English Year 7 English Progressive Test PDF

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CONTENTS
Going Underground 3
Small tunnels 4
Getting bigger... 6
The biggest tunnels 8
Down the Mine 10
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Going Underground
Have you ever thought about what is going on underneath you?
Under your feet, at this very moment, there is a whole world of
tunnels and tubes. Inside these tunnels there are many different
pipes, cables and wires which carry all sorts of things, including
water, gas and electricity. In some cities there are tunnels big
enough for underground railways and cars. In many parts of the
world people dig mines to get coal, metal or diamonds.
There are many tunnels and pipes underground, but how do

they get there? Workers can lay pipes in different ways:
• sometimes they can push a new pipe inside an old one;
• sometimes they can use a tunnelling machine called a
‘Mole’ to burrow a tunnel under the ground – then
they push a pipe through behind it;
• at other times, workers need to dig a trench in the road
and lay the pipe inside.
Over the next few pages you will read about what goes on inside
some of the different sized pipes and tunnels under your feet.
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Small tunnels
Have you ever used the internet? It’s a huge
‘virtual world’ but, to be able to use it, you need
to have the correct connections. Most computers
connect to the internet through telephone wires;
they also need electricity.
All these wires and cables that connect the

computer to the internet are found under the
street. However, these cables are easily damaged
so they are laid inside plastic pipes called ‘trunking’
to protect them. Deeper down in the earth are
electricity cables that supply power to homes,
shops and offices.
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Many cables and wires can easily be laid in the pipes

but some tunnels are too small for humans to fit inside,
so a new solution has been found.
Ferrets, which are used as ‘special electricians’, are provided

by the National Ferret Association to do these jobs. Using
tiny straps, cables are attached to the
ferrets. They are then encouraged to
enter one end of the tunnel by putting
a bit of meat at the other end.
Some of these ferrets were even used to

save a pop concert in London. The
concert was being held in a park and
the concert organisers wanted to lay
power cables underground. However,
digging up the grass was forbidden. So A ferret ready to lay
the concert organisers used the ferrets cables inside a tunnel
to lay TV, lighting and sound cables
under the stage. This meant they could
push the cables through tiny tunnels
which snake about underground
without damaging the grass.
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Getting bigger…
We use lots of water every day and expect to have clean running water whenever
we turn on a tap. Water comes into our homes and schools along pipes under
the ground and, because of the amount of water we use each day, these pipes
need to be quite large. You might be surprised to know just how much water we
use each day.
On average, each of us uses around 155 litres of water each

day – that would be enough to fill nearly 500 cans of drink.
Clearly, it is very important that clean water and dirty water don’t get mixed up,
so different types of water flow through different pipes.
In Great Britain there are over 700,000km of water mains

and sewers – enough to stretch to the moon and back.
The water mains are pipes that carry clean water for people to use every day for
drinking and washing. Lots more water is used for flushing the toilet and for
baths, showers and washing machines. All this dirty water is carried away along
the drain pipes into the sewer pipe, which then takes the water to be treated at
a sewage works. The water is then cleaned. Some of it is pumped into rivers.
The rest is recycled so it can be reused in our homes.
In one day, just to flush the toilet, the average family uses
the same amount of water as there would be in two baths.
Storm water drains carry rainwater from the street into the sewer pipe so that
roads aren’t flooded. This water is also cleaned and returned to lakes and rivers.
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The biggest tunnels

Tunnels called subways go under the street so that
people can avoid the traffic on the busy road and cross
in safety. Subways can also lead people to underground
trains which carry them quickly around cities. All the
tunnels in the station and under the street are round
because a round shape is stronger than a square or a
rectangular one. Several cities around the world have
underground train systems, including London (where
it’s called ‘The Tube’), Newcastle, Delhi and Moscow.
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UNDERGROUND FACT
The oldest underground
railway system in the world is
the London Underground.
Parts of it were built over 140
years ago. It opened for use in
1863, with trains pulled by
steam engines.
UNDERGROUND FACT
Delhi, in India, has the newest
underground system, which is due to
be completed in 2005. It is hoped that
it will ease the city’s huge congestion
problems and clear the air in one of
the world’s most polluted cities.
UNDERGROUND FACT
Moscow’s underground
handles nearly 9 million
passengers a day, the most
of any underground system.
As well as being the busiest,
many people think it is the
most beautiful underground.
There are lights made from
stained-glass, bronze statues
and marble columns.
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Down the Mine

This is an extract from an autobiography by Homer Hickman. In it he writes
about one of his childhood memories of life in a town in West Virginia, in
the United States of America in the 1950s. There was a mine in the town
where people dug for coal and that was where his father worked.
I was almost shaking with

excitement . I’d lived in Coalwood
my whole life, but had never
been where Dad was going to
take me. I was going down the
mine!...
Dad led me to his locker and

handed me a one-piece overall,
hard-toe boots, a black foreman’s
helmet and a leather belt. When
I joined him at the lift, he
showed me how to clip a lamp
battery pack onto my belt and
the lamp on my helmet. With
the lamp attached, the helmet
felt heavy. I moved it around
until it felt comfortable. He
looked at me and readjusted my
helmet and then my belt, until
the buckle was squared in the
front and the battery hung exactly off my right hip. I felt like a soldier under
inspection. ‘Now you look like a mine foreman,’ he said. ‘Let’s go.’
10
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The attendant swung the gate aside, and for the first time in my life, I stepped
onto the wooden plank platform of the lift. I thought of all the times when I
was a small child and had watched the miners descend into the darkness.
Now it was my turn! I could feel my heart speed up.
The boards in the floor were

set apart enough that I could
see between them. There was
nothing beneath us but a dark
gaping hole. I had a brief
twinge of fear that we were
going to fall. The bell rang
three times, to let us know that
we were about to be let down.
I took a deep, gasping breath.
The machinery began to creak
and the lift dropped quickly,
my stomach rising up around
my throat. I grabbed Dad’s
arm, then quickly let go in
embarrassment. He said
nothing, and I watched the
solid rock of the shaft slip past.
Men had hand-dug the mine
shaft, but I couldn’t imagine
how.
Through the gaps in the floor, I started to see lights far below. Above us, the
square of light at the top of the shaft had shrunk to a tiny twinkling star. We
were being swallowed by the earth, and I hadn’t decided yet whether I liked
that.
When we neared the bottom, the lift slowed, jerked a few times, and then
settled level with a rock platform. I switched on my helmet light.
11
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Solid grey walls surrounded us. I felt almost as if I was on some alien planet.
All the things I’d ever known that were familiar to me – trees, the sky,
mountains – none of them were around. The air even smelled different, like
wet gunpowder.
I stood up and slammed my helmet into the roof so hard it almost knocked
me to my knees. I staggered, then looked up to see what I had hit and saw
slabs of rock with roof bolts jammed into them every few feet. Dad ignored
my trouble and took off at a fast pace, never looking back. I took off after
him, hitting my head every so often. Every time I thought I had found a
rhythm to my walk, I hit my head again. Once I hit my head so hard it
knocked me off my feet. I landed on my back, my helmet flying, saved only
by the lamp cord attached to the battery on my belt. I scrambled after it. By
the time I got my helmet back on, Dad had disappeared around a corner. I
could see the jumping reflections of his lamp on a far wall. I hurried after him,
my helmet still knocking against the roof. Pretty soon, he was so far ahead
of me that I knew I would never catch up. I was close to panic. What if I got
lost? If my lamp went out, nobody would ever find me again!
12
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Then I heard a noise, like the mine was tearing itself apart. I felt like running
away, but where would I go? I turned a corner and I saw an amazingly huge
machine, spotlights bolted to its side, tearing at a wall of coal. Dad was off to
the side, watching it. He saw me and waved me over.
‘That’s a continuous-mining machine!’ Dad yelled over its roar. It looked to

me more like some kind of great prehistoric animal.
The noise was deafening. Dad yelled in my ear, explaining what I was seeing.
Then he went to talk to the foreman of the work party. I wandered away,
trying to get a better angle on watching the continuous-mining machine.
Turn over
13
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Uncle Robert came and got me. ‘That’s not a good place to stand,’ he said.
He carried a three-foot wooden pole with him and used it to poke at the
ceiling. A big, ragged rock came loose and hit the floor with a heavy thump
right where I had been standing. I jumped and whacked my helmet once
more against the roof. Uncle Robert chuckled. ‘A man has to be thinking
every second down here, Homer.’
Soon Dad led me back to

the lift. I was thinking about
all that I had seen. Then Dad
suddenly started to talk.
‘I love the mine,’ he said.
‘I love everything about it.’
I listened, amazed that he

would share such thoughts
with me. I felt proud, grown-
up. Dad took off his helmet
and rubbed his head,
scratching around it where
the sides of the helmet had
pressed in his hair. ‘I love
going to the coal face. I go
every day even though I
don’t have to. I was born to
lead men in the profession of
mining coal. You’re my boy.
Maybe you were too.’
14
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15
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Acknowledgements:
‘Down the Mine’ adapted from October Sky by Homer Hickman, Fourth Estate.
Photograph of Delhi (page 9) by Ali Sewell.
Photograph of Moscow’s underground (page 9) by Bee Flowers.
This text has been incorporated into this test paper solely for the purposes of the examination in
accordance with Section 32(3) of the Copyright, Designs and Patents Act 1988. No copyright
clearance for any other use has been obtained or sought.
© Qualifications and Curriculum Authority 2005

QCA, Years 7 and 8 Team, 83 Piccadilly, London W1J 8QA
Order refs:
QCA/05/1479 (pupil pack)
QCA/05/1478 (teacher pack)
265487
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Page Marks
3
Reading
5
En 7
9
YEAR answer booklet 11
7 13
Total
LEVELS
3–4
2005
What Lies Beneath Your Feet
First name
Last name
School
Date
Remember
Your teacher will tell you how long you have for this
test, including reading time.
You should wait until you are told to start work in
this booklet.
The booklet contains different types of questions.
The spaces for answers and the number of marks
indicate how much you need to write.
When a question includes a page reference, you
should refer to the text on that page to help you with
your answer.
Ask your teacher if you are not sure what to do.
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Part 1
Questions 1–2 are about Going Underground (page 3).
1. Look at page 3.
Draw lines to match each of the following.
tunnels coal, metal and diamonds
pipes underground railways
mines water and gas
(1 mark) Q1
2. Why do you think a tunnelling machine is called a ‘Mole’?
(1 mark) Q2
Questions 3–7 are about Small tunnels (pages 4–5).
3. Have you ever used the internet? (page 4)

Why does this paragraph begin with a question?
Tick one.
because the writer does not know the answer
because the writer wants you to use the internet
because the writer does not understand the internet
because the writer wants to interest you in the subject

(1 mark) Q3
2
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4. Why are wires laid inside plastic pipes?
(1 mark) Q4
5. What makes the ferrets want to run down the tunnels?
(1 mark) Q5
6. How did the ferrets help to save the pop concert?
(1 mark) Q6
7. Find and copy the words used to help the reader imagine how the tunnels and
cables twist and turn underground.
(1 mark) Q7
Questions 8–12 are about Getting bigger… (pages 6–7).
8. Why do water pipes need to be quite large?
(1 mark) Q8
3
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9. Find and copy a phrase that the writer uses to explain how long 700,000km is.
(1 mark) Q9
10. Look carefully at pages 6–7.

Tick to show if the following are true or false.
The first one has been done for you.
T F
Dirty water is pumped into rivers. ✓
Water is reused.
Clean and dirty water flow through the same pipe.
Sewer is another name for a water main.
Water main pipes are only used for drinking water.
Storm water drains help to prevent flooding.

(2 marks) Q10
11. The information in the pipes has been presented in a different way:
Why has this been done?
(1 mark) Q11
4
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12. The following captions have been chosen to label the illustration on page 6.
Put a letter in each box to show which caption would be most suitable for each part
of the picture.
A – waste water from washing clothes goes into the sewer pipes
B – electrical cables link the internet to the power grid
C – water for washing comes from the water mains
D – storm water drains take rainwater from the street to the sewer pipe
(1 mark) Q12
5
Total
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Questions 13–16 are about The biggest tunnels (pages 8–9).
13. Write two reasons for using a subway.
1
2
(2 marks) Q13
14. Match the city to the description of its underground system.
London newest
Moscow busiest
Delhi oldest
(1 mark) Q14
15. Write two reasons for building Delhi’s underground system.
1
2
(2 marks) Q15
6
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16. Look carefully at this picture.
a) In which city might you find this underground station?

Tick one.
Delhi
London
Moscow
Newcastle
(1 mark) Q16a
b) What can you see in this picture that tells you this?
(1 mark) Q16b
7
Total
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Part 2
Questions 17–29 are about Down the Mine (pages 10–14).
17. Look at the introduction on page 10.
Find and copy the word that tells you that Down the Mine is going to be about
Homer Hickman’s life.
(1 mark) Q17
18. What special items of clothing did Homer need to put on before going down the
mine?
Tick two.
jeans
walking socks
helmet
shirt
overall
(1 mark) Q18
19. Why did he feel like a soldier under inspection? (page 10)
(1 mark) Q19
20. Look at page 11.

Find and copy a phrase that tells us that Homer was afraid.
(1 mark) Q20
8
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21. the square of light at the top of the shaft had shrunk to a tiny twinkling star.
(page 11)
Why do you think the author uses the phrase a tiny twinkling star?
Tick one.
because they are on an alien planet
because the top of the shaft is star shaped
to show how far below the ground they are
to show there is nothing beneath them

(1 mark) Q21
22. Fill in the speech bubble to show what Homer might say to his Dad in the lift as
they were going down the mine.
(3 marks) Q22
9
Total
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Which phrase best describes how strange the mine seemed to Homer?
(1 mark) Q23
24. I was close to panic. (page 12)

Why did Homer become so worried?
(1 mark) Q24

In what way does the writer make the continuous-mining machine seem
frightening?
(1 mark) Q25
10
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Before Homer saw the continuous-mining machine for the first time, he could only
hear it.
Think about how Homer reacted before and after he saw the machine.
a) What was Homer’s reaction before he saw the machine?
(1 mark) Q26a
b) What was Homer’s reaction after he saw the machine?
(1 mark) Q26b
27. Put the following sentences in the order in which they happen in the recount.
Homer and Dad go in the lift.
A rock falls near Homer.
Homer is dressed in a miner’s outfit. 1
Homer sees the continuous-mining machine.
Homer falls over.

(2 marks) Q27
11
Total
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28. Do you think this visit will make Homer want to work in the mine?
Tick one.
Yes
No
Yes and No
What makes you think this?

Explain your answer as fully as you can.
(2 marks) Q28
29. Match the following feelings with the time that Homer felt them.
excitement in the mine
fear and panic before going down the mine
pride in the lift at the end
(1 mark) Q29
12
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Question 30 is about the whole booklet.
30. Here are some sentences which are going to be added to the reading booklet.
Tick to show to which section of the booklet they should be added.
The Down
Small Getting
biggest the
tunnels bigger…
tunnels Mine
People used to go on tours

of the sewers in Paris.
✓
The underground system

in New York serves about
5 million passengers
every day.
Ferrets have been used to

put wires into hard-to-reach
places in planes.
The noise was terrifying.
Q30
(1 mark)
13
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Total
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BLANK PAGE
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Total mark
awarded
En Spelling
YEAR
7 The Chunnel
LEVELS
3–4
2005
First name
Last name
School
Date
Remember
Your teacher will read the spelling passage to you.
Your version of the passage has words
missing from it which you should fill in Number of Total mark
words correct awarded
when your teacher tells you.
0 0
1 2 1
3 4 2
5 6 3
7 8 4
9 10 5
11 12 6
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The Chunnel
There is now a tunnel under the English Channel which is called

‘The Chunnel’. In the , travelling between 1
England and France by sea involved hopping on and off ferries.

For anyone from seasickness, this was 2
definitely the worst part of journey. It took 3
200 years of debate and planning, but 4
finally, in 1994, the Chunnel was built.
A French engineer proposed the idea 5
for a cross-channel tunnel in 1802. However, because the

technology was limited, this plan was 6
abandoned.
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Over the years, various schemes were proposed, but plans were
always . 7
While many people it might be 8
to have a channel tunnel, others feared it 9
would leave them open to invasion. It took until 1987 for the
to be made and England and France 10
an agreement permitting the building of 11
the Channel Tunnel between the two . 12
The Chunnel is more than 50 kilometres long and the

point is almost 115 metres below sea level. 13
The new railway system opened in 1994, making

and business trips much easier. Travellers 14
can now go from London to Paris in 15
less than three hours.
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Acknowledgements:
Photograph by Robby Whitfield
QAPHOTOS


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Total
writing mark
Writing
En
YEAR
answer booklet
7 This booklet contains all you need for the shorter writing
task and pages for answering the longer writing task.
LEVELS
3–4 Safety First

2005 Shorter writing task
Something to
Remember
Longer writing task
First name
Last name
School
Date
Remember
You should spend:
– 20 minutes on the shorter task, including up to
5 minutes for planning.
– 40 minutes on the longer task, including up to
Each task has a planning sheet to help you to organise
your ideas before you start. The planning sheet will not be
marked, but using it may help you to do your best.
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Safety First
When Homer and his father went down the mine they had to follow some strict rules so that
they would be safe. For example, they had to wear special clothes such as helmets and
strong boots.
Your task is to write safety advice for young people who are doing a new activity.
Choose one of the following:
Swimming in the sea or a river
Skateboarding
Other (your own choice)
You should explain:
What the risks are
How people could avoid them
Planning
Activity (choose one):
Swimming in the sea or a river Skateboarding
Your own choice
Useful words
and phrases
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SAFETY ADVICE FOR
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Something to Remember
Write your first diary entry for before the event here.
Date
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Write your second diary entry for after the event here.
Date
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If you need more paper, ask your teacher.

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Shorter writing task Marks

Sentence structure, punctuation and
text organisation
Composition and effect
Longer writing task Marks
Sentence structure and punctuation
Text structure and organisation
Handwriting
Spelling
Total writing mark


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En Year 7 progress tests in

YEAR English
7 Mark scheme
LEVELS
3–4
2005
2005
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First published in 2005
Reproduction, storage, adaptation or translation, in any form or by any means, of this

publication is prohibited without prior written permission of the publisher, unless within the
terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for
the purpose of research, private study, criticism or review, or by educational institutions solely
for educational purposes, without permission, provided full acknowledgement is given.
Produced in Great Britain by the Qualifications and Curriculum Authority under the authority
and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer
of Acts of Parliament.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the
Charities Act 1993.
Qualifications and Curriculum Authority

83 Piccadilly
London
W1J 8QA
www.qca.org.uk/
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Contents
Introduction 2
Reading test: What Lies Beneath Your Feet 3
Writing test 28
Longer writing task: Something to Remember 30
Shorter writing task: Safety First 38
Handwriting 45
Spelling: The Chunnel 49
2005 /PrimaryTools.co.uk
Y7 progress / English test mark scheme
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Introduction
This is the third year of the year 7 progress tests in English in their new format. They have been developed
specifically for those pupils who did not achieve level 4 at the end of key stage 2, and who are assessed by their
teacher to be working at level 3 or 4 during year 7. These tests are designed to assess levels 3 and 4 only. They
are therefore specifically tailored to this group of pupils. This document contains the complete set of mark
schemes for the year 7 progress test. It also includes guidance on the overall structure of the mark schemes and
how they should be applied.
Marks are allocated as follows: 39 marks for reading and 38 marks for writing (including three marks for
handwriting and seven marks for spelling). The marks for the reading and writing components, when added
together, give a total of 77. Level thresholds will be available in late June and will be based on the judgement
of standards, rather than preset in the mark scheme. These will be given separately for reading and writing,
Introduction
as well as for English overall.
This booklet includes the mark schemes for the reading, writing and spelling tests. For ease of reference, the
test questions have been reproduced in the mark schemes.
The test papers will be marked by external markers. The markers will follow the mark scheme in this booklet.
All markers will be trained to follow the guidelines given here to ensure consistency of marking.
2 PrimaryTools.co.uk 2005 / Y7 progress / English test mark scheme

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Reading test: What Lies Beneath Your Feet
The reading test assesses pupils’ understanding of unprepared texts in relation to each question set and the
assessment focus targeted.
The reading test is presented in two sections. The first section is based on information about things
underground, how tunnels are made, how pipes are laid, what all the pipes and cables underground are used
for and the underground rail systems in different countries. The second section is an autobiographical extract
about a boy’s visit to a working mine with his father.
Questions
The Reading answer booklet contains 30 questions relating to the texts in a variety of formats. These may
Reading test
include completing tables or ticking boxes, short answers requiring a word or phrase and longer answers
which may require a more detailed explanation of a pupil’s opinion. The number of marks allocated to these
questions varies between one and three.
About the mark scheme
The reading mark scheme was devised after trialling the tests with pupils and contains some frequently
occurring correct answers given in the trials. Many pupils will, however, have different ways of wording an
acceptable answer. In assessing each answer, markers must focus on the content of what has been written and
not on the quality of the writing, expression or grammatical structure. The mark scheme indicates the criteria
on which judgements should be made. In areas of uncertainty, however, markers make judgements based on the
assessment focus and the relevance of the answer.
Y7 progress / English test mark scheme 3
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Assessment focuses
The same set of assessment focuses for reading as used in 2003 and 2004, drawn from the national curriculum
and related to the key stage 3 National Strategy’s Framework for teaching, is being used for the 2005 English
tasks and tests at all key stages. These provide fuller information about the focus of the question, indicating the
particular process or skill the pupil needs to use in order to obtain their answer. These focuses will ensure more
accurate marking and enable teachers to gain clearer diagnostic information from their pupils’ performance.
The assessment focuses in this reading test (AF2 – 6) assess pupils’ ability to:
AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and
reference to text
AF3 – deduce, infer or interpret information, events or ideas from texts
AF4 – identify and comment on the structure and organisation of texts, including grammatical and
presentational features at text level
AF5 – explain and comment on the writers’ use of language, including grammatical and literary features at
Reading test
word and sentence level
AF6 – identify and comment on the writers’ purposes and viewpoints, and the overall effect of the text on
the reader.
There are two assessment focuses which are not explicitly covered in this test:
AF1 – use a range of strategies, including accurate decoding of text, to read for meaning
AF7 – relate texts to their social, cultural and historical contexts and literary traditions.
The table on the facing page identifies the questions (with marks available) that address each assessment focus
covered in this reading test.

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What Lies Beneath Your Feet: questions and assessment focuses

understand, deduce, infer identify and explain and identify and
describe, select or interpret comment on the comment on the comment on the
or retrieve information, events structure and writers’ use of writers’ purposes
information, events or ideas from texts organisation of language, including and viewpoints,
or ideas from texts texts, including grammatical and and the overall
and use quotation grammatical literary features at effect of the text on
and reference and presentational word and sentence the reader
to text features at text level level
Text AF2 AF3 AF4 AF5 AF6
Part 1
Going Q1 1
Underground Q2 1
Q3 1
Q4 1
Small tunnels Q5 1
Q6 1
Q7 1
Reading test
Q8 1
Q9 1
Getting bigger... Q10 2
Q11 1
Q12 1
Q13 2
Q14 1
The biggest
tunnels Q15 2
Q16a 1
Q16b 1
Part 2
Q17 1
Q18 1
Q19 1
Q20 1
Q21 1
Q22 3
Down the Q23 1
Mine Q24 1
Q25 1
Q26a 1
Q26b 1
Q27 2
Q28 2
Q29 1
Whole booklet Q30 1
Totals 13 15 4 6 1
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Reading mark scheme

Part 1
Questions 1–2 are about Going Underground (page 3).
1. Look at page 3.
Draw lines to match each of the following.
tunnels coal, metal and diamonds

Reading mark scheme
pipes underground railways
mines water and gas

(1 mark)
Focus of question: understand, describe, select or retrieve information, events or ideas from texts and use quotation and
reference to text (AF2)
Award 1 mark for all three pairs correctly matched.
2. Why do you think a tunnelling machine is called a ‘Mole’?

