (Disraeli) introduced to Parliament a Bill. a bill that gave Bazalgette the authority to construct the sewers (which he had designed) (it was) rushed through (within sixteen days) (Bazalgette) began work immediately Also accept a combination of bullets 5 and 6 or of bullets 7 and 8 Sourced from 10 Section 1: The Great Stink of London (pages 4 5)Questions 1 52..scum like an encrusted cobweb 1 markExplain what the choice of language in the phrase above tells us about how dirty the river was. Assessment focus 3: deduce, infer or interpret information, events or ideas from textsAward 1 mark for an explanation that recognises what the writer's choice of language tells us, linked to one of the following ideas: Answers which recognise that the river was extremely dirty / unpleasant.