(1 mark)
Focus of question: deduce, infer or interpret information, events or ideas from texts (AF3)
Answers must contain an active verb, not the infinitive ‘to burrow’.
Award 1 mark for either of the following:

reference to making burrows / tunnels, for example:
– it makes burrows
– because they make burrows
– it digs the earth to make tunnels.
implicit reference which links the machine to the animal / animal’s behaviour or direct reference to
a mole’s behaviour, for example:
– because moles dig holes

– because it burrows and moles make holes underground
– because it does what a mole does burrows underground
– I think it is called a mole because a mole digs
– because a mole is an animal that digs tunnels underground
– because the mole (animal) burrows holes in the ground
– because Moles are underground like moles what dig.
Do not accept inappropriate text lifts, such as:
to burrow a tunnel then they push a pipe through behind it.

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Reading mark scheme
Questions 3–7 are about Small tunnels (pages 4–5).

3. Have you ever used the internet? (page 4)
Why does this paragraph begin with a question?
Tick one.
Reading mark scheme

because the writer wants you to use the internet
because the writer does not understand the internet
because the writer wants to interest you in the subject ✓

(1 mark)
Focus of question: identify and comment on the writers’ purposes and viewpoints, and the overall effect of the text on
the reader (AF6)
Award 1 mark for a correct answer ticked as above.
4. Why are wires laid inside plastic pipes?

(1 mark)
Award 1 mark for any of the following:
reference to protection of wires / to protect them (assume this means the wires)
reference to avoiding damage / because they can be easily damaged / so they don’t get damaged / so the wires
are safe, for example:
– because cables are easily damaged
– so the wires don’t get damaged
– they have laid trunking so the cables will not get damaged so easily.
Do not accept:
reference to protecting people, for example:

– because if it was metal and you touch it you’ll get electrocuted that why it’s in plastic
– so they can’t hurt anyone
– so that you don’t get an electric shock.
reference to reasons for protection other than those given in the text, for example:
– to stop them getting wet.
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Reading mark scheme
5. What makes the ferrets want to run down the tunnels?

(1 mark)
Award 1 mark for:
to get the meat.

Reading mark scheme
Also accept:
an indication of food or that they are lured by food

by putting meat at the other end
meat / food.
6. How did the ferrets help to save the pop concert?

(1 mark)
by laying cables
– by running down a tunnel with a cable attached.
by making the TV / sound / lighting work, for example:

– because they wanted to put some TV, lights and sound and it was forbidden to dig up the grass so they put
a ferret underground.
Do not accept:
answers which infer that it was because they were able to fit in the tunnels, for example:
– because ferrets can fit in little tunnels and this meant it was easier to put wires through little tunnels
– because they can fit through a pipe.
answers which refer only to the fact that digging up the grass was forbidden / ferrets were put into the pipes so
grass wasn’t dug up, and do not make reference to the laying of cables etc, for example:
– so they didn’t have to ruin the grass
– they put them in pipes because they can’t dig up the floor
– the ferret went underground and went through the tiny tunnels without damaging the grass
– the organiser wasn’t allowed to dig up grass so the ferrets went through the tunnel.

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Reading mark scheme
7. Find and copy the words used to help the reader imagine how the tunnels and cables twist and turn
underground.
(1 mark)
Focus of question: explain and comment on the writers’ use of language, including grammatical and literary features at
word and sentence level (AF5)
Award 1 mark for snake (about).
Also accept: whole / parts of the sentence, for example:
Reading mark scheme

This meant they could push the cables through tiny tunnels which snake about underground without damaging
the grass.
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Reading mark scheme
Questions 8–12 are about Getting bigger… (pages 6–7).

8. Why do water pipes need to be quite large?
(1 mark)
Answers must make reference to huge volume of water.

Reading mark scheme
Award 1 mark for answers that indicate it is because they have to carry lots of water.
Also accept:
because of the amount of water.
Do not accept:
because lots of people use water

reference to the rate of flow.
9. Find and copy a phrase that the writer uses to explain how long 700,000km is.
(1 mark)
Award 1 mark for (enough to stretch to) the moon and back
Do not accept: the whole sentence(s).

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Reading mark scheme
10. Look carefully at pages 6–7.
T F
Dirty water is pumped into rivers. ✓
✓
Reading mark scheme

Water is reused.
Clean and dirty water flow through the same pipe. ✓

Sewer is another name for a water main. ✓
Water main pipes are only used for drinking water. ✓
Storm water drains help to prevent flooding. ✓
(2 marks)
Award 2 marks for all 5 statements correctly ticked; award 1 mark for 3 or 4 correctly ticked (or any other clear
mark / indication).
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Reading mark scheme
11. The information in the pipes has been presented in a different way:
Why has this been done?

Reading mark scheme
(1 mark)
Focus of question: identify and comment on the structure and organisation of texts, including grammatical and
presentational features at text level (AF4)
to make it stand out / to make you want to read it

– to attract the reader
– to get your attention
– to make you read on
– it’s eye-catching
– it makes it more interesting.
to give brief facts and figures / most important information / the information you need
– because it's a fact
– because they are facts
– it’s (more) important
– it’s the information you need.
Do not accept:
answers that only provide an example of the facts given, for example:
– it tells you how many litres of water are used.
comment on presentation without specific reference to the need to attract the reader’s attention, for example:
– it makes it look neater
– not too much writing
– because it looks good
– to divide the page up into bits.
to aid our understanding, for example:

– to see if you understand
– because it is easier to understand.

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Reading mark scheme
12. The following captions have been chosen to label the illustration on page 6.
Put a letter in each box to show which caption would be most suitable for each part of the picture.
A – waste water from washing clothes goes into the sewer pipes
B – electrical cables link the internet to the power grid
Reading mark scheme

C – water for washing comes from the water mains
D – storm water drains take rainwater from the street to the sewer pipe
(1 mark)
Award 1 mark for boxes completed as above.
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Reading mark scheme
Questions 13–16 are about The biggest tunnels (pages 8–9).

13. Write two reasons for using a subway.
(2 marks)
Award 1 mark (up to a maximum of 2) for any of the following:

Reading mark scheme
to avoid traffic
to cross safely / in safety
to get to the underground trains.
Do not accept:
trains
to get around the city quickly
reference to subway as a train itself, ie American influence.
14. Match the city to the description of its underground system.
London newest
Moscow busiest
Delhi oldest
(1 mark)

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Reading mark scheme
15. Write two reasons for building Delhi’s underground system.

(2 marks)
Award 1 mark (up to a maximum of 2) for the following:
ease congestion, for example:

– to stop making traffic
Reading mark scheme

– because it won’t be so busy.
improve air quality / stop pollution / stop polluting the city, for example:
– clean the air
– clear the air in one of the world’s most polluted cities
– to stop pollution.
Do not accept:
for people to get around
so the huge problems are cleared.
answers which name a problem with no further explanation, for example:

– pollution
– congestion.
reference to use of any underground system (for example, to cross the road safely / to get to trains), for example:
– so you don’t get caught in traffic
– traffic
– so people can cross safely
– to get around.
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Reading mark scheme
16. Look carefully at this picture.

Reading mark scheme
a) In which city might you find this underground station?
Tick one.
Delhi
London
Moscow ✓
Newcastle
(1 mark)
b) What can you see in this picture that tells you this?
(1 mark)
**Pupils MUST have ticked ‘Moscow’ to obtain a mark here**
Award 1 mark for any reference which identifies specific features, for example: marble columns, lights, elaborate
ceiling / walls.
Also accept answers which refer to its beauty, such as:
because it looks beautiful
it is the most beautiful underground
it is posh
it is stylish.
Do not accept any reference to it looking like the picture in the reading booklet.

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Reading mark scheme

Part 2
Questions 17–29 are about Down the Mine (pages 10–14).

17. Look at the introduction on page 10.
Find and copy the word that tells you that Down the Mine is going to be about Homer Hickman’s life.
(1 mark)
Reading mark scheme

Award 1 mark for autobiography (by Homer Hickman).
Do not accept:
by Homer Hickman.
18. What special items of clothing did Homer need to put on before going down the mine?
Tick two.
jeans
walking socks
helmet ✓
shirt
overall ✓
(1 mark)
Award 1 mark for both boxes correctly ticked.
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Reading mark scheme
19. Why did he feel like a soldier under inspection? (page 10)
(1 mark)
Award 1 mark for answers which identify that Dad is checking / adjusting Homer’s clothing / equipment and / or
appearance, for example:
because he readjusted my helmet then my belt and the buckle was squared
Reading mark scheme
because his dad was checking on him that he had everything
he was wearing the clothes, the helmet and his dad is making sure that he’s got everything.
Do not accept:
reference to articles of clothing associated with a soldier or more generalised responses, for example:
– he is wearing a helmet and boots
– I think he feels like a soldier because he is dressed up and he’s wearing a helmet
– because his Dad helped him with his stuff.
Find and copy a phrase that tells us that Homer was afraid.
(1 mark)
(I had a brief) twinge of fear
(I could feel my) heart speed up
(I took a) deep, gasping breath
stomach rising up
I grabbed Dad’s arm.
Do not accept:
dark gaping hole
swallowed by the earth
shaking (with excitement).

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Reading mark scheme
21. the square of light at the top of the shaft had shrunk to a tiny twinkling star. (page 11)
Why do you think the author uses the phrase a tiny twinkling star?
Tick one.
because they are on an alien planet
because the top of the shaft is star shaped
to show how far below the ground they are ✓
Reading mark scheme

to show there is nothing beneath them
(1 mark)
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Reading mark scheme
22. Fill in the speech bubble to show what Homer might say to his Dad in the lift as they were going down the
mine.
(3 marks)
Award 1 mark (up to a maximum of 3) for each of the following points in the response:
comment of fear, for example:

Reading mark scheme
– I’m scared
comment on other feelings, for example:
– this is exciting
– I can’t wait to get there
seeking reassurance, for example:
– are you sure it’s safe?
– can I hold your arm?
seeking information, for example:
– is it dark down there?
– where do you eat?
comment on surroundings, for example:
– it’s getting dark
– it smells funny down.
text-based situation references, for example:
– thankyou for taking me down the mine, it’s my first time.
**HOWEVER**
Feelings:
if two feelings are given (for example: scared but excited), one feeling must be fully explained to award 2 marks
if two feelings are stated but not expanded, award 1 mark.

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Reading mark scheme
Sample answers:
Dad when we get down there can you show me around and what goes on around the mine (1 mark)
Dad I’m feeling frightened (1 mark)
Dad I’m feeling very excited to be able to go down the mine with you for the very first time (1 mark)
I’m so excited, I can’t wait to tell all my mates at school (1 mark)
Dad, I’m a bit scared right now, but I still can’t wait to see what it’s like down the mine (2 marks)
Reading mark scheme

Dad, I’m scared, it’s too dark (2 marks)
I’m a bit scared but excited at the same time. Is this going to break? (2 marks)
I’m getting nervous. It’s getting very dark. (2 marks)
Dad I’m frightened. I want to get out. It’s too dark down here. (2 marks)
Dad what is down there, how much stuff can we find, is it dangerous, is it dark? Is there rats or any animals?
(2 marks)
I’m scared. Please hold my hand, I feel as if I am going to fall through the floorboards. (2 marks)
Dad, what if I get lost or you leave me? Shall I go and find someone or go home or shall I wait at the lift? I
will be really scared (3 marks)
Dad, I’m scared and it’s dark. Promise me you won’t leave me (3 marks)
Dad it’s really dark in here. I’m scared. What are you going to show me? (3 marks)
I’m feeling a bit scared. Is it ever scary down here? What is actually down there? I won’t get hurt will I?
Will we be able to see – the torches won’t run out will they? I could be a miner one day. (3 marks)
Dad when are we going to get there? I am so happy and excited. I have always wanted to come down the mine
with you but I am a bit scared though (3 marks)
Dad I’m scared. I don’t know about this. My heart is speeding up. The machinery is creaking. I don’t want to
go down there! (3 marks)
Dad help! Look the floor – it has gaps! What if it all breaks and we fall. Why are you not doing anything?
(3 marks)
Accept responses written in the 3rd person, such as:
He might ask his Dad to look after him. (1 mark)
Also award 1 mark for answers which include relevant direct quotations from the text, such as:
I was almost shaking with excitement.
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Reading mark scheme
Which phrase best describes how strange the mine seemed to Homer?
(1 mark)
Award 1 mark for alien planet.

Reading mark scheme
Do not accept:
alien.
24. I was close to panic. (page 12)
Why did Homer become so worried?

(1 mark)
he kept falling over
he kept hitting his head
Dad was moving ahead
he was feeling alone
can’t catch up with Dad
he lost his Dad
he had thoughts about getting lost
if his lamp went out no one would find him.
Do not accept:
he was lost
if his lamp went out he would be in the dark.

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Reading mark scheme
In what way does the writer make the continuous-mining machine seem frightening?
(1 mark)
Correct answers show a feature linked to the text with some precision, for example, an ability to identify the crucial
phrases and an implicit / explicit understanding of authorial technique.
Award 1 mark for answers which make reference to any of the following:
Reading mark scheme

amazingly huge / made the machine seem massive, for example:
– the writer made the machine seem scary because he has said the machine was massive.
tearing at a wall
roar
he heard a noise like the mine ripping apart / tearing itself apart
great prehistoric animal / monster.
Also accept precise text lifts or paraphrasing / interpretation of these text points.
Do not accept generalised answers, for example, general references to size or sound which are not specific to the text:
because it looked so big
because it is so big and sharp
it was making a noise.
Also do not accept:
extended quotation from the text without explanation
picture references, for example:
– the machine had spiky metal bits.
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Reading mark scheme
Before Homer saw the continuous-mining machine for the first time, he could only hear it.
Think about how Homer reacted before and after he saw the machine.
a) What was Homer’s reaction before he saw the machine?

(1 mark)
Reading mark scheme
scared / terrified (emotional)
panic / worried (physical)
he wants to run away.
Do not accept:
sees it like a fierce animal / prehistoric animal / monster
reference to noise – it sounds like a mine tearing itself apart (before event)
reference to noise being deafening (after event)
thought mine was going to collapse / tearing itself apart (without noise reference).
b) What was Homer’s reaction after he saw the machine?

(1 mark)
Award 1 mark for:
amazement (may include ‘child-speak’ colloquial expressions), for example:
– Wow man, that’s massive!
relief
reference to needing a better look / better angle / he was interested in it.
Do not accept:
Dad yelling in his ear
reference to monster / prehistoric animal.

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Reading mark scheme
27. Put the following sentences in the order in which they happen in the recount.
Homer and Dad go in the lift. 2
A rock falls near Homer. 5
Homer is dressed in a miner’s outfit. 1
Reading mark scheme

Homer sees the continuous-mining machine. 4
Homer falls over. 3
(2 marks)
Award 2 marks for all four sentences correctly ordered; award 1 mark for two or three events correctly ordered.
28. Do you think this visit will make Homer want to work in the mine?
Tick one.
Yes
No
Yes and No
What makes you think this?

(2 marks)
continued overleaf ...
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Reading mark scheme
Marks should be awarded for the justification given and must agree with the box ticked.
Award 1 mark (up to a maximum of 2) for each of the following:
Responses for yes:

because he would like to follow in his Dad’s footsteps
because he’d like to fulfil his Dad’s expectations
he enjoyed positive elements of the experience / interest in the experience

Reading mark scheme
he felt he had been welcomed by Dad and / or Uncle
explanation that the worst is over – he is familiar with it / it will never be as bad again.
Responses for no:

reference to specific features of the mine experience, for example:
– didn’t like the lift – gaps in floorboards / nothing beneath you in the shaft / creaky machinery
– feeling of being swallowed by the earth
– unfamiliarity of surroundings (strange smell, alien-ness of the place, darkness)
– he was frightened (this response must be supported by an event or justification)
– he kept hitting his head / falling over
– scared of getting lost
– frightening / deafening noises
– possibility of being hit by falling rocks / debris.
Also award 2 marks for answers which develop the explanation, for example:
because he would like to fulfil his Dad’s expectations by leading men.
Sample answers:
Yes – because he has got more confidence now he has been there (1 mark)
Yes – because he saw what was in the mine and he probably wants to discover more about it (1 mark)
No – because he is scared of lots of things (1 mark)
No – the reason I say no is because mostly on this visit he was scared (1 mark)
Yes – because his Dad said ‘you’re my boy, maybe you were too’. This means his father wanted him to work in
the mine (2 marks)
Yes – I think he would like to because his Dad did and his Dad said maybe you were supposed to lead people
in doing this as well (2 marks)
No – because he dropped his helmet and panicked thinking no one would ever find him again (2 marks)
No – he was very frightened just going down in the lift. I can’t imagine him going down on his own everyday
(2 marks)
Yes/No – he might decide to follow in his Dad’s footsteps or he might just be scared of going down (2 marks)
Do not accept: picture-referenced answers.

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Reading mark scheme
29. Match the following feelings with the time that Homer felt them.
excitement in the mine
before going
fear and panic
down the mine
pride in the lift at the end
Reading mark scheme

(1 mark)

30. Here are some sentences which are going to be added to the reading booklet.
Tick to show to which section of the booklet they should be added.
The Down
Small Getting
biggest the
tunnels bigger…
tunnels Mine
People used to go on tours

of the sewers in Paris. ✓
The underground system

in New York serves about
5 million passengers ✓
every day.
Ferrets have been used to

put wires into hard-to- ✓
reach places in planes.
The noise was terrifying. ✓

(1 mark)
Award 1 mark for all three sentences correctly ticked (or any other clear mark / indication).
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Writing test
The tasks
This test includes two different writing tasks. The shorter task focuses on pupils’ ability to write concisely and
accurately, while the longer task requires pupils to plan, organise and sustain a piece of writing, shaping the
whole for the reader and maintaining coherence over the piece. For the 2005 test, the shorter task asks pupils
to give safety advice for young people embarking on a new activity. The longer task asks pupils to write two
diary entries, relating to before and after a memorable event. Both tasks have planning formats designed to
help pupils structure their writing. The planning is not marked.
Assessment focuses
As with reading, the writing mark scheme is based on a common set of assessment focuses that assess the
Writing test
pupils’ ability to:
AF1 – write imaginative, interesting and thoughtful texts
AF2 – produce texts which are appropriate to 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.
Assessment focus 8, use correct spelling, is explicitly assessed in a separate test.
The mark scheme for this paper is based on a common generic mark scheme which is used across all key stages
on all tasks. The criteria have been customised to relate specifically to the writing task in the light of evidence
from pre-testing.
For the purposes of marking the writing tasks on this paper, related assessment focuses have been drawn
together into three strands:
Composition and effect (AF1 and AF2)
Text structure and organisation (AF3 and AF4)
Sentence structure and punctuation (AF5 and AF6).

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Assessment focus 7, select appropriate and effective vocabulary, is not assessed separately. It contributes
to Text structure and organisation in that vocabulary choices need to be appropriate to the task and contribute
to cohesiveness. Vocabulary is also significant in Composition and effect, since word choice contributes to
style and to the impact of the whole text on the reader.
The longer writing task will be marked for:
A Sentence structure and punctuation (maximum 6 marks)
B Text structure and organisation (maximum 6 marks)
C Composition and effect (maximum 8 marks)
The shorter writing task will be marked for:
D Sentence structure, punctuation and text organisation (maximum 3 marks)
Writing test
E Composition and effect (maximum 5 marks)
Handwriting (up to 3 marks) will be assessed in the longer writing task.
Spelling will be assessed as a separate test, but the score out of 15 will be scaled to a maximum of
7 marks, giving a total of up to 38 marks for writing.
Marking the writing
In the longer task, in order to build up a more complete picture of the strengths and weaknesses of each
response, marking will start with sentence structure and punctuation, and move on to text structure and
organisation followed by an overall judgement about composition and effect.
It is important to remember that the aim is to judge which band best fits a piece of work. This will involve
balancing those aspects of the performance which do meet the mark scheme against those which do not.
Where more than one mark is available in a band, once the broad decision has been made it is also necessary
to determine which mark in the band is most appropriate for the particular piece of writing.
Each writing task is introduced separately and is followed by the relevant mark scheme.
A set of annotated scripts, written by year 7 pupils during the pre-tests, is presented to guide your judgements
of the work produced. Scripts are reproduced without corrections to spelling. Marginal notes and summaries
are included to show how the mark scheme relates to the specific pieces of writing.
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Longer writing task: Something to Remember
The task is to write two diary entries, before and after a memorable event. The prompt provides some
suggestions, instructing pupils to think about a time when they had to do something that made them feel
worried or excited, such as the first day at a new school or a competition or challenge of some kind. The need
to focus on the thoughts and feelings before and after the event is emphasised through repetition, the
formatting of the prompt sheet and the planning sheet.
Further support for the organisation of the piece is provided in the writing answer booklet, where two pages
are formatted to replicate diary pages, with the word ‘Date’ printed at the top. A final reminder about the
content of each diary page – before and after the event – also aids organisation.
Better performances are distinguished by the evolution of thoughts and feelings before and after the event, with
some explanation of the reasons for these feelings; in addition, the writing engages readers by means of a
Longer writing task
variety of stylistic features which might include the use of colloquialism or figurative language.
Think of a time when you had to do something that you were worried or excited Planning
about.
Make some brief notes to help you with your diary entries.
This could be:
The event:
First day at a new school
First time away from home

Thoughts and feelings
Making a speech in assembly before the event
A competition or challenge
Or your own idea...

Thoughts and feelings
after the event
Your task is to write two diary entries:
n the first one before the event;
n the second one after the event, when it is all over.
In your diary, write some of the most important things that happened to you and
your thoughts and feelings before and after the event.
You can make up some of the details if you cannot remember them clearly.

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LONGER WRITING TASK: Something to Remember

Mark scheme
Section A Sentence structure and punctuation

Assessment focuses: Vary sentences for clarity, purpose and effect
Write with technical accuracy of syntax and punctuation in phrases, clauses and
sentences
Band A1 Clauses usually grammatically accurate. Parts of sentences mostly joined with and, but, then. Some
Longer writing task mark scheme

simple sentences, often brief, starting with a pronoun and verb (I saw my friend; I was excited).
Sentences sometimes demarcated by capital letters and full stops.
1–2 marks
Band A2 Simple connectives and, but, or, so, when link clauses with some variation (because). Subjects and
verbs frequently repeated (I was…). Phrases mostly simple (the teacher; my lines) with some
expansion (quite frightened; so excited). Some sentence variation created by use of simple adverbials
(suddenly; later) and adjectives (exciting; enormous). Tense choice may not reflect the demands of the
task.
Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used in
lists.
3–4 marks
Band A3 Sentences are mostly grammatically sound. Subordinating connectives develop explanation or
description within the sentence: if, because, while (while I waited in the hall). Adverbials (after
training for a long time) and expanded phrases (the best day of my life; people talking to me) vary
construction of sentences. Sentence fragments may be used deliberately to create informal style. Tense
choice appropriate; present tense and / or varied modal verbs express possibility before the event and
past tense is used for reflection. Subjects vary beyond first person pronouns (that day; my dream;
there).
Most sentences correctly demarcated; some commas mark phrases or clauses.
5–6 marks
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Mark scheme
Section B Text structure and organisation

Assessment focuses: Organise and present whole texts effectively
Construct paragraphs and use cohesion within and between paragraphs
Band B1 Ideas grouped into sequences of sentences; some division possibly indicated by layout. Some possible
connection between the entries.
Simple connectives used (then; and then). Some connection between sentences, eg use of pronouns
referring to the same person or thing (I; it).
1–2 marks
Band B2 Text structure overall is simple: the diary entries relate to before and after the event. There may be a
simple conclusion or summary of the experience, or an introduction. Contrasting reactions to the
event may be used to create parallels between the entries, but these may be brief or repetitive. Some
divisions between sections of content indicated, eg use of also and / or and if for additional
information (I also wondered…).
Relationships between ideas often simply linked by cause and effect (It was the first day so I was excited).
Contrast sometimes used within or across sentences (I was nervous but I had to do it). Connection
between sentences built up by pronoun reference to main things / people in the text (the class / they) and
connections between words develop event (race... bikes... finishing line).
3–4 marks
Band B3 The diary entries are logically organised: include introduction, thoughts about the forthcoming event,
mixture of recount and reflection afterwards and conclusion to summarise or emphasise the writer’s
view (It’s really cool. I can’t wait till tomorrow to go back to school and see my friends again). There
may also be a conclusion to the first diary entry which may provide a specific link to the second entry
(Well, I’d better go and get ready now). Contrasts in reactions to the events may be developed to
highlight differences in thoughts and feelings. New sections or paragraphs are sequenced, although
paragraph transitions may be awkward.
Within paragraphs, content often introduced by a main sentence. Sections or paragraphs organised to
expand and develop a particular topic, eg with description (the whole school was in the hall. Everyone
was looking at me…). Connections within paragraphs established and maintained, eg by reference to a
previous thought, other characters or event (That race; what I thought before).
5–6 marks

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Mark scheme
Section C Composition and effect

Assessment focuses: Write imaginative, interesting and thoughtful texts
Produce texts which are appropriate to task, reader and purpose
Band C1 One or two simply structured diary entries relate to a relevant experience; thoughts before the event
may be repetitive and events may be listed; recount of events may drift into narrative.

Details (I had to wear a crash helmet) or simple statement of feelings (I like it and it’s fun) expand
content.
1–2 marks
Band C2 A form suitable for diary entries is used; content includes speculation about the forthcoming event
(I wonder if I will win) and some reflection afterwards (It has been a good day); it may also include
some description of the event (the stage was full of people) with narrative elements.
The writer expresses thoughts and feelings about the event, but these might not be consistent or
controlled and may lack subtlety (I feel sick; today was really good).
Vocabulary choices help depict situation (river bank; motocross; ballet shoes); attempts at humour or
building anticipation enliven the entries (it was getting closer); some variety of vocabulary to express
feelings.
3–5 marks
Band C3 Diary entry form is maintained: realistic situation is presented and both entries, before and after the
event, are paced appropriately, with some development and / or explanation of thoughts and feelings
(There is one teacher I really like…). Speculation before the event is placed in context and reflection
allows conclusion (Mum was right. It’s best to have a go).
Viewpoint is consistent and maintained: the narrator’s thoughts and feelings evolve over the diary
entries to show some development before and after the event (I felt relieved when it was over but I
had been really worried).
Stylistic features are used to engage the reader, eg sentence fragments to mimic thoughts (Nearly
tomorrow already – but can’t sleep), use of colloquialism (no-one, zip, zilch, nada),
interesting vocabulary (a sea of faces; frozen with fear) or a variety of expression used to create
interest (my voice came out like a croak).
6–8 marks
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Exemplar script 1
SENTENCE STRUCTURE TEXT STRUCTURE &

& PUNCTUATION ORGANISATION
Date September 15
I was very worried about going to my new school
repetition of
because it was a lot bigger. I was scared because
subjects and simple people sad that older kids would say nasty things contrast between
verbs (A2) expectation and reality
to me and I was scared of not meeting new freinds. (B2)
Then again I was glad I was leaving my old school
mostly simple because I didnt like it at all an d it was boring
connectives with
some use of because additional information
(A2) Date September 16 (B2)
Longer writing task annotated scripts
simple noun
I got to my new school it was great the teaches
phrases with some were great I met new freinds older pupils were
expansion (A2)
freindly and I was glad I moved schools. I dont
know why I was worried there was nothing to worry
some sentences
demarcated, but about I didn’t get lost as well. The lessons was
other opportunities
missed (below A2) great every thing went fine.
simple conclusion (B2)
SENTENCE COMPOSITION & EFFECT TEXT STRUCTURE &

STRUCTURE & ORGANISATION
PUNCTUATION Entries include speculation and some reflection with simple
description (older pupils were freindly). (C2) Summary
Summary
Thoughts and feelings are expressed (very worried; great) but they The entries relate to before
Simple sentence structures tend to be repetitive or provide simple contrasts. (C2) and after the event and
with some use of contrasting reactions are
subordination, repetition of Vocabulary relates to the school experience, but the expression of given at a simple level.
subjects and verbs, the use feelings is limited to simple adjectives. (C2) Additional information
of simple noun phrases and relating to more complex
the use of the past tense for Summary anticipation is indicated.
both entries indicate a Some ideas are linked by
mark in Band A2. Limited The brief diary entries relate appropriately to before and after the event. cause and effect and there
punctuation and minimal The expression of some ambivalence in the first entry (I was very is a brief conclusion. The
expansion makes the lower worried; I was glad) compensates for the repetitive nature of the simplicity of the contrasts
mark in the band reactions. For this reason, a mark just into Band C2 is awarded. keeps the piece to the
appropriate. lower end of Band B2.
Band A2 – 3 marks Band C2 – 3 marks Band B2 – 3 marks

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Exemplar script 2

Date 12 May
subjects and verbs
vary beyond first Hi diary I have been entered in a spelling
person pronoun,
with appropriate
compotion. My hands are tremberling with fear and
tense choice (A3) exsiment. Say if my mind gose blank or I cant say
eney thing. Well I have be revising for weeks and
weeks. If it go all ocording to plan I will be the connections between
sentences established
adverbials vary spelling champion. I will have something that know (B2)
sentence structure
(A3) of my friends will have. The crowd will go wild
screming and shoutting and it will be all for me and

mostly simple
a big huge trophy.
connectives with
some variation
(below A3) Date 13 May
Hi diary I won i am still abit shaky now. The crown
link with previous
was shouting and roaring just like I said I have a section (B2)
demarcation
mostly accurate, huge trothy. Mum and Dad lanch out of there sit
but some missed
opportunities and like a rocket and run up to me and gave me a big
limited range of hug. I still can’t belive it now. simple conclusion (B2)
punctuation
(below A3)

PUNCTUATION Diary form is maintained with direct address (Hi diary) and
speculation and description are included, although the entries are not Summary
Summary balanced. (C2)
The two entries relate to
Variation in sentence Viewpoint is controlled and consistent, allowing the expression of before and after the event,
structures, created through ambivalent feelings (fear and exsiment) and recounting the effects of with some parallels
the use of subordination, the experience (i am still abit shaky now). (C3) between the two through
adverbials and varied repeated content.
subjects, supports the Stylistic features engage interest: synonyms for emphasis (screming Connections within the
award of a mark in the top and shoutting) and figurative language for effect (lanch out of there first entry are developed
band. Further support is sit like a rocket). (C3) through expansion of the
given through the feelings, but there is less
controlled use of verb Summary development in the second
phrases, including entry. For this reason, a
appropriate tense choice These diary entries use varied stylistic devices to convey the mixed mark at the top of Band B2
and a passive construction. emotions produced by the prospect of the competition and the sense of is appropriate.
The punctuation is less achievement afterwards. These features place the piece in Band C3, but
secure, hence the lower the lowest mark in the band is awarded because of the lack of balance
mark in the band is between the two entries.
awarded.
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Exemplar script 3

Date 20th January
Fishermans UK Challenge
adverbials and Dear diary tommoro is the day I go head to head with 93 opening places entries
expanded phrases in context in time and
people trying to win the Fishermans UK Challenge, I am so
vary sentence situation (B3)
structure (above excited. I’m going to take my rod signed by Matt Hayes one of
A2) Englands top fishermen. and it gets better he’s going to give
additional information
out the medals and the big trophy. If I win I will have my name indicated and linked to
repeated simple engraved on it and it will go on display in our local angling previous content (B3)
subjects and verbs shop, Blakes Rods, if it does go up I am going to go mad with
(below A2)
happiness, it will be amazing to walk in and get cheered by
everyone. I hope luck will be on my side tommoro, this is too
frequent comma much for me I am going to get some amount of sleep to get up
splicing or missed
demarcation (below tommoro at six a clock in the morning, but it will be worth it
A2), but commas also especcaly if I see Matt Hayes again I will kindly ask him to sign
important information is
used to structure my hat that I wear all the time. I will try my best, because I will indicated (B3)
sentence (above A2) do anything to cath enough fish to win.
All my mates will be there aswell so I will find a pegg which is
other adverbials by them so I can give them some of my spare bait that I have
simple and often
got, and with the amount of bait I have I can feel free to give it
repetitive (A2)
to them.
tense choice Date 21st January

appropriate Fishermans UK Challenge
(above A2) Dear diary you will never gues what happend, I won the
competition by two pounds because I caught that twenty two section expands topic
pound carp followed by a fourteen pound barble and a big (B3)
mostly simple amount of double figure bream and tench. My names now on
connectives with
some variation (A2) the trophy and it’s on display in Blakes Rods it’s neat because
every time I go in there they all cheer at me, it’s like I am king
of fishing, and Matt Hayes signed my hat and I had a picture
with him which is in all the news papers for fishermen to see.
I am so proud of it so is dad he’s been backflipping ever since. conclusion rounds off
it’s is amazing. entry (B3)

PUNCTUATION A realistic situation, informed by detailed knowledge and
enthusiasm, is presented, with anticipation before the event Summary
Summary summarised and extended in the second entry (I had a picture
…which is in all the news papers). (C3) The entries are logically
Sentences are mostly organised, with an
grammatically sound with Thoughts and feelings are developed across the two entries, with the introduction, anticipation,
some variation created by second conveying the writer’s excitement. Concern for friends description of the event,
subordination, adverbials positions the writer as companionable and caring. (C3) reflection and a brief
and expanded phrases, but conclusion, with evidence
there is frequent repetition Precise vocabulary relating to the sport adds realism (twenty two of paragraphing. Topic
of first person pronouns pound carp) and stylistic choices add variety and interest (like I am sentences orientate some
and simple verbs. These king of fishing; he’s been backflipping…). (C3) sections, but other sections
elements combine to create are less well organised,
the impetuosity of speech, Summary with details strung together
which is not entirely by simple connectives. The
appropriate for the task. The combination of precise detail and enthusiasm, both for the sport and lower mark in Band B3 is
For this reason, and the success on this occasion, creates a personal voice which is engaging therefore awarded.
insecure demarcation, a for the reader. More control of tone and detail would be necessary for the
mark at the top of Band A2 top mark.
is the best fit.

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Exemplar script 4

Date 25th July
Dear Diary,
varied sentence
structures (A3): Oh my gosh! I’m so scared! The Yanomamo
exclamations play is in 2 hours! What if I say my bits go wrong, or my solo
statements framing device for each
gets out of tune or I fall off my bench?!(IT HAS HAPPENED)
questions entry, with sign-off
These butterflys are more like blimming Tigers! Then again I providing link (B3)
feel exited! I love singing and acting and love performing for
punctuation varied crowds. Its just before hand I get so worked up I feel like I’m
and mostly accurate going to EXPLODE!!! I have 3 solo’s 2 bits of long speech and different possibilities
(A3) indicated (B3)
one heck of a lot of growing and burning down to do. And
theres all of the 25 songs to forget!
expanded noun See you tommorow!
phrases (A3) topic sentence used to
Hannah introduce section and
Date 26th July

provide link with
adverbials add Dear Diary, previous content (B3)
precision (A3)
It was a success! I got all my speech right
grew and burnt down bang on time, and I did especially well on
subjects vary
beyond first person the River. Everybody laughed when we had to be marching
pronoun (A3) ants and I shouted ATTENTION!! At the top of my voice! I feel development of content
so relieved, the butterflys have fluttered by and the tigers have from first entry (B3)
varied links between gone to sleep. Me and a boy who did a solo went out last after
clauses, including everybody else and we got a special cheer! It was ace! But I contrasting feelings
subordinating and feel sad too because I finish Southfield on friday and this is like used to link sections
co-ordinating (B3)
a reminder. OH DEAR! I don’t want to leave Southfield, and all
connectives (A3)
my other friends. I’ve had good and Bad times. But I’d never
leave if I had the choice.
sentence fragments Yanomamo was a great success and brought in loads of
create informal style
(A3) money. I just cant wait to do it again tommorrow night!
See you tomorrow conclusion includes
overview and reinforces
Hannah writer’s persona (B3)
controlled use of
tense (A3) P.S. I hope your ready for more moans about butterflys
tommorrow

PUNCTUATION Content centres on writer’s thoughts and feelings about the school
play, but builds in reflection on the prospect of leaving school. Summary
Summary Pacing used effectively to express nervous anticipation in the first
entry. (C3) The central event of the
A range of different Yanomamo performance is
sentence structures adds Strong personal voice indicates the dramatic persona of the writer, framed by the introduction,
variety to these entries: well suited to the context of the event. (C3) thoughts beforehand and
length, type and reflection which
connectivity are all Stylistic features engage the reader: figurative language, sentence emphasises the persona of
controlled. In addition, fragments and colloquial style (It was ace! See you tomorrow) all the writer. There are
there is control of tense, create interest. (C3) explicit links between the
use of different subjects entries, through reference
and mostly accurate use of Summary to the same events and
varied punctuation, with through development of
some over-reliance on The extension of reflection beyond the immediate event, the individual the figurative language
exclamation marks. In spite and consistent viewpoint and the control of stylistic effects all contribute (butterflys and tigers); in
of some grammatical slips, to the award of the top mark. addition there are links
the award of the top mark within sections through the
is justified for the overall indication of additional
control. information or contrasts.
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Shorter writing task: Safety First
For this task, pupils are reminded of the autobiographical extract, Down the Mine, that appears in the reading
booklet. In the extract, Homer and his father had to follow safety rules as they went down the mine. Pupils are
reminded of one such issue – the need for specialist clothing. The task – to write safety advice for young people
who are doing a new activity – is therefore grounded in the reading material.
Support with content is provided: two activities are suggested, but there is also an opportunity for the pupil’s
own choice. Pupils are prompted to explain the risks involved in the activity and ways in which people could
avoid these. There is some space for planning, comprising boxes to identify the chosen activity and a further
box for ‘useful words and phrases’. The writing page is formatted with the words ‘Safety Advice for…’.
Better performances are distinguished by the integration of instruction and explanation, so that the necessity
for a rule is explained. They are usually well organised, with the most essential rules taking priority, and there
Shorter writing task
is often some reassurance that the activity is enjoyable, in spite of the need for safety precautions.
Safety First
When Homer and his father went down the mine they had to follow some strict rules so that
they would be safe. For example, they had to wear special clothes such as helmets and
strong boots.
Your task is to write safety advice for young people who are doing a new activity.
Choose one of the following:
Swimming in the sea or a river
Skateboarding
Other (your own choice)
You should explain:
n What the risks are
n How people could avoid them
Planning
Activity (choose one):
Swimming in the sea or a river Skateboarding
Your own choice
Useful words
and phrases

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SHORTER WRITING TASK: Safety First

Mark scheme
Section D Sentence structure, punctuation and text organisation

sentences
Band D1 Clauses usually grammatically accurate, mostly joined with and, then, so. Some simple sentences,
Shorter writing task mark scheme

often a brief sequence starting with subject and verb (It is; You should). Some connections between
sentences, eg pronouns linking some references.
Sentences sometimes demarcated by capital letters and full stops.
1 mark
Band D2 Simple connectives and, but, or, so, when (You need to put your helmet on when you go on a ramp)
link clauses. Occasional use of because or if. Subjects and verbs frequently repeated (The sea; you
could). Noun phrases mostly simple (some armbands) with occasional expansion (a new life jacket;
deep water). Some sentences expanded with simple adverbials (in the skate park; always; never).
Relationships between sentences or clauses sometimes made explicit (eg contrast).
Full stops, capital letters, exclamation marks and question marks mostly accurate; commas are used
in lists.
2 marks
Band D3 Subordinating connectives develop description within the sentence: if, because, while (if you want to
be safe; because it can be a dangerous activity). Adverbials (while you are waiting; before you know
it) and expanded noun phrases (boots with a safety stop) vary construction of sentences. Tense is
consistent. Variety of sentence types: directives and statements. Additional information indicated
(also, too). Sections of text developed around topic sentences.
Accurate sentence demarcation. Some commas mark phrases or clauses.
3 marks
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SHORTER WRITING TASK: Safety First

Mark scheme
Section E Composition and effect

Band E1 A short series of instructions about the activity. Narrative form or listing may dominate.
Detail sometimes included to interest the reader (heavy rain).
1 mark
Band E2 Form includes instructions and may contain some explanation; coverage may be uneven, eg orders
predominate, or points may be repetitive. Some awareness of audience, eg attempt to make points
relevant to the activity.
Writing shows evidence of viewpoint, eg writer shows knowledge of the chosen activity and issues
relevant instructions (Do not go out of your depth range).
Vocabulary relates to the activity (river, canoe, paddle) and some details are elaborated (some
ramps are very steep, you should be careful) but some references are imprecise or repeated (safety
things; a lot more stuff like that).
2–3 marks
Band E3 Coverage is balanced, eg instruction and explanation are given equal weight. Logical progression
of risks and avoidance measures with points relevant to activity (First you need to get all the
equipment). Detail adds precision (you often need to watch for changes in the weather such as
sudden rain).
Viewpoint established and maintained, eg writer is positioned as authoritative and concerned with
safety issues (Keep to these simple rules to keep safe).
Stylistic choices contribute to effect, eg directives and rhetorical questions (Always watch out for
young children who can get in the way; you don’t want to hurt yourself, do you?) and specific
vocabulary relating to the activity (body protector, luminous band).
4–5 marks

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Exemplar script 1
SENTENCE STRUCTURE PUNCTUATION &

TEXT ORGANISATION
SAFETY ADVICE FOR Absalling
subordination (D2)
■ Alway where the right eqiment.
■ Always listen to the instrochins carefully.
■ Make sure that you where the right shoes.
some grouping of
mostly simple ■ Make sure your shoe lace is tied. instructions, eg
noun phrases
relating to equipment
with some ■ make sure that your saftey harnes is tied. (D2)
expansion (D2)
■ make sure your helment is sacure.
■ Always make sure you are sacured.
Shorter writing task annotated scripts

■ make sure whering right cloths
simple adverbials
(D2)
■ make sure you listen to the Person that’s telling
you what to do,
apostrophe shows
repeated verbs ■ Don’t try to impres other people. omission (D2)
(D2) ■ Try not to show off.
■ make sure you no what your doing some sentences
demarcated by full stops
and capital letters
(below D2)
SENTENCE COMPOSITION & EFFECT

STRUCTURE,
PUNCTUATION & Positive instructions predominate in this bulleted list although some
TEXT ORGANISATION advice is repetitive (where the right shoes; whering right cloths).
(E2)
Summary
Knowledge of abseiling shown by relevant instructions about
Use of imperative activities and equipment. (E2)
structures with some
expansion of noun phrases, Some vocabulary is precise (saftey harnes, helment) but other
simple adverbials and choices are less defined, eg repetition of right. (E2)
subordination merits the
award of 2 marks even Summary
though sentence
demarcation is not secure. Sensible advice about a potentially dangerous sport is framed as a
bulleted list and offers a mixture of targeted and more generalised
instructions. Directives are rarely expanded and much of the advice is
repetitive, indicating the award of the lower mark in Band E2.
Band D2 – 2 marks Band E2 – 2 marks
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Exemplar script 2

TEXT ORGANISATION
SAFETY ADVICE FOR Skateboarding
mostly simple When its your first time for Skateboarding and your sentence demarcation
connectives (D2) mostly secure (D2) but
a bit scared ‘Don’t worry Just listen to the
capitalisation uncertain
instructer. Make Shore you wear the right (below D2)
equipment Suchas nee pads, elbow pads, helmit,
varied sentence and done up tite lases on your shoes. When your
types (above D2) commas in lists (D2)
doing skateboarding there are a couple of risks.
you could fall over and hurt yourself But you can
avoid this by not going silly and doing things you

noun phrases often
simple with some shouldn’t but by taking it step by step and listening simple contrast used
expansion (D2) (D2)
to your instructer. Once you have got the hang of
skateboarding it is really fun.
repeated subjects
(D2) with some
simple variation
(above D2)

STRUCTURE,
PUNCTUATION & The advice includes instructions and some explanation, such as a list
TEXT ORGANISATION of equipment, but only one of the couple of risks is identified. (E2)
Summary Writer shows concern for people beginning the sport (your a bit
scared) and offers reassurance (it is really fun). (above E2)
Simple connectives linking
clauses, some phrases Some vocabulary choices relating to equipment are precise, but other
expanded by adjectives and references are less specific (doing things). (E2)
adverbials (by not going
silly) and mostly secure
sentence demarcation Summary
support the award of 2
marks. The variety of Relevant instructions, an advisory tone with concern for newcomers to
sentence types indicates the sport and appropriate vocabulary indicate a mark in Band E2. More
higher performance but development of the risks involved would be necessary to move the piece
this is balanced by some into the higher band.
grammatical inaccuracies.

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Exemplar script 3

TEXT ORGANISATION
SAFETY ADVICE FOR Science Lab
explanation If you are going to a science lab they is some

supported by
subordination safety rules. The frist one is Do not run because
(above D2) you mite fall and if your holding bottle of cemacals
it mite drop on the floor. The second rules if asids
content explicitly
come on your body you go to the toliet or the organised (above D2)
noun phrases mostly science tap and put cold water on to your body.
simple with some
expansion (D2) The tird Rules you must put science glasses

because asids come to your eyes and mite make
you blind. The next Rules is if your using the gas
Tap, don’t leave it on so you shut the gas Tap. The comma structures
last rules is don’t leave your hair down because sentence (above D2)
some things mite come to your hair so you have to
some variation of
verbs (above D2) Tie your hair. These are the safety Rules if you are
inconsistent
going to the science lab. capitalisation
(below D2)

STRUCTURE,
PUNCTUATION & Possible dangers and ways in which they can be avoided or
TEXT ORGANISATION dealt with are clearly relevant to the activity. (E3)
Summary The writer is established as authoritative and concerned with safety

issues (mite make you blind). (E3)
Use of subordination to
develop possibilities and Vocabulary choices combine the semantic fields of science and daily
explanations and varied life at school (cemacals, toliet); directives and statements are used to
structures suggest a mark give specific rules and back them up with explanations. (E3)
in Band D3. Inconsistent
capitalisation, some Summary
grammatical errors (they
is) and omissions indicate The rules follow a logical progression, with instructions and explanations
that Band D2 is the best fit. mostly balanced, although more consistent explanation of the rules
relating to the gas tap and the need to tie hair back would be needed for
the award of the highest mark.
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Exemplar script 4

TEXT ORGANISATION
SAFETY ADVICE FOR Swimming in the sea
When you are on the beach swimming you must

expanded noun
phrases (D3) always use sensible equipment such as water-
proof shoes, floatational objects, etc. If you are not
mostly accurate
a very good swimmer you must try to stay close in punctuation, including
commas to structure
subordination to the shore but even if you are a very good sentences (D3)
supports
description, swimmer, still try to not go too far out also always
possibility and stay in adult supervision and make sure at least
explanation (D3)
someone can see you friend, parent, lifeguard etc.

additional
If you take a inflated object don’t use it if the sea is information
indicated (D3)
rough. This will cause either injuries, floating out to
variety of sentence
types: statements sea or even drowning! So only use inflated objects
and directives (D3) if the sea is calm and the weather is reasonably alternatives identified
good to be-able to do this in. Also if you are tired or (D3)
something occurs maybe just have a little break or

something. If you are quite young 6 or under try to
advice modified by stay with an adult keeping an eye on you in the
adverbials (D3)
water at all times so that they can help you to
swim.

STRUCTURE,
PUNCTUATION & Balance of instruction and information conveys both general advice
TEXT ORGANISATION (use sensible equipment) and more targeted advice (if you are tired,
if you are quite young). (E3)
Summary
Writer is positioned as authoritative, with thorough knowledge of the
Controlled use of risks involved, and offers sensible advice (always stay in adult
subordination to modify supervision). (E3)
directives or explain rules,
precise use of adverbials, Specific, formal vocabulary (floatational objects, supervision,
expansion of phrases, inflated), generalised statements (This will cause...) and direct
varied sentence structures address to the reader contribute to authoritative tone. (E3)
and accurate punctuation
support the award of the Summary
top mark.
The safety advice is relevant and sensible, incorporating a concern for
different levels of skill and different weather conditions. Instructions are
modified to emphasise the circumstances in which they are necessary and
the tone is consistently reasonable.

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HANDWRITING
All pupils need to develop a serviceable handwriting style which is legible, clear and encourages the reader to
engage with what has been written.
This assessment of handwriting is based on pupils’ ability to write legibly and fluently in a sustained piece of
writing. Judgements will be made on the basis of the legibility and clarity of the handwriting on one complete
page of the longer writing task, supported by a closer look at the size and position of words and letters.
The mark scheme for handwriting appears below and is exemplified on pages 46– 48 where it is supported by
samples of pupils’ handwriting.
Mark scheme
Handwriting
The handwriting is legible and shows some features of regularity in size and spacing. However, overall the script is
disjointed and uneven.
1 mark
Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size
and position but there is some variation.
2 marks
The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains
a personal style to engage the reader.
3 marks
If the writing is very irregular or illegible, a mark of 0 may be awarded.
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Example awarded 1 mark
The writing is legible although the letters are not always correctly formed. There are also irregularities in their size and
spacing, but most ascenders and descenders are clear.
Handwriting

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Example awarded 2 marks
Overall, the handwriting is regular with some flow and movement. Letters and words are usually appropriate in size and
position but there is some variation.
Letter formation is generally correct, but there are inconsistencies in positioning on the line, spacing, size of letters and the
slope.
Handwriting
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The handwriting is consistent and fluent with letters and words appropriately placed. The handwriting maintains a
personal style to engage the reader.
Although some letters are incorrectly formed, the handwriting is consistent in size and spacing. The style is well
maintained, and is both clear and easy to read.
Handwriting

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SPELLING: The Chunnel
In the year 7 progress test, assessment of spelling contributes seven marks to the total writing score. For the
spelling test, The Chunnel, the target words have been selected in order to assess pupils’ ability to apply their
knowledge of a variety of spelling rules and patterns and also of irregular words. The words reflect the Spelling
and Phonics units of the Literacy Progress Units as well as the year 7 English curriculum.
The words exemplify key aspects of spelling, for example:
the addition of inflectional and derivational suffixes to roots of words, as in the words suffering, nearly and
decision
the application of spelling rules leading to the doubling of the ‘p’ in stopped and the change of ‘y’ to ‘i’
in countries
avoiding inappropriate application of spelling rules leading to the deletion of the ‘e’ in useful
the instance of homophones, as in their
Spelling
the spelling of unstressed vowels, as in holiday
the spelling of words with silent letters, as in signed
the instance of letter strings, as in thought and straight.
Quick reference mark scheme for the spelling test
1. past 9. useful
2. suffering 10. decision
3. their 11. signed
4. nearly 12. countries
5. original 13. deepest
6. available 14. holiday
7. stopped 15. straight
8. thought
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Marking the spelling test

Markers will complete the total score box, calculate the spelling mark, and enter this on the front cover of the
Spelling test booklet as follows:
Number of Total mark

0 0
1 2 1
3 4 2
5 6 3
7 8 4
Spelling
9 10 5
11 12 6
13 14 15 7

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EARLY YEARS
NATIONAL
CURRICULUM
5–16
GCSE
GNVQ
GCE A LEVEL
© Qualifications and Curriculum Authority 2003 NVQ
Reproduction, storage, adaptation or translation, in any form or by any means, of

this publication is prohibited without prior written permission of the publisher, OTHER
unless within the terms of licences issued by the Copyright Licensing Agency. VOCATIONAL
Excerpts may be reproduced for the purpose of research, private study, criticism or QUALIFICATIONS
review, or by educational institutions solely for educational purposes, without
permission, provided full acknowledgement is given.
Produced in Great Britain by the Qualifications and Curriculum Authority under the
authority and superintendence of the Controller of Her Majesty’s Stationery Office
and Queen’s Printer of Acts of Parliament.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2

of the Charities Act 1993.

83 Piccadilly
London
W1J 8QA
www.qca.org.uk/
Further teacher packs may be purchased by contacting:

QCA Orderline, PO Box 29, Norwich NR3 1GN
tel: 08700 606015; fax: 08700 606017
email: orderline@qca.org.uk
Order ref:
QCA/05/1478 (teacher pack) 265494

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CONTENTS
Pages 2–5 The Cartoonist
Pages 6–9 Moving pictures
Pages 10–11 Some highlights from the

history of animation
Pages 12–13 Animators required
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The Cartoonist
Betsy Byars
“Alfie?”
“What?”
“You studying?”
“Yes,” he lied.
“Well, why don’t you come down and

study in front of the television? It’ll take
your mind off what you’re doing,” his
mother called.
He didn’t answer. He bent over the sheet

of paper on his table. He was intent.
“Did you hear me,

Alfie?”
“I heard,” he called without glancing up.
“Well, come on down.”
Alfie didn’t answer. He was drawing a comic strip called ‘Super Bird’.
In the first square a man was scattering bird seed from a bag labelled
‘Little Bird Seed’. In the next square little birds were gobbling up the
seeds. In the third square the man was scattering bird seed from a bag
labelled ‘Big Bird Seed’. In the next square big birds were gobbling up
the seeds.
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In the fifth square the man was scattering huge lumps from a bag
labelled ‘Giant Bird Seed’. In the last square a giant bird was gobbling
up the little man.
There was a smile on Alfie’s face as he looked at what he had done.

At the top of the drawing he lettered in the words Super Bird. He was
going to do twelve of these super comic strips, he had decided, one for
each month. When he got through, he would call it ‘Super Calendar’.
Maybe he would get it published, and later, when he learned how, he
would animate ‘Super Bird’, make it into a film. Whenever he drew
something, he always saw it in motion.
“Alfie?” his mum called again.
“I’m busy, Mum. I’m studying.”
“Well, supper’s ready.”
“Oh.”
“Come down right now.”
“I am. I just want to get my papers in order. If I leave them in a mess,

sometimes I can’t...”. He trailed off.
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He now had two strips for his calendar: ‘Super Bird’ and ‘Super
Caterpillar’. He didn’t know which he liked best. He looked from one
to the other, comparing them.
In the first square of ‘Super Caterpillar’, a giant caterpillar was happily

eating New York City. In the second square he was happily eating
America. In the third he was happily eating the world. In the last
square, he was unhappily falling through space, his stomach a big
round ball. Alfie was especially pleased with the expression in Super
Caterpillar’s eyes as he tumbled helplessly through space.
“Alfie!” his mother called loudly. Alfie knew she was at the foot of the
ladder now.
She rattled the ladder as if she were trying to shake him down.
“I’m coming up there if you don’t come this minute.”
“I’m coming.”
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He got up quickly and turned his papers face down on the table.
He started for the ladder that led downstairs.
Coming down from the attic was like getting off one of those rides at
the amusement park, Alfie thought. It left him feeling strange, as if he
had moved not from one part of the house to another but from one
experience to another, without time to get his balance.
Alfie and his family had been living in this house for seven months,
and when Alfie had first seen it he had thought of the old rhyme about
the crooked man who lived in a crooked house. Nothing about this
house was straight. It had started as two rooms, and then another
room had been added. A kitchen had been made from the back porch.
The roof was three different colours. The doors were crooked and so
were the windows. The floors slanted. If you set a ball on the floor, it
would roll to the wall. The house had been built by three different men,
none of whom had ever had a lesson in carpentry.
The only thing Alfie liked about the house was the attic. That was his.
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MOVING PICTURES
Alfie, the boy in the story, always imagined his cartoon characters moving.
The process of making cartoon characters move is called animation, which
means ‘bringing to life’.
In fact, in an animated film, the pictures do not really move at all. Actually,
many pictures are shown, one after the other, very quickly. Each of the
pictures is slightly different from the one before. Our eyes cannot see each
of these different pictures separately; instead, we see one picture which
looks as if it is in motion. You may have seen how this works with a simple
‘flick-book’. If you draw a character in a slightly different position on each
page, and then flick quickly through the pages, you can see how the
character seems to move.
Modern cartoon films are made from many pictures shown one after the
other. It takes 24 pictures to make one second of film, and so a 10-minute
cartoon film needs more than 14,000 pictures. Before there were computers,
the animation team had to draw all of these pictures. But even with
computers, making a full-length animation is very complicated. There are
many different parts to the process which need to be planned carefully and
brought together.
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FIRST IDEAS
Cartoon films are sometimes based on books, but it is the artist’s

imagination that creates the characters. The different characters that
cartoonists have invented appeal to different people. Some people like
cartoons about animals, such as Mickey Mouse or Arthur. These characters
are not like real animals: they wear clothes, talk and live in houses.
Other people prefer characters that look more like humans, for example
Bart Simpson. The Simpsons are a
human family, but with exaggerated
appearances, like tall blue hair.
The animator (the artist who does

the drawings) draws these characters
in several different ways before the
director of the film or television
series chooses the final version.
STORYBOARD
The story is sketched in a series of pictures called the storyboard. The

storyboard looks like a strip of cartoons. It shows what happens in each
scene, and which characters and background will be included.
The storyboard also gives information about different viewing angles. As in

all films, long shots show the whole scene and are used to create the setting
for the animation. Close-ups can show detail, such as the expression on
someone’s face. Having a variety of viewing angles helps to create the
atmosphere of the film. For example, when you are looking up at an object
it can look large and scary and looking down at something can make it
seem less important.
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SOUNDTRACK
What the characters are saying is written as a play script. Actors read the
lines for each of the characters, and these voice-overs are recorded for each
scene. Sometimes very famous actors ‘star’ in cartoon films.
The soundtrack also has sound effects, such as crashes and bangs, and often
music. Music can help bring the events to life. For example, fast music is
used when characters are chased and spooky music is used in frightening
scenes. Sometimes well-known pop songs feature in cartoon films and can
help make the film more popular.
Silence can be as important as sound. A pause can keep you on the edge of
your seat, waiting to see what will happen next.
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MATCHING PICTURES AND SOUND
The finished storyboard gives an exact timing for each scene. So for each
split second of the film the speech, the sound effects and the music are all
carefully matched to the action.
Each scene is broken down into different movements and artists have to
make drawings showing all the different stages of movement. For one
particular movement, for example a sneeze, the animator draws the start
and end of the sneeze and computers fill in the gaps.
All the sound is mixed onto a single soundtrack. The music, sound effects
and speech are carefully checked against the pictures to make sure they
occur at exactly the right moment. The combined soundtrack and pictures
are then turned into a film ready for the cinema or television.
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Some highlights from the
Animated films today look very different from those seen in

the past. These pages show some of the important
developments in the history of animation.
1937
Snow White and the Seven
Dwarfs was the first
Late 1880s feature-length cartoon. It
The first attempt at creating 1909 took 200 animators 3 years
an animated film was made in One of the earliest to bring the 82-minute film
Paris. Pictures were painted on cartoon characters to the screen and required
glass slides that were attached was Gertie the more than 2 million drawings.
to a leather strap and pulled Dinosaur.
through a machine by hand.
1890 1900 1910 1920 1930 1940
1928
Mickey Mouse first
1925 appeared in a silent
The first talking cartoon was film. Later in the same
about a dog called Bimbo. He year he spoke for the
played the trombone and said first time.
the line: “Now let’s all follow the
bouncing ball and sing along.”
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history of animation
1964
Mary Poppins was an
award-winning film 1995
The Plasticine 2001
1954 containing scenes with
characters Wallace The computer-
Animal Farm animated backgrounds,
and Gromit appeared generated comedy
was Britain’s including an actor dancing
in the very successful Shrek was famous
first animated with cartoon penguins!
model animation film for its realistic
feature film.
A Close Shave. characters.
1950 1960 1970 1980 1990 2000
1989 1995
1960
The first series Toy Story was the
The Flintstones was the first
of the television first full-length all
animated sitcom. More recently,
animation The computer-generated
live action films have been made
Simpsons was animated film.
with actors playing the roles of
shown.
Fred and Wilma Flintstone.
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ANIMATORS REQUIRED
Alfie, the boy in the story, hoped to make his cartoons into films.
Here are some adverts for jobs that might appeal to animators or
boys and girls like Alfie when they are older and looking for a job.
1
Thinking about a career in animation?
Now is your chance to find out what the job really involves.
We have 5 work experience placements available for
one week in July.
If you enjoy drawing and like to be creative we want to hear from you.
What you have to do:
In no more than 200 words tell us why you think you would
make a good animator.
Please send your writing to us by May 20th.
For more details please call us on
07809 039 0055
Animate • Albany Road • Brighton
2
Animation talent required
Ever wanted to see your name on the credits of a hit film?
NOW IS YOUR CHANCE
No experience required, just superb drawing skills. Come along to our

open day on 2nd June and show us what you can do.
We are looking for 5 new gifted animators to join our team.

If animation is your thing, you could help create the next big blockbuster film.
Contact Linda Harris for more details: l.harris@animationstudios.uk
Some overseas travel might be needed.
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3
JOB: Animators
Location: London
Contact: Darren Moore
Who says sequels are

never as good as the
original?
Well, this one can be with
your help.
We are looking for new animators 4

to work on a follow-up to a hit Few remaining places
cartoon film. We will be working to
tight deadlines so you must be able for animators
to work under pressure. Some
knowledge of computer-based Location: North
animation required. Job type: Full-time
Start date: Immediately
Please send sketches of a variety of
characters to: This famous studio is currently
working on a new children’s TV
application@filmproductions.uk series and has an urgent need for
good animators. You should have
Interview date: 5th July experience within the television or
film industry. Please send a
completed application form
together with some examples of
your work as soon as possible.
Animation Limited,
56 Trinity Road, Leeds
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Acknowledgements: ‘The Cartoonist’ adapted from The Cartoonist by Betsy Byars, Puffin.
This text has been incorporated into this test paper solely for the purposes of the examination
in accordance with Section 32(3) of the Copyright, Designs and Patents Act 1988.
No copyright clearance for any other use has been obtained or sought.

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QCA/06/1910 270054
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En Page Marks
YEAR
Reading 3
7 5
7
LEVELS answer booklet 9
3–4 11
13
15
2006 Total
Making Cartoons
First name
Last name
School
Date
Remember
Your teacher will tell you how long you have for this
test, including reading time.
You should wait until you are told to start work in
this booklet.
The booklet contains different types of questions.
The spaces for answers and the number of marks
indicate how much you need to write.
When a question includes a page reference, you
should refer to the text on that page to help you with
your answer.
Ask your teacher if you are not sure what to do.
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QCA/06/1910
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Y7/06/En/Levels 3–4/Answer booklet 2
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Making Cartoons
Part 1
Questions 1–11 are about The Cartoonist (pages 2–5).
1. What was Alfie doing at the beginning of the story?

Tick one.
eating
watching tv
drawing
studying
(1 mark) Q1
2. What did Alfie’s mother think he was doing at the beginning of the story?
(1 mark) Q2
3. Put the pictures that Alfie was drawing in the correct order.
Big birds eating seeds
Giant bird eating man
Little birds eating seeds
Man scattering Little Bird Seed 1
Man scattering Giant Bird Seed

(2 marks) Q3
please turn over

Y7/06/En/Levels 3–4/Answer booklet 3 Total
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Making Cartoons
4. There was a smile on Alfie’s face as he looked at what he had done. (page 3)
Why did Alfie smile?
Q4
(1 mark)
5. What was Alfie hoping to do with ‘Super Bird’?

Write two things.
1
2 Q5
(2 marks)
6. Look at page 4.
In the last square of ‘Super Caterpillar’, why was Super Caterpillar’s
stomach a big round ball?
Q6
(1 mark)
7. What was similar about Alfie’s two cartoon strips?

Give two things.
1
2 Q7
(2 marks)
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Making Cartoons
8. Fill in the thought bubble to show what Alfie might have been thinking
as his mother shook the ladder.
(3 marks) Q8
9. Why did Alfie turn his papers face down on the table? (page 5)
(1 mark) Q9
10. What was it about Alfie’s house that reminded him of the rhyme about
the crooked man?
(1 mark) Q10
please turn over

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Making Cartoons
11. How did Alfie feel about the attic?

(2 marks) Q11
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Making Cartoons
Part 2
Questions 12–16 are about Moving pictures (pages 6–9).
12. What is animation?
(1 mark) Q12
13. Look at the sentence in the box below.

Underline the noun that tells you that artists need to be creative.
Cartoon films are sometimes based on books, but it

is the artist’s imagination that creates the characters.
(1 mark) Q13
please turn over

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Making Cartoons
14. Look again at the Storyboard and Soundtrack sections.

Imagine you are making a cartoon film. In one scene a mouse is being
chased by a bulldozer.
Use the information to help you decide:
a) What viewing angle you would use and why.
long shot
close-up
looking up
looking down
I would use this shot because
(1 mark) Q14a
b) What type of music you would use and why.
I would use
because
(1 mark) Q14b
15. Look at page 9.

Why does the animator only have to draw the first and last pictures of
a movement?
(1 mark) Q15
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Making Cartoons
16. Look again at pages 6–9.

T F
Soundtracks can include silence. ✓
A flick-book is a simple animation.
Cartoons are always about animals.
An animated film combines soundtrack and pictures.
The director creates the characters.
(2 marks) Q16
please turn over

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Making Cartoons
Questions 17–22 are about Some highlights from the history of

animation (pages 10–11).
17. Put a letter in each box to label the different parts of the text.
A – Title
B – Timeline
C – Fact box
D – Introduction
(1 mark) Q17
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Making Cartoons
18. What two things did Mickey Mouse do in 1928?
1
2
(2 marks) Q18
19. About how many drawings were needed to make Snow White and the
Seven Dwarfs ?
Tick one.
200
82
2 million
(1 mark) Q19
20. Match the following:
1925 First animated sitcom
1954 First talking cartoon
First full-length
1960 computer-generated
animation
First animated feature

1995
film in Britain
(2 marks) Q20
please turn over

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Making Cartoons
21. Tick to show if the following are true or false.

T F
Gertie the Dinosaur appeared in 1909. ✓
In Mary Poppins an actor danced with cartoon penguins.
The Simpsons was the first animated sitcom.
Toy Story was all computer-generated.
The Flintstones appeared before Bimbo.
(2 marks) Q21
22. How does the timeline make it easier to understand the information?
Tick one.
It shows you how long it takes to make a film.
It shows you the order in which things happened.
It shows you how many films there were.
It shows you what will happen next.

(1 mark) Q22
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Making Cartoons
Questions 23–27 are about Animators required (pages 12–13).
23. Look at advert number 1.

Why does the advert use a question at the beginning?
Tick one.
because the writer wants the job
because the writer wants to interest you in the job
because the writer is an animator

(1 mark) Q23

Match the following to show why some parts of the text have appeared
in bold.
Thinking about a Important information

career in animation? about applying
May 20th To draw attention to

the advert
What you have Deadline for

to do: applications
(1 mark) Q24
please turn over

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Making Cartoons
Tick to show which parts of the advert are factual information about the
job and how to apply for it and which parts are persuasive information.
Factual Persuasive
information information
see your name on the credits ✓

open day on 2nd June
you could help create the

next big blockbuster
Now is your chance
l.harris@animationstudios.uk
(2 marks) Q25

Find and copy a word or phrase that shows that the company wants
someone to start work straight away.
(1 mark) Q26
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Making Cartoons
27. Match the following people to the advert that would interest them the most.
I’m willing to
travel. Job 1
I work for a TV
company. Job 2
I’d like to do my
work experience in Job 3
the film industry.
I’ve got good

computer skills. Job 4
(2 marks) Q27
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Order ref: QCA/06/1910 270055
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En Total mark
awarded
YEAR
7 Spelling
LEVELS
3–4 Model Animation

2006
First name
Last name
School
Date
Remember
Your teacher will read the spelling passage to you.
Your version of the passage has words Number of Total mark
missing. You should fill these in when
0 0
your teacher tells you.
1 2 1
3 4 2
5 6 3
7 8 4
9 10 5
11 12 6
13 14 15 7
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QCA/06/1912
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Model Animation
Model animation, such as in the Wallace and Gromit films,
originally developed puppet shows. 1
These have been popular, particularly 2
in Europe.
The basic principles of model animation are the same as for
drawn animation. Initial ideas and storyboards are drawn

on paper, before the models are . 3
The models are made using different types of
. 4
Plasticine or modelling clay can be moulded around a wire

. Layers are added 5
the final shape is complete and every 6
detail is shown. Adding can make the 7
models look more colourful.
2
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Models’ body parts do not have to be in

. They stand up better if they have 8
big feet. These give the models extra . 9
The models are then placed in a set, 10
must relate to their size and height. When characters are in

their houses, their heads should not touch the ceiling!
Early films using model animation were often silent because

it was to make models ‘speak’. 11
New techniques have overcome these 12
and talking models and voice-overs are now used. Animators

sometimes talk to in front of the 13
mirror to watch how their faces change. The

is trying to make a model’s face move in 14
the same way! It is how realistic 15
Plasticine models have become.
3
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Acknowledgement: photograph from Second Helpings by the British Film Institute.

Order ref: QCA/06/1912 270058
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En Total
YEAR Writing writing mark
7 answer booklet
LEVELS
3–4 This booklet contains all you need for the shorter writing
task and pages for answering the longer writing task.
2006
What’s On
Come and oin

me!
Longer writing task
First name
Last name
School
Date
Remember
You should spend:
– 20 minutes on the shorter task, including up to
– 40 minutes on the longer task, including up to
Each task has a planning sheet to help you to
organise your ideas before you start. The planning
sheets will not be marked, but using them may help
you to do your best.
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QCA/06/1911
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What’s On
Imagine that your school is publishing a special newsletter with reviews of cartoons, films
and books for year 7 pupils.
Your task is to write a review of a cartoon, film or book.
Your review should have some description of characters and events (but not too much as it
might give the plot away). You should give your opinion of the cartoon, film or book – it
doesn’t have to be your favourite.
Planning
Choose one:
Cartoon Film Book
Title:
Words and phrases to show your opinion:
Remember not to tell the story of the cartoon, film or book.
Begin by giving the title and circle the stars to give it a rating. Five stars is the best rating.
2
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Title of cartoon, film or book:
Star Rating: ✩✩✩✩✩

Review:
3
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Come and join me!
4
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5
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6
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Shorter writing task Marks

Sentence structure, punctuation and
text organisation
Longer writing task Marks
Sentence structure and punctuation
Handwriting
Spelling
Total writing mark

Order ref: QCA/06/1911 270056
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En
YEAR
7 Year 7 progress tests in

LEVELS English
3–4 Mark scheme
2006
2006
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publication is prohibited without prior written permission of the publisher, unless within the
terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for
the purpose of research, private study, criticism or review, or by educational institutions solely
for educational purposes, without permission, provided full acknowledgement is given.
Produced in Great Britain by the Qualifications and Curriculum Authority under the authority
and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer
of Acts of Parliament.
The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the
Charities Act 1993.

83 Piccadilly
London
W1J 8QA
www.qca.org.uk
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Contents
Introduction 3
Reading test: Making Cartoons 4
Writing test 27
Longer writing task: Come and join me! 29
Shorter writing task: What’s On 37
Handwriting 44
Spelling: Model Animation 48
2006 / PrimaryTools.co.uk
Y7 progress / English test mark scheme
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Introduction
The year 7 progress tests in English have been developed specifically for those pupils who did not achieve level
4 at the end of key stage 2, and who are assessed by their teacher to be working at level 3 or 4 during year 7.
These tests are designed to assess levels 3 and 4 only. They are therefore specifically tailored to this group of
pupils. This document contains the complete set of mark schemes for the year 7 progress test. It also includes
guidance on the overall structure of the mark schemes and how they should be applied.
This booklet includes the mark schemes for the reading, writing and spelling tests. For ease of reference,
Introduction
the test questions have been reproduced in the mark schemes.
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Reading test: Making Cartoons
The reading test is presented in two sections. The first section is based on an extract from The Cartoonist,
a story by Betsy Byars. The second section consists of information about how animations are made, a timeline
showing the development of animation from the late 1880s until the present day and a series of advertisements
for jobs in animation.
Questions
The Reading answer booklet contains 27 questions, in a variety of formats, relating to the texts. These include
tables to be completed or boxes to be ticked, short answers requiring a word or phrase and longer answers
Reading test
requiring more detailed explanations of pupils’ opinions. The number of marks allocated to these questions
varies between one and three.

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Assessment focuses
The same set of assessment focuses for reading as used since 2003, drawn from the national curriculum and
related to the key stage 3 National Strategy’s Framework for teaching, is being used for the 2006 English tasks
and tests at all key stages. These provide fuller information about the focus of the question, indicating the
reference to text
AF5 – explain and comment on writers’ use of language, including grammatical and literary features at word
Reading test
and sentence level
AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on
the reader.
The table on the following page identifies the questions (with marks available) that address each
assessment focus covered in this reading test.
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Making Cartoons: questions and assessment focuses

describe, select or interpret comment on the comment on comment on
or retrieve information, events structure and writers’ use of writers’ purposes
Part 1
Q1 1
Q2 1
Q3 2
Q4 1
Q5 2
The
Cartoonist Q6 1
Q7 2
Reading test
Q8 3
Q9 1
Q10 1
Q11 2
Part 2
Q12 1
Q13 1
Moving Q14a 1
pictures Q14b 1
Q15 1
Q16 2
Q17 1
Some Q18 2
highlights Q19 1
from the
history of Q20 2
animation Q21 2
Q22 1
Q23 1
Q24 1
Animators
Q25 2
required
Q26 1
Q27 2
Totals 16 15 5 2 2

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Reading mark scheme
The Cartoonist
Part 1
Questions 1–11 are about The Cartoonist (pages 2–5).
1. What was Alfie doing at the beginning of the story?
Tick one.
eating
watching tv
Reading mark scheme

drawing ✓
studying
(1 mark)
Award 1 mark for the correct answer ticked as above.
2. What did Alfie’s mother think he was doing at the beginning of the story?
(1 mark)
Award 1 mark for studying / homework.
Do not accept:
■ studying in front of the TV
■ lying.
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Reading mark scheme
The Cartoonist
3. Put the pictures that Alfie was drawing in the correct order.
Big birds eating seeds 3
Giant bird eating man 5
Little birds eating seeds 2

Reading mark scheme
Man scattering Little Bird Seed 1
Man scattering Giant Bird Seed 4
(2 marks)
Award 2 marks for all four descriptions correctly ordered; award 1 mark for two or three descriptions correctly
ordered.

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Reading mark scheme
The Cartoonist
4. There was a smile on Alfie’s face as he looked at what he had done. (page 3)
Why did Alfie smile?

(1 mark)
■ indication of pride, for example:
Reading mark scheme

– he was proud of what he had done
– he was pleased with his comic strip / at what he had done
– he did a good comic strip
– he was impressed
■ indication of a sense of completion, for example:

– because he had completed his work
– because now he had done two comic strips
– he had done a cartoon strip
– because he had made the second page of his calendar
■ indication of his daydreams / hopes for his work (based on the following paragraph), for example:
– because in his imagination he could see it moving
– he thought he might be able to publish the comic strip
– Alfie smiled because he could see it in motion.
Do not accept responses that suggest that Alfie knows his work will be published or made into a film, for example:
– he will get it published.
Also do not accept:
■ he was happy
■ a literal response, for example:

– at a drawing
– because the giant bird ate the little man
– because of his cartoon strips
■ reference to lettering in title / Super Bird
■ reference to drawing a man.
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Reading mark scheme
The Cartoonist
5. What was Alfie hoping to do with ‘Super Bird’?
Write two things.

(2 marks)

Reading mark scheme
■ (make it part of a) calendar / when he was finished he would call it Super Calendar
■ (make it into a) film / cartoon / animate it
■ get it published.
Do not accept:
■ suggestions for other scenes / things for Super Bird to do
■ reference to doing 12 comic strips
■ making it into a comic / putting it in a comic strip.
6. Look at page 4.
In the last square of ‘Super Caterpillar’, why was Super Caterpillar’s stomach a big round ball?
(1 mark)
Award 1 mark for answers that indicate that it is because he has eaten the world.
Also accept:
■ because he has eaten the Earth.
Do not accept:
■ imprecise answers, for example:
– because he has eaten so much / everything
■ answers which indicate that he has eaten lots of (named) places but without stating ‘the world’, for example:
– because he ate New York and America.

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Reading mark scheme
The Cartoonist
7. What was similar about Alfie’s two cartoon strips?
Give two things.

(2 marks)
■ reference to the titles, for example:
Reading mark scheme

– the titles
– both super animals
– they are both super
■ reference to the animals getting bigger, for example:

– the animals got bigger
■ reference to the animals eating or being eaten, for example:

– both the caterpillar and the bird ate things
– something is being eaten
– they are eating something bigger each time.
Do not accept:
■ they are animals
■ they are both big
■ they are giants / monsters
■ answers which identify more general features of cartoons, for example:

– they are in boxes
– they are both six pictures long.
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Reading mark scheme
The Cartoonist
8. Fill in the thought bubble to show what Alfie might have been thinking as his mother shook the ladder.
(3 marks)
■ reference to his mother being annoying / indication of annoyance (this may be implied) at the interruption,
Reading mark scheme
for example:
– Oh go away!
– I wish she would leave me alone
■ reference to wanting to complete his cartoon / carry on working, for example:

– I want to finish this so I can make a calendar
■ consideration of what Alfie thinks his mother may be thinking or intending to do, for example:
– She will be cross with me
– She might come up
– I hope she believes I am studying and goes away
– She won’t come up, she’s just trying to get me to go down
■ reference to not wanting his mother to see what he has been doing, for example:
– I’d better hide this before she sees it
– I’d better get downstairs so she doesn’t find out what I am doing
– Quickly I have to hide my calendar before she sees it
– Oh no, she’s coming!
■ consideration of alternatives, for example:

– I could go down for tea and then come back
– I should go down before she comes up
■ reference to Alfie’s feelings of guilt / fear of being found out for lying (this may be implied), for example:
– Oh no, she’ll see I lied to her
■ reference to not wanting to study, for example:

– I don’t want to study – I want to carry on with my drawings.
Also award 2 marks for answers which expand on one of the points listed above, for example:
– Leave me alone to do my work. She is always bothering me when I am doing something in my room
– He would be very worried that his Mum will catch him not studying and he lied to her so he will
be grounded.
Also award 3 marks for answers which consist of one expanded point from the list above, together with one
additional point.

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Reading mark scheme
The Cartoonist
Sample answers:
– I should really be getting down these stairs before mum comes up (1 mark)
– I think she is coming to see what I am really doing (1 mark)
– I hope my mum does not come up here because she might see what I am doing (1 mark)
– Ah just as I was having fun I’d better go before she locks me in here (2 marks)
Reading mark scheme

– Mum can you please go away I am trying to finish off my drawings so go away because you are annoying ok
(2 marks)
– Oh why won’t you leave me alone? I’m drawing and I’m staying here until dinner’s ready (2 marks)
– Wait, I am enjoying myself I want to draw more, now stop bothering me go away (2 marks)
– Oh my goodness if she finds out that I haven’t been studying and that I’ve been drawing she’ll kill me. Hide it
quick, but where? (3 marks)
– Go away I want to finish my cartoons so I can make it into a calendar. Also I don’t want to do any stupid
studying (3 marks)
– Oh! Damn! Mum’s on her way, she can’t find out that I’ve not been studying, then she’ll know I’ve been lying
and then she’ll ground me! No! (3 marks)
Accept responses written in the third person, for example:

– He might be thinking she is annoying (1 mark)
– He might think that she is coming up and he should hide his drawings (2 marks)
– He thinks she is a pain. He just wants to do his drawings but he is probably worried that she will come up and
see that he was lying to her. (3 marks)
Also accept responses that read as if they are being said out loud rather than being thought, for example:
– Leave me alone, I’m busy (1 mark)
– Give me a few more minutes Mum, I just want to finish this then I’ll be down. (2 marks)
Do not award marks for:
■ Alfie’s thoughts if they are not related to this point in the story, for example:
– I might get this published or turned into a calendar
– I am pleased with my work
■ reference to the ladder being taken away / fear of being stranded in the attic
■ reference to being scared by his mother shaking the ladder.
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Reading mark scheme
The Cartoonist
9. Why did Alfie turn his papers face down on the table? (page 5)
(1 mark)
■ to keep them hidden

■ so his mum wouldn’t see them / know he hadn’t been studying
Reading mark scheme
■ so he doesn’t get into trouble

■ because they are his / private
■ in case his mum comes up.
Do not accept:
■ because his mum is coming up.
10. What was it about Alfie’s house that reminded him of the rhyme about the crooked man?
(1 mark)
■ identifying that Alfie’s house is crooked, for example:

– it was crooked
– because nothing was straight
– everything was crooked
– because the whole house was crooked
– it was a very bent structure
■ identifying specific evidence or an example indicating the crookedness of the house taken from this list:
– roof was three colours
– doors / windows were crooked
– floors slanted (including reference to ball rolling to wall)
– reference to men with no carpentry skills
– addition of an extra room.
Do not accept:
■ reference to it being built by different men

■ reference to age, for example:
– his house was too old
– it was old.

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Reading mark scheme
The Cartoonist
11. How did Alfie feel about the attic?
(2 marks)
■ it is his favourite / best / special part of the house
Reading mark scheme

■ it is his own space / somewhere to be alone / private
■ it is the place where he does creative things / makes cartoons
■ he feels good / happy in the attic.
Also award 1 mark for answers which include relevant direct quotations or paraphrases from the text, for example:
– I think that he liked the attic and not the rest of the house because it was his
– the only thing that he did like is that the attic was his.
Sample answers:
– the only thing Alfie liked about the house was the attic – he loved it (1 mark)
– he felt as if it was the only place to get away from everybody and everything (1 mark)
– he thought it was the best room he could have. That was the only room he liked in the house (1 mark)
– the best part of the house for Alfie was the attic where he did his comic strips (2 marks)
– it was somewhere to be on his own and to do his drawings – it was his favourite place. (2 marks)
Do not accept:
■ text references which describe how he felt as he left the room, for example:
– it left him feeling strange, as if he had moved not from one part of the house to another but from one
experience to another without time to get his balance
■ other text-based responses relating to the house, for example:

– he thought the house was crooked.
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Reading mark scheme
Moving pictures
Part 2
Questions 12–16 are about Moving pictures (pages 6–9).
12. What is animation?

(1 mark)
Award 1 mark for identifying any of the following:

Reading mark scheme
■ making cartoon characters move / where pictures move

■ bringing to life
■ making cartoon characters look as if they are moving.
Do not accept:
■ (making) cartoon characters / a cartoon

– it makes things / something move
■ a description rather than an explanation, for example:
– lots of pictures that are slightly different
■ a description of a flick-book.
13. Look at the sentence in the box below.
Underline the noun that tells you that artists need to be creative.
Cartoon films are sometimes based on books, but it

is the artist’s imagination that creates the characters.
(1 mark)
Focus of question: explain and comment on writers’ use of language, including grammatical and literary features at word
and sentence level (AF5)
Award 1 mark for ‘imagination’.
Do not accept more than one word being underlined.

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Reading mark scheme
Moving pictures
14. Look again at the Storyboard and Soundtrack sections.
Imagine you are making a cartoon film. In one scene a mouse is being chased by a bulldozer.
Use the information to help you decide:
a) What viewing angle you would use and why.
long shot
Reading mark scheme

close-up
looking up
looking down
I would use this shot because

(1 mark)
Award 1 mark for answers based on the text that support the box ticked above, for example:
■ long shot – reference to showing the whole scene, for example:

– you can see the whole chase
– you would be able to see the bulldozer and the mouse
– you can see everything that’s going on
■ close-up – reference to showing detail / facial expression, for example:

– you can see their expressions
– it shows you more detail
■ looking up – reference to making the bulldozer look bigger and scarier, for example:
– if the mouse looked up he would see a big scary bulldozer and it would look like that
■ looking down – reference to showing how small / insignificant the mouse is, for example:
– the mouse will look so small next to the bulldozer.
Do not accept a reason if it doesn’t match the box ticked.

Question 14 continued overleaf.
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Reading mark scheme
Moving pictures
Question 14 continued:
b) What type of music you would use and why.
I would use
because
(1 mark)
Award 1 mark for responses that support the choice of music in terms of the context of the scene, for example:
Reading mark scheme
■ fast music:
– because it’s a chase
– because the mouse is running
– I would use quick music because the mouse is running fast
■ scary music:
– the bulldozer will chase the mouse and the mouse will be scared
– I would use scary music because the mouse is going to get run over
Also award 1 mark for responses that refer to suitable sound effects or soundtracks if appropriately explained,
for example:
– drum music: because the bulldozer will be crashing into things
– Jaws music: because the bulldozer goes after the mouse like Jaws the shark.
Do not accept responses that support choice but which are unrelated to the scene, for example:
– hip-hop because it is catchy and will make you want to watch.

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Reading mark scheme
Moving pictures
15. Look at page 9.
Why does the animator only have to draw the first and last pictures of a movement?
(1 mark)
Award 1 mark for answers that indicate that a computer fills in the gaps.
Do not accept:
Reading mark scheme

■ to show the start and end
■ indication that other people do the rest
■ answers which only repeat the question, for example:
– that’s all the animator has to do.
16. Look again at pages 6–9.

T F
Soundtracks can include silence. ✓

A flick-book is a simple animation. ✓
Cartoons are always about animals. ✓
An animated film combines soundtrack and pictures. ✓
The director creates the characters. ✓
(2 marks)
Award 2 marks for all four statements correctly ticked; award 1 mark for two or three statements correctly ticked
(or any other clear mark / indication).
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Reading mark scheme
Some highlights from the history of animation
Questions 17–22 are about Some highlights from the history of animation (pages 10–11).
17. Put a letter in each box to label the different parts of the text.
A – Title
B – Timeline
Reading mark scheme
C – Fact box
D – Introduction
(1 mark)
A
D
Award 1 mark for all boxes completed as above.

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Reading mark scheme
18. What two things did Mickey Mouse do in 1928?

(2 marks)
Award 1 mark for each of the following:
■ appeared in a (silent) film

■ spoke for the first time.
Reading mark scheme

Do not accept imprecise answers, for example:
– spoke
– he appeared
– he was silent.
19. About how many drawings were needed to make Snow White and the Seven Dwarfs?
Tick one.
200
82
2 million ✓
(1 mark)
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Reading mark scheme
20. Match the following:
1925 First animated sitcom
1954 First talking cartoon

Reading mark scheme
First full-length computer-

1960
generated animation
First animated feature film

1995
in Britain
(2 marks)
Award 2 marks for all four pairs correctly matched; award 1 mark for two or three pairs correctly matched.

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Reading mark scheme

T F
Gertie the Dinosaur appeared in 1909. ✓

In Mary Poppins an actor danced with cartoon penguins. ✓
The Simpsons was the first animated sitcom. ✓
Reading mark scheme

Toy Story was all computer-generated. ✓
The Flintstones appeared before Bimbo. ✓
(2 marks)
22. How does the timeline make it easier to understand the information?
Tick one.
It shows you how long it takes to make a film.
It shows you the order in which things happened. ✓

It shows you how many films there were.
It shows you what will happen next.
(1 mark)
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Reading mark scheme
Animators required
Questions 23–27 are about Animators required (pages 12–13).
Why does the advert use a question at the beginning?
Tick one.
Reading mark scheme
because the writer wants the job
because the writer wants to interest you in the job ✓

because the writer is an animator
(1 mark)
Focus of question: explain and comment on writers’ use of language, including grammatical and literary features at word
and sentence level (AF5)
Match the following to show why some parts of the text have appeared in bold.
Thinking about a Important information

career in animation? about applying
To draw attention
May 20th
to the advert
What you have to do: Deadline for applications
(1 mark)

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Reading mark scheme
Animators required
Tick to show which parts of the advert are factual information about the job and how to apply for it and
which parts are persuasive information.
Reading mark scheme

Factual information Persuasive information
see your name on the credits ✓
open day on 2nd June ✓

you could help create the
next big blockbuster ✓
Now is your chance ✓
l.harris@animationstudios.uk ✓
(2 marks)
Focus of question: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the
reader (AF6)
Find and copy a word or phrase that shows that the company wants someone to start work straight away.
(1 mark)
■ (Start date:) Immediately

■ (and has an) urgent (need for good animators)
■ as soon as possible / a.s.a.p.
Do not accept answers which include larger chunks of text including correct phrase.
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Reading mark scheme
Animators required
27. Match the following people to the advert that would interest them the most.
I’m willing to
travel. Job 1
Reading mark scheme
I work for a TV Job 2

company.
I’d like to do my
work experience in Job 3
the film industry.
I’ve got good

Job 4
computer skills.
(2 marks)
Award 2 marks for all four pairs correctly matched; award 1 mark for two or three pairs correctly matched.

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Writing test
The tasks
whole for the reader and maintaining coherence over the piece. For the 2006 test, the longer task asks pupils
to write a speech inviting their peers to join a new club. The shorter task asks pupils to write a review of a
cartoon, film or book with which they are familiar. Both tasks have planning formats designed to help pupils
structure their writing. The planning is not marked.
Assessment focuses
As with reading, the writing mark scheme is based on a common set of assessment focuses that assess pupils’
Writing test
ability to:
on all tasks. The criteria have been customised to relate specifically to these writing tasks in the light of
evidence from pre-testing.
■ Composition and effect (AF1 and AF2)
■ Text structure and organisation (AF3 and AF4)
■ Sentence structure and punctuation (AF5 and AF6).
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to text structure and organisation in that vocabulary choices need to be appropriate to the task and contribute
to cohesiveness. Vocabulary is also significant in composition and effect, since word choice contributes to

Writing test
Marking the writing
Each writing task is introduced separately and is followed by the relevant mark scheme.

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Longer writing task: Come and join me!
The task is to write a speech inviting other pupils in year 7 to join a new club. The prompt provides some
suggestions, instructing pupils to think about what the club would involve and why others might want to join.
The planning sheet provides further support for the content and organisation, giving space for pupils to make
notes about the club under different headings and a box for persuasive words and phrases.
Pupils are also reminded to structure their speech with an introduction, some ordered points and a conclusion.
Better performances are distinguished by the development of both information and persuasion, with some
awareness of the audience, and use of stylistic features, such as rhetorical questions.
Longer writing task
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LONGER WRITING TASK: Come and join me!

Mark scheme

sentences
Band A1 ● Clauses usually grammatically accurate, mostly joined with and, but. Some simple sentences, which
may be brief, or, alternatively, excessively lengthy with recurring simple structures, often starting with
a pronoun and verb (I think). Some use of modal verbs to indicate writer’s opinion (you would like
this club).
● Sentences sometimes demarcated by capital letters and full stops.
1–2 marks
Band A2 ● Simple connectives and, but, so (but you see) link clauses, with some variation (because, if).
Subjects and verbs frequently repeated; some variation in use of modal verbs (you could make models;
you can play). Noun phrases mostly simple (the paints; your bike), with occasional expansion
(the lovely pitch). Generalising or intensifying words sometimes included (every, any). Some simple
directives (bring a friend) or questions may add variety.
● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas used
in lists.
3–4 marks
Band A3 ● Sentences mostly grammatically sound; some subordinating connectives develop explanation within
the sentence: if, because, who (people who like cooking), which, when. Adverbials (after school)
and expanded noun phrases (lots of different ideas) vary sentences. Verbs refer to possible events
(should), future time (it will be more fun) and sometimes the present (we have nothing to do). Some
variation in subjects (I / there / people). Questions and directives may be used as well as statements
to suggest interactive, conversational language (Do you want to have fun? Stop being bored?).
● Most sentences correctly demarcated; some commas mark phrases or clauses.
5–6 marks

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Mark scheme

Assessment focuses: Organise and present whole texts effectively, sequencing and structuring information, ideas
and events
Band B1 ● Ideas listed with frequent, unproductive repetition; some division possibly indicated by layout
(eg line breaks). Organisation may be limited to the prompt.

● Simple connectives used (and, but), with limited connection between sentences, eg some use of
pronouns referring to the same thing (The club / it).
1–2 marks
Band B2 ● Simple overall structure includes brief introductory comment (I think we should have an inventors
club) and/or concluding statement. Some divisions between sections of content indicated, eg use of
also for additional information (I also think…), and may be marked by sections or paragraphs.
● Relationships between ideas often simply linked by grouping of similar ideas and simple cause and effect.
Simple contrast sometimes used within or across sentences (you might be nervous but you will have fun).
Connection between sentences built up by pronoun reference to main things / people in the text
(adults / they), and connections between words develop topic (seeds, spade, garden).
3–4 marks
Band B3 ● Text structure includes introduction, logically ordered points and conclusion. New sections generally
indicated, eg introductory phrases (This is a great new chance). If used, conventional phrases (Overall;
of course) and direct address to the audience are integated meaningfully into the text. Transitions
between sections or paragraphs may be awkward.
● Some ideas developed within sections, eg simple topic sentences (I think cooking is fun for everybody)
followed by further reasoning, explanation or justification (we will be able to make good meals when
we are older). Connections between ideas established, eg by reference to a previous part of the text
(I hope this has helped you) or by continuous references through whole text.
5–6 marks
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Mark scheme

Band C1 ● A short series of views and comments about the chosen club; longer texts may not be controlled in
terms of appropriateness; purpose possibly unclear, eg misunderstanding of speaker’s role.
● Some attempt to interest reader, eg details (a list of materials), or simple appeal (please will you
choose my club).
1–2 marks
Band C2 ● Ideas about the activity and the club are appropriate to the topic and to a persuasive speech, but these
might not be developed or balanced; some detail and awareness of audience.
● Writing shows evidence of viewpoint, eg some ideas presented attractively; but may rely on
assertion (It is going to be great) and lack subtlety; some consideration may be given to the interest
of other pupils.
● Language choices support informative and persuasive aspects of the speech, eg impersonal
constructions to refer to the club and /or activity or generalised you; some specific vocabulary
(hard hats) or attempts to persuade through emotive language (it will be great).
3–5 marks
Band C3 ● In the speech, the balance of information and persuasion is adapted to the situation: development
of some content and some variety of persuasive techniques. Attempts to engage through a mostly
suitable tone for the specified audience and situation.
● Viewpoint sustained, eg writing suggests enthusiasm for the choice but acknowledges different levels
of interest.
● Some stylistic choices support the persuasive purpose, eg rhetorical questions, directives or selective
superlatives; appropriate word choice contributes to authenticity of speech, eg colloquial tone
(You can chill with your mates), humorous or careful word choice (the magic of drama).
6–8 marks

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Exemplar script 1

Come and join me!
Rallying
some expanded
phrases (A2) Rallying is the most amazing thing in the world introduction with
reason for statement
because you get to drive your own car. Mr Nice (B2)
unattached sentence and a phew of his crew. you will get provided us
fragment (below A2)
with your own 50cc rally cars. you won’t need to
consistent references to

some sentences bring eneything but yourself . because everything els Mr Nice provide links
demarcated, others will be provided. from Nice rally track. If there is throughout text (B2)
insecure
(below A2) anuf people I will prone Mr nice and orginice it. you links between sentences
will get tought by Mr nice himself. the cost of this is group some ideas (B2)
subjects vary
(above A2) 25 pound a sesion. you will win prizes if you win a
simple connectives race. we need at leas 20 people going or we can
with some not go. and it would be dissapoining if we miss this
variation (A2) brief concluding
one-in a life time oppatunity. statement (B2)

PUNCTUATION The speech is clearly organised around one activity, with appropriate
detail given (the cost of this is 25 pound). (C2) Summary
Summary
Speaker’s attitude to rallying is clear (Rallying is the most amazing The speech is framed by a
Mostly simple sentences thing in the world), but the focus is on organisational details. (C2) brief introduction and
with some variety of conclusion and some ideas
connectives, noun phrases Persuasion is mostly implicit, with the emphasis on the lack of within the text are
and subjects, balanced by equipment needed and the possibility of winning prizes, with grouped, with sentences
occasional lack of control occasional use of emotive language (this one-in a life time connected through the use
in sentence structure and oppatunity). (C2) of clauses to give reasons
demarcation, make the or offer alternatives.
lower mark in Band A2 the Grouping of content
best fit. Summary would need to be more
consistent for the higher
This speech has a strongly persuasive opening and contains information mark in the band.
about the activity, with some awareness of the needs of others; ideas are
generally presented attractively, but the lack of a clearly defined role for
the speaker and a lack of variety in vocabulary choices keep the piece in
the middle of Band C2.
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Exemplar script 2

Come and join me!

Hello and well come. I would Like to tell you about clear opening address
subjects mostly and statement (B2)
a new art club. The club will be probvid you with
pronouns, with
some variation eny equipment you need. You don’t need to have rephrasing provides link
(A2) between clauses (B2)
eney skills all you need is you. you can get new
skills, shear some skills. you can use panit, pencile,
modal verbs indicate additional reasons
possibility and pastles and pen. Also you don’t have to do indicated (B2)
choice (A2) eneything you want to do. You can dodle, chill and
grouping of content
make new friends if you don’t won’t to draw or
(B2)
clauses linked by
coular in. teacher will help you and teachers will
mostly simple give you a pen, pencile to draw with or write with. it
connectives (A2)
will be heled at the two art rooms in C4 and C5 on
a monday to relaxs you bring and friend. tell a
directives add
variety (A2)
teacher about and tell them that you are going. You
can eat what you won’t to eat and the teacher can repetition of same
information weakens
not I repet can not tell you off or get you a structure (below B2)
detnchen. It is heled at the two art rooms in C4 and
most sentences
demarcated (A2) C5 on a monday to relaxs and bring a friend. And it
brief conclusion (B2)
will be 1 pound so come and have same fun.

PUNCTUATION Ideas about the activity are appropriate to the topic (details of
equipment, place and time) and persuasion is implicit in the benefits Summary
Summary (can not…get you a detnchen). (C2)
The opening establishes the
Most sentences are Variety of reasons for attending shows an awareness of different genre and provides a clear
similarly structured, levels of interest and motivation for joining the club. (C2) statement about the topic;
opening with a repeated information is grouped,
pronoun, but variation is Vocabulary choices relate to art, both equipment (panit, pencile, although this is more
created by expanded pastles and pen) and activities (dodle…draw or coular); repetition successful in the first half;
phrases, the use of simple used for effect (can not I repet can not...). (C2) additional information
directives and varied modal is indicated.
verbs to express possibility.
Capitalisation is not Summary
entirely secure, but most
sentences have full stops The purpose of the writing is clear, with an awareness of speech form and
and commas in lists, and a sense of audience conveyed by the range of persuasive details not wholly
apostrophes of omission related to acquiring new skills but directed at the peer group. For this
are used accurately. reason, a mark at the top of Band C2 is awarded; more direct persuasion
and a variety of stylistic choices would be needed for a mark in the
top band.

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Exemplar script 3

Come and join me!

range of sentence
WANNA READ LIKE YOU’VE NEVER RED BEFORE. strong introduction
types suggests
linked to body of
interactive Well come on down to “Deborah’s Reading world.” speech by question and
language (A3)
answer (B3)
You can read anything you want and you don’t have
to pay anything (£0.00). So come and join me and topic sentence
you will be on the journey of a life time trying to finish introduces more
adverbials add explanation and
information (A3) a book and then after you’ve completed a book persuasion (B3)
you get £1.00 deposit so join Now and it’s
control of tense you who’s getting a reward. new section indicated
(A3)

(B3)
Just call _________________ and for the first visit
you’ll be given a free bookmark and a choice from any grouping by contact
details (B3)
expanded phrases book you want. Or you can go on our websites on
(A3)
www. fantasitic books for a fantastic world.co.uk
So enter now or you’ll be sorry when your sat at alternatives offered as
option or additional
varied connectives home watching a boring video when you could have persuasion (B3)
(A3)
been at Deborah’s Reading World. it starts on
repetition creates link
Wednesday the 20th April and the follong days are throughout text (B3)
some thursday, friday. Join now. calls cost 20p for bT and
capitalisation reference to preceding
errors (below A3) please ask for permision. text (B3)
and remember any volenter can enter our special book lack of effective
fair you will be given an extra certificate if you’ve come conclusion (below B3)
every Thursday, friday for a whole two months.
PUNCTUATION Persuasion sustained throughout speech, but necessary
information also included. (C3) Summary
Summary
Writer is enthusiastic about the book club and uses a number of Logically ordered points
The use of subordinating strategies to enthuse the audience, implicitly acknowledging follow on from a strong
connectives to develop different levels of interest. (C2) opening; sections
content, adverbials to developed around
vary structure and add Stylistic choices include different sentence types (directives, different methods of
information economically, rhetorical questions), colloquialism (wanna read like you’ve never persuasion and some
plus control of tense red before) and adventurous vocabulary (journey of a life time; linkages throughout make
outweigh some volenter; extra certificate). (C3) 5 marks appropriate for
weaknesses of this piece in spite of the
punctuation to merit the Summary lack of conclusion.
lower mark in the top
band. Further support is The emphasis on persuasion shifts the form of this speech towards an
given by the range of advertisement, indicating some misunderstanding of purpose. Other
sentence types to suggest strengths, including the variety of persuasive techniques, stylistic
conversational language. choices and direct address to the audience just lift the speech into the
top band.
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Exemplar script 4

Come and join me!

introductory question
Are you the next Rooney! engages interest (B3)
brief sentences give
impression of If youv’e got the skill, the pace and the strength come down to Old
interactive language Trafford. Yes thats wright, I said Old Trafford. Admmission fee is
(A3) £1.00 per session. All you will need is a pair of trainers, a football top,
tracksuit/shorts and a snack.
pronoun refers to
subordination earlier content, linking
suggests If you think that was good well I ain’t even started. text (B3)
possibilities and
gives reasons (A3) The coach will be your very own... Alex Ferguson. But wait there is more.
You won’t all have to share Alex Ferguson because Man u’s A team paragraph organised
will be there too. That includes Rooney, Van Nisterooly, Ronaldo, around well-known
varied subjects Giggs, Keane, G.Neville, Scholes, Ferdinand, Brown, Heinze, team (B3)
create a sense of
authority (A3) Silvestre. All these talented players will take a group and teach them
skills, introduce themselves.
names of teams provide
some repetitive Trips will also be organised to meet Arsenal, Chelsea etc. link to previous
modals (below A3) paragraph (B3)
but generally
controlled verb use Some of the more talented players will be sent to play matches
including passive against p.y.f football academy, strikes. A Sunday league for all ages.
(A3)
You will be able to buy the team jersey, drinking bottles etc.
expanded phrases
add detail (A3) linkage with previous
Your parents will have to come in a sign an application form ideas less secure
for medical reasons. (below B3)
conclusion reinforces
Thankyou for listening. context of speech and
reiterates opening to
So are you the next Rooney? create final persuasion
(B3)

PUNCTUATION Information and persuasion is targeted towards football fans, with
evident knowledge of the topic shown throughout. (C3) Summary
Summary
Enthusiasm is evident and there is acknowledgement of different Information and
The variety of sentence levels of skill (more talented players; for all ages) and interest persuasion about the
openings to vary focus, (to meet Arsenal, Chelsea etc). (C3) football club logically
expanded noun phrases, organised into paragraphs,
subordination and control Rhetorical questions, deliberate repetition (So are you the next some of which are
of verbs, including the use Rooney), pause (your very own…) and use of colloquialism (well I developed but others
of the passive, combine to ain’t even started) create a convincing speech. (C3) comprise a single sentence,
place this piece at the top separating content. In spite
of Band A3 in spite of of this, and some elements
some weaknesses in Summary of listing, the overall
punctuation. structure creates a rounded
This speech engages the audience by deliberate use of a number of speech.
persuasive techniques combined with thorough coverage of exciting and
more ordinary aspects of the proposed football super-club.

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Shorter writing task: What’s On
For this task, pupils are asked to write a review for a school newsletter. They are given the choice of writing a
review of a cartoon, film or book.
Support with content is provided, prompting pupils to include both some description and their opinion. They
are also further reminded not to tell the story. There is some space for planning, comprising boxes to identify
the chosen type of review, the title and a box for ‘words and phrases to show your opinion’. The writing page
is formatted with the words ‘Title of cartoon, film or book’ and to further prompt pupils to include some
comment there are five stars that pupils can fill in or circle to indicate their rating of the chosen cartoon,
film or book.
Better performances are distinguished by the integration of description and comment, so that opinions are
supported with reasons.
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SHORTER WRITING TASK: What’s On

Mark scheme

sentences
Band D1 ● Clauses usually grammatically accurate, mostly joined with and, but. Some simple sentences, often a
brief sequence starting with pronoun and verb (it’s good; it has) or excessively long. Limited
connections between sentences, eg pronouns referring to the choice, but some pronoun confusion.
1 mark
Band D2 ● Simple connectives and, but, then, or, so, when link clauses. Occasional use of because, if or who.
Subjects and verbs frequently repeated. Noun phrases mostly simple with some expansion. Sentences
varied by means of modal verbs and adjectives and adverbs to add detail and emphasis (it is so
funny; really cool). Relationships between sentences or clauses sometimes made explicit, eg simple
cause and effect (It made me laugh so I like it).
● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas in lists.
2 marks
Band D3 ● Sentences mostly grammatically sound. Subordinating connectives develop description or opinion
within the sentence (if, because, which, who). Varied subjects, adverbials (in the end) and expanded
noun phrases (the funniest animated film; a tense storyline) vary sentence structure. Tense is
consistent with content – past tense for events and present tense for opinions. Additional
information indicated (also, too). Sections of text developed around topic sentence and similar
content grouped together.
● Accurate sentence demarcation; some commas mark phrases or clauses.
3 marks

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SHORTER WRITING TASK: What’s On

Mark scheme

Band E1 ● A short series of comments about the film, cartoon or book. Narrative or listing may dominate.
● Reasons for choice or descriptive details (it is funny; she has blue hair) sometimes included to
interest or persuade.

1 mark
Band E2 ● Review includes some description and some comment but coverage may be uneven, eg weighted
towards narrative or repetitive opinion with few reasons (This film is about…). Points may include
some simple explanation of its appeal.
● Some evidence of viewpoint: personal attitude to the film or book expressed (The stories are really
scary) or it is implicit in the selection of detail.
● Vocabulary relates to the review (adventure; chase scenes) and some details are elaborated,
but some references are imprecise (a lot more stuff like that).
2–3 marks
Band E3 ● Review has some balance: description and comment are included, eg apt selection of elements of the
film, cartoon or book (plot, character, setting). Opinion is backed up by reasons which are relevant
to the context and explain its appeal. Detail adds precision.
● Viewpoint established and maintained, eg writer shows awareness of different interests (Boys and
girls would both like it).
● Stylistic choices generally support the purposes of a review, eg positive description is sustained and
some vocabulary choices aim to persuade (he writes great adventure stories, I enjoyed the action
and I’m sure you’ll like it too). Rhetorical questions or other devices used to engage interest.
4–5 marks
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Exemplar script 1

TEXT ORGANISATION
repetitive structures Title of cartoon, film or book: The Simsons

(D2)
Star rating: ★★★★★
Review: The simsons is about thing what happen
simple adverbials
add detail (D2) to the famly they live in the town of spring fealed
there is five of them. There are Bart he allway’s
get’s in to trobul, There is leaser she is a very content grouped by
mostly simple description of each
hared working at school there is magy she is only character (D2)
noun phrases with
some expansion a little baby and there is marg she does all the hard
(D2)
work a round the house homar he work’s in the
power plant eat donuts and torking to leany and

simple structures
often start with koll. He work’s for mr berns he ouns the power sentences not correctly
pronoun and verb demarcated
Plant it is very entoning and very good i would (below D2)
(below D2)
recmend you to which it.
adjectives and
adverbs add detail
(D2)

STRUCTURE,
PUNCTUATION & The majority of the review is devoted to description of the
TEXT ORGANISATION characters’ salient features, with little overt indication that the
writing relates to a cartoon. (E2)
Summary There is evidence of attitude towards the characters and some

brief evaluation (it is very entoning and very good). (E2)
Sentence structures tend
to be repetitive, but there Details relate to the description of characters (she is a very hared
is some variation created working), with few words giving opinion. (E2)
by simple adverbials and
occasional expansion;
clauses are linked by
simple connectives. Summary
Sentence demarcation
is insecure. The purpose of the writing is not entirely clear, with its emphasis on
description at the expense of evaluation or opinion. For this reason,
a mark at the bottom of Band E2 is awarded.

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Exemplar script 2

TEXT ORGANISATION
Title of cartoon, film or book: Sherk 2

repeated subject
(D2) Star rating: ★★★★ 1/2
sentences accurately
Review: The start of the film was very funny. In demarcated (D2)
The film you didn’t know what was going to happen
some subordination
to give reasons or next. The film was Long. The film had a lot of good
add description (D2)
seans. The film was very fun to wach. The film was
very exciting because you didn’t know what was
mostly simple noun
phrases with some going to happen next. the film was very coluorful
expansion (D2)
and all of the people who were in the cinerma were

larphing all the way though . Although the film was
some inconsistent
adverbials to add long all of the children whad Love it. The endding capitalisation
detail and give (below D2)
alternatives was Lovely. I recermed you go and see it .
(above D2) concluding remark (D2)

STRUCTURE,
PUNCTUATION & Coverage is uneven, weighted towards evaluation with little
TEXT ORGANISATION specificity (very fun to wach; very coluorful). (E2)
Clear evidence of personal opinion (I recermed you go and see it)

Summary and some awareness of the needs of other groups (Although the
film was long all of the children whad Love it). (E3)
Mostly simple sentences
with frequent repetition Some technical vocabulary relating to review adds interest
of subjects, but some (good seans; recermed) but other choices are more general
variation in structure (long; Lovely). (E2)
through simply expanded
noun phrases, initial
adverbials and some use Summary
of subordination merits
the award of Band D2. The review is limited by its lack of detail relating to Sherk 2, but the
level of evaluation, together with an awareness of a range of interests
and the topics generally found in reviews makes the award of the top
mark in Band E2 appropriate.
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Exemplar script 3

TEXT ORGANISATION
Title of cartoon, film or book: Bing Bang Bong

book
Star rating: ★★★★✩
expanded noun Review: This book is about 5 people who would
some accurate sentence
phrases (D3) like to start a band but don’t know how to play a demarcation
(below D3)
musical instrument. They buy a lot of musical
varied subjects (D3) instruments and put them all together. Rebecca
the lead singer can not sing but they put it together introductory and
subordination concluding sentences
any way. Leah & Alisha who are the dancer’s can (D3)
develops
description and dance quite well so when they get on tele that is all
gives consequences pronoun links to other
(D3) the viewers look’s at will they get to number one? sentences (D3)
“Read & find out”.
adverbials add
detail and
comment (D3)

STRUCTURE,
PUNCTUATION & Description predominates, giving significant details about
TEXT ORGANISATION characters and events but the review form is indicated
(This book). (E2)
Summary Selection of detail builds up a sense of enthusiasm about the

book. (E2)
Mostly grammatically
accurate sentences, with a Some aspects of the story are elaborated (lead singer; dance quite
range of subordination, well); the inclusion of a deliberate teaser question (will they get
expanded phrases, varied to number one?) and final directive add interest. (E2)
subjects and adverbials
merit the award of the top
mark in spite of some Summary
insecurity in sentence
demarcation. Although the review is reliant on content, there are sufficient features
implying both attitude and evaluation to merit the award of a mark at
the top of Band E2. For a mark in the higher band, there would need
to be more balance of content and a direct expression of opinion.

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Exemplar script 4

TEXT ORGANISATION
Title of cartoon, film or book: Stormbreaker

Star rating: ★★★★✩
Review:
Stormbreaker is like James Bond except the spy is introductory sentence
(D3)
a 14 year old boy. His name is Alex, an ordinary boy
varied subjects comma structures
(D3) from London who gets spotted by MI6 by sentence (D3)
attempting a very dangerous stunt. The evil man is
called Herod Sayle who was a short man but was
very, very rich. He had just completed an invention

expanded noun
accurate sentence
phrases (D3)
called the Stormbreaker. One thing that only his demarcation (D3)
company knows is that they are very dangerous to
use. Although they have a problem Alex still comes
subordination out victorious. Herod sayle has an evil assistant
indicates other
possible outcomes, called Mr. Grin who had a scar which made him
adds detail and
provides reasons look like he was smiling all the time.
(D3)
This book is for 10-13 year old boys who enjoy noun phrase provides
reading action thrillers. Overall I have given it a 4- link to previous
paragraph (above D3)
star because it is a brilliant book.

STRUCTURE,
PUNCTUATION & Emphasis is on description but there is also comment about the
TEXT ORGANISATION book and some reasons for its appeal (his name is Alex, an
ordinary boy from London; This book is for 10-13 year old boys).
(E3)
Summary
Writer reveals knowledge about the book and offers specific
Controlled sentence advice (boys who enjoy reading action thrillers). (E3)
structures with a range of
subordination, varied Introduction uses comparison to engage interest (Stormbreaker is
subjects and expanded like James Bond except…) and maintains descriptive detail for
phrases. The review is persuasive effect. (E3)
organised both by content
and paragraphing to
separate overt comment Summary
from description.
Punctuation is accurate, The review provides enough information about the book to arouse
with a comma used to interest, with a choice of carefully chosen details designed to intrigue
structure a sentence. the reader. Advice is targeted at a specific readership and vocabulary
choices are precise and accurate.
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HANDWRITING
All pupils need to develop a serviceable handwriting style that is legible, clear and encourages the reader to
The mark scheme for handwriting appears below and is exemplified on pages 45– 47, where it is supported by
Mark scheme
Handwriting
1 mark
2 marks
3 marks

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Handwriting
The writing is legible although there are irregularities in the size and positioning of the letters. The letters are not always
correctly formed and the orientation is generally uneven.
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Handwriting
Letters are mostly correctly formed, with some flow in the handwriting. There are some inconsistencies in the size,
positioning and orientation of the letters.

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Handwriting
The letter formation is clear and consistent with a personal style. The handwriting maintains a degree of fluency and
letters and words are accurately positioned.
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SPELLING: Model Animation
spelling test, Model Animation, the target words have been selected in order to assess pupils’ ability to apply
their knowledge of a variety of spelling rules and patterns and also of irregular words. The words reflect the
Spelling and Phonics units of the Literacy Progress Units as well as the year 7 English curriculum.
■ the addition of derivational and inflectional suffixes to roots of words, as in the words clothes and amazing
■ selection of correct ‘shun’ suffix in proportion
■ the application of spelling rules leading to the change of ‘y’ to ‘i’ in difficulties and ‘f’ to ‘v’
in themselves
■ the instance of homophones, as in which
■ the spelling of unstressed vowels, as in skeleton.
Spelling
1. from 9. support
2. always 10. which
3. built 11. impossible
4. material 12. difficulties
5. skeleton 13. themselves
6. until 14. problem
7. clothes 15. amazing
8. proportion

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Number of Total mark

0 0
1 2 1
3 4 2
5 6 3
7 8 4
Spelling
9 10 5
11 12 6
13 14 15 7
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EARLY YEARS
NATIONAL
CURRICULUM
5–16
GCSE
GNVQ
GCE A LEVEL
© Qualifications and Curriculum Authority 2003 NVQ
Reproduction, storage, adaptation or translation, in any form or by any means, of

this publication is prohibited without prior written permission of the publisher, OTHER
unless within the terms of licences issued by the Copyright Licensing Agency. VOCATIONAL
Excerpts may be reproduced for the purpose of research, private study, criticism or QUALIFICATIONS
review, or by educational institutions solely for educational purposes, without
permission, provided full acknowledgement is given.
Produced in Great Britain by the Qualifications and Curriculum Authority under the


83 Piccadilly
London
W1J 8QA
www.qca.org.uk/
Further teacher packs may be purchased by contacting:

tel: 08700 606015; fax: 08700 606017
email: orderline@qca.org.uk
Order ref:
QCA/06/1909 (teacher pack) 270060

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Flying High Reader.qxp 31/1/07 10:33 am Page 1
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CONTENTS
Circus for Young People Pages 4–5

Part of a leaflet about learning circus skills.
The Triple Somersault Pages 6–7

A diagram showing how to do a triple somersault.
The Catch Pages 8–11

A story about a circus family.
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Ever wanted to be in a circus?

Circus artists perform a whole range of complicated and exciting acts.
Now you can learn lots of these amazing skills right here in your home town!
To become a good circus performer, you need to be taught by experts. You need
to learn the important basic skills before trying out more difficult moves. By
coming along to the circus school you will soon learn how to fly through the air
on a trapeze, perfect your balance on a tightrope or pedal a unicycle. Or you
could keep your feet firmly on the ground and give your brain cells a workout
by learning to juggle.
Whether it is something you have always wanted to do, or just something you
want to have a go at, we offer courses from the all-important beginner level
right up to advanced level. We encourage you to choose one area to start with –
acrobatics, juggling or trapeze. The courses run for half a school term and they
are taught in small groups, giving you the best chance to practise and improve
your skills quickly. All our classes are taught in a safe and supportive
environment using the latest safety equipment.
Balancing
Juggling
Unicycling
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ACROBATICS – This course will help you perfect

your cartwheels, handstands and tumbling abilities
– but you do need to be flexible! You’ll amaze
yourself with what you can do with your body and
how fantastic a well-controlled sequence of
acrobatics can look. This course also includes group
acrobatic balancing, where you work with others
to produce human pyramids and towers. Whether
you are on the top or the bottom, you really have
to work together to get it right. Human pyramid
JUGGLING – Once you have learnt how to throw and catch one or two balls,
you will begin basic three-ball juggling. As you improve, you can learn to juggle
all sorts of things including rings, hats and scarves, or anything you like really.
Juggling is the most adaptable of the circus skills – you will learn tricks that you
can take home and perform for your friends and family. Juggling also increases
mind and body co-ordination.
STATIC TRAPEZE – This is a trapeze that hangs down but

does not swing. It is used to help you to learn how to
move around the trapeze and practise set moves. In
performance you need to make the moves look easy, even
if they hurt – to be able to smile through gritted teeth.
You also need a lot of upper body strength. Once you
have learnt the solo moves, you may want to work with a
partner to develop a doubles routine.
Static trapeze
FLYING TRAPEZE – After completing the static trapeze course, you may want
to try the flying trapeze. This trapeze moves as you swing on it. This skill is
usually the one which springs to mind when you think of the circus. It will give
you a feeling of excitement that is hard to put into words – you’ll know once
you’ve tried it! To attempt this you need to be fit and in good health, as well as
quite brave and confident in your abilities.
Circus for Young People: 0789 123456

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THE TRIPLE SOMERSAULT

The triple somersault is one of the most difficult tricks for an acrobat to p
TRAPEZE 1
2
When she has
enough speed the
acrobat tucks her
legs in and starts to
somersault.
3
For one somersault she
goes all the way around
in the air. For the triple
somersault, she does this
three times.
1
The acrobat swings
backwards and forwards
on the trapeze several
times before starting the
somersault.
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o perform on the flying trapeze. This diagram shows how it is done.
TRAPEZE 2
4
The acrobat then untucks
her legs and comes out of
the somersault position,
ready to catch the second
trapeze.
5
Someone else pushes
the second trapeze
so that it is in the
right place for the
acrobat to grab it.
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The Catch
The flying trapeze is a very exciting circus act. The acrobats swing
high above the crowd in the roof of the circus tent, the Big Top.
The Fratelli family works in the circus and performs on the
trapeze as the ‘Flying Fratellis’. In this story you will read about
how Bella wants to get involved in the act...
Gino glared at his sister and sighed. ‘Stop going on about it, Bella. You
know you’re too young to join the act and, anyway, Mum’s our flyer. We
don’t need another one.’ He shook his head angrily and pushed open the
canvas door into the Big Top, leaving Bella staring after him.
Bella knew he was right. Gino had

not been allowed to join their
mother and father on their flying
trapeze act until he was fifteen,
and she would just have to wait
too. But three years seemed like
forever, especially when she knew
she was already as good as her
mother.
Gino was usually pretty good to her, she had to admit. He’d spent hours
helping her practise, but she was in no mood to think about her elder
brother’s good points. She stormed off to the caravan where they lived while
the circus was on the road.
As Bella climbed the two steps to the caravan, she was startled by the sound
of a moan from the other side of the door. ‘Mum, is that you? Are you all
right?’ Bella pushed open the door so hard that she almost fell inside.
‘I’m in the bedroom,’ her mum called. ‘I’m okay really but I’ve twisted my
ankle.’
Bella raced the short distance to her parents’ bedroom. Her mother was
sitting on the floor, clutching her ankle, with her face twisted in pain.
‘Don’t worry, Bella. I don’t think I’ve done anything terrible, but I need a
hand to get up.’
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Half an hour later, her mother

was looking better; she was
settled in a comfy chair with her
ankle in a bandage and a cup of
tea by her side. Just then, the
door opened and Franco and
Gino appeared. Franco looked
at his wife in horror. ‘What’s
happened? What have you done
to yourself, Mia?’
‘It was stupid, Franco. I slipped off a stool trying to pack away our winter
costumes. Don’t look so worried. Bella has looked after me brilliantly.’
Franco frowned in concern. ‘As long as you’re really all right, that’s the main
thing. But we’ll have to cancel the act tonight to give you a chance to
recover. I’ll go and tell Victor. Young Klaus and Henrik can do that roller-
skating act with their sister. They’ve been practising for months.’
‘But it’s the last show here tonight,’ Mia interrupted, ‘and the show’s a sell-
out. Victor has been saying that everyone’s coming especially to see the
Flying Fratellis. They’ve heard we’re planning the big one – the triple
somersault. We can’t let them down. I’ll just strap up my ankle and it will be
fine.’
‘No, Mia, I won’t let you risk it. We’ll just have to apologise to the crowd.’
Bella took a deep breath. This could be it.
It was the chance she’d longed for – but not like this. ‘Mum, Dad. We don’t
have to cancel. I could take Mum’s place.’
There was a long pause, broken by Gino. ‘She’s right, Dad. She’s just as
good as Mum.’ He glanced apologetically at his mother, who smiled back at
him.
‘I know, Gino,’ Mia said, smiling at him, ‘but she’s still much too young and
she’s never performed in the show before. Still, she is very good, and if
that’s what she wants...’
She paused, gazing at Bella.
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‘Oh, Mum, more than anything in the world!’ begged Bella. But Franco
had still not said anything. Bella looked at him, then at her brother, who
had so unexpectedly supported her. Please, please, let Dad agree, she
thought.
Eventually, Franco nodded. ‘Okay. That’s what

we’ll do.’
Four hours later, Bella stood with her father and

brother in the corridor leading to the circus ring.
She could hear the applause for the previous act
and then the curtains swept back. Her father
pushed her forward gently. ‘Let’s go, Bella. You’ll
be fine. Good luck!’
The three of them stepped forward into the circus ring. The spotlights
swung onto them, highlighting the glittering sequins on their costumes as
they moved towards the ladders leading high into the darkness of the Big
Top. Bella took a deep breath and began to climb, aware of the applause
of the crowd and the smell of popcorn and candyfloss drifting in from the
refreshments tent. The music from the orchestra was becoming faster, with
a steady beat as Bella reached the platform where her trapeze was
waiting. She glanced down, relieved to see the safety net. Beyond that she
could see the faces of the audience gazing upwards.
The music built to a climax and she knew it

was time to fly. She grasped the bar of the
trapeze firmly, pulled back and launched
herself into the space at the top of the tent.
The routine took over.
Swing...let go...fly through the air to the
safety of her father’s hands.
Bella and her father swung again, joined by
their hands, until she had enough speed and
she flew, somersaulting through the air to
her brother waiting on the trapeze opposite.
Gasps and cheers from the audience floated
upwards, but the Fratelli family did not
notice.
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They were too busy concentrating on their act. Back and forward,
tumbling from her brother to her father, Bella was thrilled. This was what
she had waited for, for so long. And now, the final moments were coming.
Could she do it?
Could she perform the ultimate trick?
It was now or never.

Her father swung her back as far as he could and, swinging forward, he
launched her into the air with a final burst of energy.
She spun in the air, not once, not twice, but three times.
The peak of the trapeze artist’s art – the triple somersault.
Just as she began to think that she had fallen too far, she felt her brother’s
hands snap on to her wrists and they were swinging safely towards the
platform. As she landed, gasping from the effort, she became aware of the
audience far below, on their feet, shouting and clapping with approval.
Her brother landed beside her. ‘Well done, sis,’ he said. ‘You’re a star – the
new flyer with the Flying Fratellis!’
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Acknowledgements
The Catch by Julie Sewell

Illustrations for The Catch by Celia Canning
Photographs of juggling and balancing (page 4) by Claire Hodgson

Photograph of unicycling (page 4) by Katie Pyle
Photographs of human pyramid and static trapezes (pages 2 and 5) by Jonathan Greenwood
Photographs taken at The Circus Space
For further information see www.thecircusspace.co.uk
This text has been incorporated into this test paper solely for the purposes of the examination
in accordance with Section 32(3) of the Copyright Designs and Patents Act 1988.
No copyright clearance for any other use has been obtained or sought.
QCA/06/2807 (Pupil pack)

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En
English test
YEAR
7
LEVELS
3–4 Reading answer booklet

Flying High
First name ________________________________________________
Last name ________________________________________________
School ________________________________________________
2007
Remember
■ Your teacher will tell you how long you have for this test, including reading time.
■ You should wait until you are told to start work in this booklet.
■ The booklet contains different types of questions. The spaces for answers and
the number of marks indicate how much you need to write.
■ When a question includes a page reference, you should refer to the text on that
page to help you with your answer.
■ Ask your teacher if you are not sure what to do.
For marker’s use only
Page Marks
3
5
7
9
11
13
TOTAL
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Y7/07/En/Levels 3–4/Answer booklet

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Flying High
Part 1
Questions 1–13 are about Circus for Young People (pages 4–5).
1. Draw lines to match the following movements to the appropriate activity.
Pedal Tightrope
Fly Unicycle
Balance Trapeze
(1 mark) Q1
2. Look at the second paragraph.
Who should you be taught by if you want to become a good circus performer?
(1 mark) Q2
3. Why is it safer to learn circus skills at the circus school?
Tick two.
It’s in your home town.
You use the latest safety equipment.
You learn to fly through the air.
You keep your feet on the ground.
You learn in a supportive environment.

(1 mark) Q3
please turn over

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Flying High
4. Find and copy one skill you might improve on the acrobatics course.
(1 mark) Q4
5. Which two skills do you have to do as part of a group?
Tick two.
human pyramid
cartwheel
tower
handstand
juggling
(1 mark) Q5
6. What is one advantage of learning to juggle, according to the text?
(1 mark) Q6
7. a) What do you need to learn before beginning three-ball juggling?
(1 mark) Q7a
b) What must you learn before beginning the flying trapeze?
(1 mark) Q7b

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Flying High
8. Match the following people to the course that would interest them the most.
I am quite good
Trapeze
at cartwheels.
I will be able to
Acrobatics
practise at home.
I am daring. Juggling
(1 mark) Q8
9. Look at the Static Trapeze section.
What do the words smile through gritted teeth mean?
Tick one.
The performer is always happy.
The performer has upper body strength.
The performer pretends that it is easy.
The performer has strong teeth.

(1 mark) Q9
please turn over

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Flying High
10. Look again at pages 4 and 5.
What are three benefits of learning circus skills?
Tick three.
team building
you can do dangerous things
keeping your brain active
you can go to the circus
making costumes
physical fitness
(2 marks) Q10

T F
You must be an expert to start classes. ✓
It’s best to start with lots of courses.
You can work on a trapeze with a friend.
You can only juggle with balls.
Courses run for half a school term.

(2 marks) Q11

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Flying High
12. Why have pictures been used in Circus for Young People?
Give two reasons.
2
(2 marks) Q12
13. What is the purpose of this text?
Tick one.
to make people visit the circus
to encourage people to join circus skills classes
to explain how to juggle
to encourage you to practise your skills

(1 mark) Q13
please turn over

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Flying High
Questions 14–17 are about The Triple Somersault (pages 6–7).
14. Put a letter in each box to label the different parts.
A – Introduction
B – Stages
C – Title
(1 mark) Q14
15. Why does the acrobat swing backwards and forwards on the trapeze before
starting the somersault?
(1 mark) Q15

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Flying High
16. At which stage does the acrobat stop holding her legs?
Write the number.
(1 mark) Q16
17. Why is the acrobat shown six times on the diagram?
Tick one.
because she is doing it in slow motion
to show that she spins round six times
because there are six acrobats
to show the different stages of the somersault
(1 mark) Q17
please turn over

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Flying High
Part 2
Questions 18–29 are about The Catch (pages 8–11).
18. Look at page 8.
Find and copy a phrase that tells you that Gino was cross with his sister at the
beginning.
(1 mark) Q18
19. How did Bella first realise her mother had injured herself ?
Tick one.
Bella saw her mother on the floor.
Her mother needed a hand to get up.
Bella heard a moan.
Her mother’s face was twisted in pain.
(1 mark) Q19
20. Look at pages 8 and 9.
When Bella found her mother had been injured, what did she do to help her?
Write two things.
2
(2 marks) Q20

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Flying High
21. Look at page 9.
After Mia twisted her ankle, Franco and Bella came up with different
suggestions for what to do about the show.
Complete the bubbles to show what Franco and Bella suggested.
Franco: Bella:
Q21a
(1 mark) (1 mark) Q21b
22. Look at page 9.
Why is Bella’s mother so determined that the show should go ahead?
Explain as fully as you can.
(2 marks) Q22
please turn over

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Flying High
23. Eventually, Franco nodded. (page 10)
What does the word eventually tell you?
Tick one.
that it was four hours later
that he didn’t decide straight away
that he wasn’t interested
that he was angry with Bella
(1 mark) Q23
24. Why does the author include information about the spotlights, the smell of
popcorn and candyfloss and the music of the orchestra?
Tick one.
to make it funny
to describe the audience
to build atmosphere
to explain what it looked like

(1 mark) Q24

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Flying High
25. Fill in the thought bubble to show what Bella might be thinking as she waits to
perform.
(3 marks) Q25
26. she felt her brother’s hands snap on to her wrists (page 11)
Why does the author use the word snap?
Tick one.
to show she was swinging
because she gasped loudly
to show that he grabbed tightly
because the trapeze broke

(1 mark) Q26
please turn over

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Flying High
27. Why do you think the Flying Fratellis performed the triple somersault last in
the show?
(1 mark) Q27
28. ‘You’re a star’ (page 11)
Explain why Gino says this.
(2 marks) Q28
29. Draw lines to match the following events with where they took place in the
story.
Gino and Bella’s Caravan

argument
Mia’s fall Big Top
Bella’s performance Outside
(1 mark) Q29

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Flying High
30. Draw lines to match each text to the organisational feature used.
Circus for Young

People Paragraphs
The Triple Somersault Numbering
The Catch Subheadings
(1 mark) Q30

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Acknowledgements
Illustrations for front cover, question 21 and question 25 by Celia Canning

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© Qualifications and Curriculum Authority 2007 QCA/06/2806 (Mark scheme pack) 275381
The Circus - Pupil 275384.qxp 9/2/07 3:13 pm Page 1
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En
English test
YEAR
7
LEVELS
3–4 Spelling – The Circus

First name ________________________________________________
Last name ________________________________________________
School ________________________________________________
2007
Remember
■ Your teacher will read the spelling passage to you.
■ Your version of the passage has words missing. You should fill these in when your
teacher tells you.
Spelling test
Number of correct words Marks
0 0
1–2 1
3–4 2
5–6 3
7–8 4
9–10 5
11–12 6
13–15 7
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The Circus
Many people are very interested in circuses and circus schools
nowadays, but circuses are not new. They 1
in Britain many years ago. In the early years the most

attractions were the tricks performed on 2
horseback.
Later, international circuses acts from 3
around the world to and villages across 4
Britain. also allowed a 5
range of people to see the circus. 6
Although fewer people have visited the circus in

years, circuses are still successful. 7
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International touring circuses, including the Chinese State

Circus, the Moscow State Circus and Circus Oz, regularly visit
Britain. The Chinese State Circus includes
balancing acts and plate 8
. The Moscow State Circus has a 9
varied programme of traditional skills. Circus Oz, the

Australian circus, is slightly different and some performers
play musical while juggling! 10
In another act, a man is inside a huge 11
hamster wheel.
Circuses have certainly over the years 12
but they are always to see, even if 13
some appear to be dangerous. 14
These include juggling with pretend and 15
the famous trick involving a magician sawing a woman in

half!
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Acknowledgements
Photographs of the Moscow State Circus and

spinning plates at the Chinese State Circus by Linda Rich

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Writing Answer Booklet.qxp 16/2/07 11:30 pm Page 1
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En
English test
YEAR
7
LEVELS
3–4 Writing answer booklet

This booklet contains all you need for the shorter writing task
and pages for answering the longer writing task.
My place
Circus performers
needed
2007
Longer writing task
First name ________________________________________________
Last name ________________________________________________
School ________________________________________________
Remember
■ Your teacher will read the writing prompts to you.
■ You should spend:
– 20 minutes on the shorter task, including up to 5 minutes for planning
– 40 minutes on the longer task, including up to 10 minutes for planning.
■ Each task has a planning sheet to help you to organise your ideas before you start.
The planning sheets will not be marked, but using them may help you to do your best.
Shorter writing task Max Mark Longer writing task Max Mark
Sentence structure, punctuation Sentence structure and
3 6
and text organisation (SSPTO) punctuation (SSP)
Composition and effect (C&E) 5 6
(TSO)
Spelling (S) 7 Composition and effect (C&E) 8
SUBTOTAL Handwriting (H) 3
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TOTAL
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My place
In the story you read about Bella performing in the circus tent, a place she knew well. The
setting in the tent was described so that you could imagine what it was like.
Your task is to describe a place that you know well.
Your chosen place might be indoors or outdoors, such as a room in your home, a part of
your school or somewhere in your town or village. Describe the place so that someone who
has never been there can imagine it and can understand how you feel about the place.
Planning
My chosen place is.........................................................................................................
Words to describe the place (sights and sounds):
Some reasons why I have chosen this place:
2
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My place
3
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Circus performers needed

15 Broad Street
Middletown
Northshire
Dear Mr Topp
4
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5
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6
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Acknowledgements
Illustrations by Jacey Abram

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EKP 2007 Yr7 MS 275386.qxp 19/2/07 5:21 pm Page 1
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En
English tests
YEAR
7 Mark scheme
PROGRESS
Year 7 Progress
LEVELS
3–4
2007
National curriculum assessments
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EKP 2007 Yr7 MS 275386.qxp 30/1/07 11:00 pm Page IFC1
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QCA wishes to make its publications widely accessible. Please contact us if you have any
specific accessibility requirements.
First published 2007
ISBN 1-85838-903-8

publication is prohibited without prior written permission of the publisher, unless within
the terms of licences issued by the Copyright Licensing Agency. Excerpts may be
reproduced for the purpose of research, private study, criticism or review, or by
educational institutions solely for educational purposes, without permission,
providing full acknowledgement is given.
Printed in Great Britain by the Qualifications and Curriculum Authority under the


83 Piccadilly
London W1J 8QA
PrimaryTools.co.uk www.qca.org.uk
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Contents
Introduction 3
Reading test: Flying High 4
Writing test 29
Shorter writing task: My place 31
Longer writing task: Circus performers needed 38
Handwriting 46
Spelling: The Circus 50
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2007 / Y7 progress / English test mark scheme
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Introduction
The year 7 progress tests in English have been developed specifically for those pupils who did not achieve level
4 at the end of key stage 2, and who are assessed by their teacher to be working at level 3 or 4 during year 7.
These tests are designed to assess levels 3 and 4 only. They are therefore specifically tailored to this group of
pupils. This document contains the complete set of mark schemes for the year 7 progress tests in English. It
also includes guidance on the overall structure of the mark schemes and how they should be applied.
This booklet includes the mark schemes for the reading, writing and spelling tests. For ease of reference,
Introduction
the test questions have been reproduced in the mark schemes.
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2007 / Y7 progress / English test mark scheme 3
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Reading test: Flying High
The reading test is presented in two sections. The first section consists of a leaflet, advertising a circus school
where young people could learn circus skills, and a labelled diagram showing how to do a triple somersault.
The second section is a narrative, The Catch, which tells the story of how the daughter of a circus family took
part in the family trapeze act and performed the triple somersault.
Questions
The Reading answer booklet contains 30 questions in a variety of formats, relating to the texts. These include
tables to be completed or boxes to be ticked, short answers requiring a word or phrase and longer answers
Reading test
requiring more detailed explanations of pupils’ opinions. The number of marks allocated to these questions
varies between one and three.
For questions requiring boxes to be ticked, any other clear mark or indication of response is also acceptable.

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How the reading mark scheme is set out
Give two reasons.

aspect of
reading (2 marks)
assessed by
this question Focus of question: identify and comment on the structure and organisation of texts, including grammatical and
criteria for 1 Answers may relate to the informative and / or persuasive functions of the photographs.
and 2 marks
different ways
to provide a general visual exemplification / show what the circus skills involve, for example:
in which
– to see what you are going to be doing
criteria may
be met – to show them what they will learn
– to see the different skills that they do
Reading test
– so children have a good example of how easy or hard it is
examples of
responses to provide visual exemplification of a particular skill / equipment, for example:
produced in – because you want to know what a human pyramid looks like
the trials – to show what the equipment looks like
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Assessment focuses
The same set of assessment focuses for reading as used since 2003, drawn from the national curriculum and
related to the key stage 3 National Strategy’s Framework for teaching, is being used for the 2007 English tasks
and tests at all key stages. These provide fuller information about the focus of the question, indicating the
reference to text
AF5 – explain and comment on writers’ uses of language, including grammatical and literary features at word
Reading test
and sentence level
AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on
the reader.
The table on the following page identifies the questions (with marks available) that address each
assessment focus covered in this reading test.

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Flying High: questions and assessment focuses

describe, select or interpret comment on the comment on comment on
or retrieve information, events structure and writers’ uses of writers’ purposes
Part 1
Q1 1
Q2 1
Q3 1
Q4 1
Q5 1
Q6 1
Circus for Q7a 1
Young People Q7b 1
Reading test
Q8 1
Q9 1
Q10 2
Q11 2
Q12 2
Q13 1
Q14 1
The Triple Q15 1
Somersault Q16 1
Q17 1
Part 2
Q18 1
Q19 1
Q20 2
Q21a 1
Q21b 1
Q22 2
The Catch Q23 1
Q24 1
Q25 3
Q26 1
Q27 1
Q28 2
Q29 1
Whole booklet
Q30 1
Totals 10 20 5 4 1
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Reading mark scheme
Circus for Young People

Part 1
Questions 1–13 are about Circus for Young People (pages 4–5).
1. Draw lines to match the following movements to the appropriate activity.
Pedal Tightrope
Fly Unicycle
Reading mark scheme
Balance Trapeze
(1 mark)
2. Look at the second paragraph.
Who should you be taught by if you want to become a good circus performer?
(1 mark)
Award 1 mark for ‘experts’.
Also accept:
■ pro / professional
■ circus school.
Do not accept other non-text-based responses, for example:

– someone who is good at circus skills
– circus performer / acrobat
– teacher / trainer / instructor (with no reference to circus or circus school).

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Reading mark scheme
3. Why is it safer to learn circus skills at the circus school?
Tick two.
It’s in your home town.
You use the latest safety equipment. ✓

You learn to fly through the air.
Reading mark scheme

You keep your feet on the ground.
You learn in a supportive environment. ✓

(1 mark)
Award 1 mark for both correct answers ticked as above.
4. Find and copy one skill you might improve on the acrobatics course.
(1 mark)
■ cartwheels
■ handstands
■ tumbling
■ balancing / balance / control
■ teamwork / working with others
■ flexibility / flexible.
Do not accept other skills not related to the acrobatics course, for example:
– juggling / trapeze / unicycling / somersaults.
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Reading mark scheme
5. Which two skills do you have to do as part of a group?
Tick two.
human pyramid ✓
cartwheel
tower ✓
Reading mark scheme
handstand
juggling
(1 mark)
Award 1 mark for both correct answers ticked as above.
6. What is one advantage of learning to juggle, according to the text?

(1 mark)
■ increases mind / body co-ordination

■ practise at home
■ perform for friends / family
■ most adaptable skill
■ you can juggle with anything / different things
■ it gives your brain cells a workout
■ you keep your feet firmly on the ground
■ learn to throw / catch
■ learn to concentrate.
Do not accept:
■ inappropriate text lift, for example:
– Once you have learnt how to throw and catch one or two balls

– throw and catch
– increase your mind.

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Reading mark scheme
7. a) What do you need to learn before beginning three-ball juggling?

(1 mark)
■ to throw and catch one or two balls

■ two-ball juggling.
Reading mark scheme

Do not accept:
– throw and catch
– one or two balls
– throw one or two balls
– catch one or two balls.
b) What must you learn before beginning the flying trapeze?

(1 mark)
■ static trapeze
■ how to move around a trapeze / practise set moves / learn basic moves / solo moves
■ confidence in your abilities / bravery.
Do not accept reference to qualities that are not learnt, for example:
– to be fit and in good health
– upper body strength.
Also do not accept:

■ imprecise answers, such as:
– trapeze course
– move around
■ reference to performance, including:

– to smile through gritted teeth
– to make the moves look easy.
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Reading mark scheme
8. Match the following people to the course that would interest them the most.
I am quite good
at cartwheels. Trapeze
Reading mark scheme
I will be able to
Acrobatics
practise at home.
I am daring. Juggling
(1 mark)
9. Look at the Static Trapeze section.
What do the words smile through gritted teeth mean?
Tick one.
The performer is always happy.
The performer has upper body strength.
The performer pretends that it is easy. ✓

The performer has strong teeth.
(1 mark)
Focus of question: explain and comment on writers’ uses of language, including grammatical and literary features at

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Reading mark scheme
10. Look again at pages 4 and 5.
What are three benefits of learning circus skills?
Tick three.
team building ✓
you can do dangerous things
Reading mark scheme

keeping your brain active ✓
you can go to the circus
making costumes
physical fitness ✓ (2 marks)
Award 2 marks for all three answers correctly ticked; award 1 mark for two answers correctly ticked.
T F
You must be an expert to start classes. ✓

It’s best to start with lots of courses. ✓
You can work on a trapeze with a friend. ✓
You can only juggle with balls. ✓
Courses run for half a school term. ✓
Focus of question: deduce, infer or interpret information, events or ideas from texts (AF3) (2 marks)
Award 2 marks for all four statements correctly ticked; award 1 mark for two or three statements correctly ticked.
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Reading mark scheme
Give two reasons.
(2 marks)
Answers may relate to the informative and / or persuasive functions of the photographs.
Reading mark scheme
■ to provide a general visual exemplification / show what the circus skills involve, for example:
– to see what you are going to be doing
– to show them what they will learn
– to see the different skills that they do
– so children have a good example of how easy or hard it is
■ to provide visual exemplification of a particular skill / equipment, for example:

– because you want to know what a human pyramid looks like
– to show what the equipment looks like
■ reference to the deliberate use of young people in the pictures, for example:
– to show young people do it
– to show that children go
■ to encourage people to join the circus school / learn circus skills, for example:
– to make you want to learn one of the skills
– to inspire people of what they can do
– to make you want to be as good as them
– because it is trying to get people to join
■ reference to displaying the skills / performers in a positive light, for example:

– to show how exciting it is
– to show how good they are
– to show how much fun they have
– so it advertises it’s a good club
■ reference to the pictures making the leaflet visually more attractive, for example:
– to make the leaflet more interesting
– to make it eye catching
– to attract your attention.

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Reading mark scheme
Do not accept:
– to interest you
– because it’s fun
– it helps them understand
– to see what is going on
■ suggestions that the reader can use the pictures to learn how to do the skills, for example:
Reading mark scheme

– to show how to do it.
13. What is the purpose of this text?
Tick one.
to make people visit the circus
to encourage people to join circus skills classes ✓

to explain how to juggle
to encourage you to practise your skills
(1 mark)
Focus of question: identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the
reader (AF6)
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Reading mark scheme
The Triple Somersault
Questions 14–17 are about The Triple Somersault (pages 6–7).
14. Put a letter in each box to label the different parts.
A – Introduction
B – Stages
C – Title
Reading mark scheme
C
A
(1 mark)
Award 1 mark for all boxes completed as above.
15. Why does the acrobat swing backwards and forwards on the trapeze before starting the somersault?
(1 mark)
Award 1 mark for answers that identify that the reason is to gain speed / power, for example:
– to get faster
– to pick up speed
– to help her get power.
Also accept:
– to get some height.

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Reading mark scheme
The Triple Somersault
16. At which stage does the acrobat stop holding her legs?
Write the number.
(1 mark)
Award 1 mark for ‘4’.
Reading mark scheme

17. Why is the acrobat shown six times on the diagram?
Tick one.
because she is doing it in slow motion
to show that she spins round six times
because there are six acrobats
to show the different stages of the somersault ✓

(1 mark)
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Reading mark scheme
The Catch
Part 2
Questions 18–29 are about The Catch (pages 8–11).
18. Look at page 8.
Find and copy a phrase that tells you that Gino was cross with his sister at the beginning.
(1 mark)
Reading mark scheme

■ (Gino) glared (at his sister and sighed)

■ (He shook his head) angrily
■ Stop going on about it (, Bella).
Do not accept answers which include larger sections of text including the correct phrase.
Also do not accept:

■ Gino had to wait until he was 15.
19. How did Bella first realise her mother had injured herself?
Tick one.
Bella saw her mother on the floor.
Her mother needed a hand to get up.
Bella heard a moan. ✓

Her mother’s face was twisted in pain.
(1 mark)
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Reading mark scheme
The Catch
20. Look at pages 8 and 9.
When Bella found her mother had been injured, what did she do to help her?
Write two things.
(2 marks)
Reading mark scheme
■ put her ankle (it) in a bandage

■ helped her up
■ made a cup of tea
■ put her in a comfy chair
■ offered to take her Mum’s place.
Also accept:
– she said she’d do it.
Also award 1 mark for ‘looked after her’. Pupils who give this more general response together with any of the first
four points above can only be awarded a maximum of 1 mark.
Do not accept:
■ she did the act instead of her Mum / took her Mum’s place.

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Reading mark scheme
The Catch
21. Look at page 9.
After Mia twisted her ankle, Franco and Bella came up with different suggestions for what to do about the
show.
Complete the bubbles to show what Franco and Bella suggested.
a) Franco’s suggestion (1 mark)
Reading mark scheme

■ cancel the show / act

■ Klaus and Henrik do the rollerskating
■ apologise / inform the crowd.
Sample answers:
– we have to cancel the show
– I will put on the skater they have been practising for months
– Say sorry to the crowd!

– Franco was going to tell all the audience that Mia can’t do it.
Do not accept answers which include copying of large sections of the text including the correct response, for
example:
– Franco frowned in concern. ‘As long as you’re really all right, that’s the main thing. But we’ll have to
cancel the act tonight to give you a chance to recover.’
Also do not accept responses that relate to other comments made by Franco, such as:
– what have you done / what happened?
– ok that’s what we’ll do.
b) Bella’s suggestion: (1 mark)
Award 1 mark for reference to Bella performing, for example:

– I can do the show.

– Bella wanted to swap places with her mum in the act.
Do not accept answers which include copying of large sections of the text including the correct response, for
example:
– She took a deep breath. This could be it. It was the chance she’d longed for but not like this. Mum and
dad we don’t have to cancel because I could take Mum’s place.
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Reading mark scheme
The Catch
22. Look at page 9.
Why is Bella’s mother so determined that the show should go ahead?
Explain as fully as you can.

(2 marks)

Reading mark scheme
■ it’s a sell out / the show has been sold out

■ it’s the last show / night
■ everyone is coming especially to see the Flying Fratellis
■ can’t let the audience down
■ because they are due to do the ultimate trick / because it is an important show.
Sample answers:
– she doesn’t want to upset the crowd (1 mark)
– because it’s the last performance tonight (1 mark)
– because it’s their last show there and the show is a sell-out. Everyone is coming because they heard they’re
planning the big one – the triple somersault (2 marks)
– because the tickets were all sold and the people only came to see the Flying Fratellis (2 marks)
– because everyone was coming to see the somersault and it was the last show (2 marks)
– because it was the last show and everyone heard that they were planning the big one and everyone wanted
to see them (2 marks)
– because it’s the last show and the show was sold out and everyone is coming to see the Flying Fratellis
(2 marks).
Do not accept reference to the following:

■ Mia wants her family to be in the show / this is Bella’s big chance
■ Mia knows how good Bella is so the show goes ahead – indication that Mia wants Bella to perform
■ suggestion that the audience are already present, for example:
– the audience are waiting.
Also do not accept imprecise answers, for example:

– because she didn’t want it to be cancelled
– because it was the last act of the night.

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Reading mark scheme
The Catch
23. Eventually, Franco nodded. (page 10)
What does the word eventually tell you?
Tick one.
that it was four hours later
that he didn’t decide straight away ✓
Reading mark scheme

that he wasn’t interested
that he was angry with Bella
(1 mark)
24. Why does the author include information about the spotlights, the smell of popcorn and candyfloss and the
music of the orchestra?
Tick one.
to make it funny
to describe the audience
to build atmosphere ✓
to explain what it looked like
(1 mark)
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Reading mark scheme
The Catch
25. Fill in the thought bubble to show what Bella might be thinking as she waits to perform.
(3 marks)
■ thoughts relating to feeling nervous / excited / self-doubt, for example:

– oh my god…
Reading mark scheme
– I’m scared and worried
■ anticipation of how the performance will go, for example:

– what if I fall?
– will Gino catch me?
■ evidence of her determination / confidence, for example:

– I can do it
– I am going to be great
■ wish to show her family what she can do / make them proud of her / not wanting to let anyone down, for
example:
– I am going to make my mum and dad happy
– I don’t want to let Mum down
■ consideration of anticipated audience reaction, for example:

– the audience are going to laugh at me
– what if they think I’m rubbish?
■ appropriate reference to events in the story: it was something she had always wanted to do / Mia falling over
gave Bella the opportunity to perform, for example:
– this is my big chance to prove I can be a Flying Fratelli
– I’ve always wanted to do this.
Also award 2 marks for answers which develop on one of the points listed above, for example:
– What if I fall and break my leg? What if my brother doesn’t catch me?
– What have I done? Why have I said I would do this I am so stupid. I can’t back out now. It is such a big
crowd!

– She is worried and nervous she might do something wrong (1 mark)
– She was thinking she can’t do it. She might fall or hurt herself, she was panicking with horror (2 marks)
– Nervous but feels a bit more confident than she did before. She might think she will let the audience and
her family down and plus she might hurt herself (3 marks).

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Reading mark scheme
The Catch
Sample answers:
– Oh my god what am I doing I should not be doing this it’s not right I’m not a professional (1 mark)
– I’m scared and nervous and I don’t think I can do this (1 mark)
– I’m going to fall and spoil the last performance. What will happen if I do it wrong? (2 marks)
– What if I fall or do something wrong? I don’t want to disappoint my Mum and Dad (2 marks)
– Oh no it’s time I’m shaking like mad. Pull myself together this is going to be good (2 marks)
– I’m scared but I can’t turn them down. I have to do it for my Mum and Dad. Don’t be scared Bella do it!
(3 marks)
– I’m really nervous. I’ve never been on stage before. I might mess up and the audience might laugh at me
Reading mark scheme

(3 marks)
– I wish my mother was here and I wish there weren’t so many people but I know I can do it no matter what.
I will do this, this is my chance I will do my best I will become like my mother – a star. I will be OK, I will
be OK (3 marks).
Do not award marks for an inappropriate text lift that describes what is happening rather then Bella’s thoughts, for
example:
– Four hours later, Bella stood with her father and brother in the corridor…
26. she felt her brother’s hands snap on to her wrists (page 11)
Why does the author use the word snap?
Tick one.
to show she was swinging
because she gasped loudly
to show that he grabbed tightly ✓

because the trapeze broke
(1 mark)
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Reading mark scheme
The Catch
27. Why do you think the Flying Fratellis performed the triple somersault last in the show?
(1 mark)
Award 1 mark for answers that recognise that the triple somersault is the highlight of the show, including reference
to the following:
■ because it was the peak of the performance

■ it was the most impressive / important part of the show / best trick
Reading mark scheme
■ save the best until last / dramatic ending / memorable ending / to go out with a bang.
Also award 1 mark for answers that refer to the triple somersault as the most difficult act to perform, for example:
– because it’s the most hardest move to do.
Do not accept imprecise answers, for example:

– it was the main show
– because they are the best
– because it’s exciting.
Also do not accept a suggestion that the rest of the performance is boring, for example:
– to make them stay.

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Reading mark scheme
The Catch
28. ‘You’re a star’ (page 11)
Explain why Gino says this.

(2 marks)
■ because Bella performed so well
Reading mark scheme

■ because she did the triple / she completed her first performance
■ because Bella was a big help / because she had done a good deed / because Bella saves the day
■ to make Bella feel proud of herself / to show he is proud of her.
Sample answers:
– because she did really well in the show (1 mark)
– because she just performed her first show (1 mark)
– she has done Gino proud (1 mark)
– because she did the show and she was good at the somersault (2 marks)
– so his sister would feel good and because she did a massive somersault (2 marks)
– because he was proud of Bella and thought she was the best (2 marks)
– because she tried her hardest and gave it her best shot and it all turned out great (2 marks)
– because she has not let them down and she did everything right (2 marks).
Do not award marks for:

– because she was a new flyer with the Flying Fratellis.
Also do not accept:

– because she did it
■ reference to the audience clapping, for example:

– because everyone was applauding her
■ reference to Gino’s lack of confidence in his sister, for example:

– because he didn’t think she could do it.
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Reading mark scheme
The Catch
29. Draw lines to match the following events with where they took place in the story.
Gino and Bella’s argument Caravan
Mia’s fall Big Top

Reading mark scheme
Bella’s performance Outside
(1 mark)
30. Draw lines to match each text to the organisational feature used.
Circus for Young People Paragraphs
The Triple Somersault Numbering
The Catch Subheadings
(1 mark)
Focus of question: identify and comment on the structure and organisation of texts including grammatical and

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Writing test
The tasks
whole for the reader and maintaining coherence over the piece. For the 2007 test, the longer task asks pupils
to write a letter applying to perform in the circus. The shorter task asks pupils to write a description of a place
they know well. Both tasks have planning formats designed to help pupils structure their writing. The planning
is not marked.
Assessment focuses
As with reading, the writing mark scheme is based on a common set of assessment focuses that assess pupils’
Writing test
ability to:
on all tasks. The criteria have been customised to relate specifically to these writing tasks in the light of
evidence from pre-testing.
■ Composition and effect (AF1 and AF2)
■ Text structure and organisation (AF3 and AF4)
■ Sentence structure and punctuation (AF5 and AF6).
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to text structure and organisation in that vocabulary choices need to be appropriate to the task and contribute
to cohesiveness. Vocabulary is also significant in composition and effect, since word choice contributes to

Writing test
Marking the writing
Each writing task is introduced separately and is followed by the relevant mark scheme. The shorter task
mark scheme is presented first, to follow the order of the tasks in the writing answer booklet.

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Shorter writing task: My place
For this task, pupils are asked to write a description of a place that they know well. Some suggestions are
made, but the prompt makes it clear that they can choose anywhere. The task is linked to the narrative in the
reading booklet, where the description of the setting in the circus tent provides a possible model for responses.
The planning space supports pupils’ work by providing a line for them to identify their chosen place. There is
then a box for descriptive words, with a reminder that these should include sights and sounds, and a series of
bullet points for reasons.
Better performances are distinguished by the use of a variety of senses in the description, or strongly realised
physical or concrete details. Whichever approach is taken, there is a clear sense of place in these pieces, be it a
bedroom or a football pitch.
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SHORTER WRITING TASK: My place

Mark scheme

sentences
Band D1 ● Clauses usually grammatically accurate, mostly joined with and, then, but, so. Some simple
sentences, often a brief sequence starting with pronoun and verb (It is; I like) or, alternatively,
strings of clauses (I don’t like the pets and homework is hard but PE is good and…). Some
connections between clauses and sentences, eg pronouns linking some references.
1 mark
Band D2 ● Simple connectives and, but, so, when (but you will want to stay inside; when I get home) link
clauses, with some limited variation (because). Subjects and verbs frequently repeated (My room; it
looks). Noun phrases mostly simple (the TV) with occasional expansion (a fantastic place; light blue
and dark blue walls; fresh air). Sentences varied by means of adjectives, adverbs and simple
adverbials to add detail and emphasis (really big; in the living room; on the walls). Relationships
between sentences or clauses sometimes made explicit, eg by contrast or additional information (you
could also see…).
● Full stops, capital letters, exclamation marks and question marks mostly accurate; commas are used
in lists.
2 marks
Band D3 ● Sentences mostly grammatically sound. Subordinating connectives develop description within the
sentence, eg where, because, if (because it feels so cosy; if I’ve had a bad day). Varied subjects,
adverbials (as soon as you enter; on cold evenings; when I’m there) and expanded noun phrases
(a helping hand; the muddy track; the calmest place to be) add detail and precision. Verbs are varied
(It has been fitted) and tense is consistent. Sections of text developed around topic sentences.
● Accurate sentence demarcation; some commas mark phrases or clauses.
3 marks

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SHORTER WRITING TASK: My place

Mark scheme

Band E1 ● A short series of observations about the setting, either simple statements of feelings (I like my room)
or listing of features or activities (I watch tv and I play and sleep). Description may drift into
narrative.

● Detail sometimes included, eg simple description (lots of people), but listing may dominate.
1 mark
Band E2 ● Form is a description; coverage may be uneven, eg visual description or details of activities may
dominate. Some awareness of reader, eg attempt to create atmosphere by precise detail.
● Writing shows evidence of viewpoint, eg feelings or attitude towards the chosen place either
simply expressed (it’s lovely; I really like it) or implicit in the description (I hang out in it all the
time); alternatively viewpoint is neutral.
● Vocabulary gives sensory description or concrete details (hollow tree; different colour quilt) with
some elaboration (the pool is warm and full of people) but other references are imprecise (horse
things; other stuff).
2–3 marks
Band E3 ● Coverage is balanced, eg chosen place is described using more than one sense. Nature of location
is conveyed through mood (it’s always full of music; the sun shines every day) or specificity (my
guitar which is one year old and broken already; green painted shed and steep skate ramps).
● Viewpoint established and maintained, eg writer expresses feelings about or attitude towards the
chosen place and may give some reasons for the feelings.
● Some stylistic choices contribute to descriptive effect or emotional impact, eg precise vocabulary
(daisies, pansies and geraniums; trees swaying in the wind; shouts from the terraces; warm smells of
baking cakes), emotive or simple figurative language (it’s my real home; the roar of the bikes;
thunder of music; my cocoon).
4–5 marks
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Exemplar script 1

TEXT ORGANISATION
some variation in Hello my name is Jake Mills and I will tel you simple introduction
subjects (above D2) (D2)
about my place, my House is a good place I’ll
adverbials add detail tel you all about that . I can Hear the grass pronoun provides link
(D2) to previous sentence
blowned in the wind , I hear the cats meowing (D2)
simple noun all day and night , I hear the music in my House
phrases with some occasional full stops,
I hear people and my sister shouting I smell the but also comma splice
expansion (D2)
Home made buns and food in my House I wach or missed punctuation
(below D2)
repetitive structures the tv when I need a rest.
(D2)
capital letters used for
simple connectives first person pronouns;
other capitalisation
(D2)
insecure (below D2)

STRUCTURE,
PUNCTUATION & TEXT Details of a number of sounds (the cats meowing) and a smell (the
ORGANISATION Home made buns) create a positive atmosphere. (E2)
Attitude to the house is simply expressed (my House is a good place).

Summary (E2)
Sentence structure is mostly Direct address adds immediacy to the description and specific words
simple and repetitive, with provide sensory detail (grass blowned in the wind). (E2)
some limited use of linked
clauses; subjects are
predominantly first person
pronouns followed by verbs Summary
of perception which provide
cohesion in the text. This brief description opens with a simply expressed attitude to the house
Expansion of noun phrases and then attempts to convey atmosphere by including some precise
and adverbials add detail. details about a series of sounds and a smell.
Punctuation is not secure.

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Exemplar script 2

TEXT ORGANISATION
I am going to discribe my bedroom, this is introduction provides

reason for choice of
a place I spend half of my life in. Sometimes it place (D3)
sentence focus
varied by is a complete mess and sometimes it is tidy. I
adverbials (D3) have two different colours on my walls at the top
mostly accurate
it is pale purple and at the bottom it is a darker demarcation (below
adjectives used for
differentiation (D3) purple. I have one big light brown wardrobe D3)
with one shelf inside the wardrobe at the top.
adverbials build up
detail (D3) Next to my wordrobe there is a desk with a
mirro and four draws the draws have in them commas in lists (below
varied subjects (D3) make up hair stuff and handbags. next to that I D3)

have five draws with: dvd’s, folders, toiletres
adverbials and
complex noun and belts in. On top of that there is my tv and pronouns provide links
phrases add detail between sentences (D3)
my CD player. Opersit that there is my bed with
(D3)
a big purple duver. I also have some draws that additional information
complexity are on wheels, they are six draws they have in indicated (below D3)
embedded in noun them: cothes, school stuff, and Just a draw
phrase (D3) use of colon (D3)
were I shuve anything that is lyeing around.
My carpet is a maroon colour and I have a
radiator on top of that is my widow sil and
window. I have my water dispencer, my mini
fridge on the window sil.
SENTENCE STRUCTURE, COMPOSITION & EFFECT

PUNCTUATION & TEXT
ORGANISATION Visual description dominates, with the bedroom described item by
item (one big light brown wardrobe with one shelf inside). (E2)
Summary A sense of ownership (this is a place I spend half of my life in) and
the description of personal items suggest a positive attitude to the
Most sentences are simple in room. (E2)
overall structure but sufficient
complexity is added by noun Concrete details are provided with occasional use of words to
phrases with post-modifying indicate the character of the writer (a draw were I shuve anything
clauses to merit the award of 3 that is lyeing around); some references are imprecise (hair stuff;
marks; additional support is school stuff). (E2)
given by the variation in subjects
which helps to show progression Summary
around the room. Other aspects
of the piece, such as punctuation This description emphasises the placement of objects and their
and use of simple verb forms, appearance, guiding the reader around the room, but the reliance on a
would need improvement to single sense and concrete details limits its scope. The viewpoint remains
make this band secure. implicit, with positive feelings inferred from the detail.
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Exemplar script 3

TEXT ORGANISATION
My place is Tenby in a part of Wales, you can hear

mostly simple comma splice and
connectives (D2) seagull’s sqwarking, and you can see the sea and
inappropriate use of
with some variation the sand on the Beach, and Boats at see aswell as commas (below D2)
(D2)
the life boat, and When You go round town you additional information
control of verbs might smell fish and chips from the chip shoPs, I (D2)
(above D2)
feel happy because the is a change of scenery, and inconsistent capitalisation
adverbials add detail excited about going to the beach, and visiting other (below D2)
(D2)
Places, on Meadow farm Which is a camp site on a
simple noun
phrases with some
big hill, and the view of the sea and the town is the grouping of content (D2)
expansion (D2) best I have ever seen.
single full stop (below

uncontrolled D2)
sentence (below
D2)

STRUCTURE,
PUNCTUATION & Sights, sounds and smells are incorporated into the description (see
TEXT ORGANISATION the sea and the sand; smell fish and chips). (E3)
A variety of feelings are expressed (happy; excited) and the final

Summary comment (the best I have ever seen) supports both these feelings.
(E3)
Expanded phrases add
some variety but some Some stylistic choices such as descriptive phrases (seagull’s
sentences are uncontrolled; sqwarking) and the contrast between direct address and personal
most are linked with simple reflection add to the effect. (E3)
connectives and are not
supported by appropriate
demarcation. Tense is Summary
appropriate and modal
verbs suggest possibility. The chosen place is described using several senses and some precise
There is some division of detail; some feelings evoked by aspects of the town are supported by the
content into sections, use of precise or emotive detail and some explanation. This would need
linked by the change of to be sustained throughout for the higher mark in the band.
pronoun from second
person to first. Band E3 – 4 marks
Band D2 – 2 marks

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Exemplar script 4

TEXT ORGANISATION
The place I have chosen is a heart stopping,

complex noun introduction sets mood
phrases build adrenalling rushing amazement! Every mans home (D3)
descriptive detail from the heart. The emaculate amazing freshly cut
(D3)
smooth surface scimming grass. As the ball rolls
use of sentence
fragments for effect along it a pounding whistle of wind fills the stadium
(above D3) with delight. As the ball glides in the air through to
complex sentence the top corrner the at mosphere is so tense every
with clauses before thing pauses ... The crowd go wild and the didgital
and after main
clause (D3) bord changes. The deafaning roar flys through the use of ellipsis for
stadium. suspense (D3)

varied subjects (D3)
The gates open, the mariners fill up the stand, the paragraph builds effect
sequentially (D3)
simple clauses referee walks to the centre spot. You can see the
build effect
(above D3) excitment and support of young and old. The game accurate demarcation,
with commas,
is under way. The enjoyment and smiles are all appropriate exclamation
varied verbs (D3)
around. Proud to be best and to beat the rest. marks and full stops
(D3)
subordination This is the place where me and the fans belong, naming of location
develops description
(D3) blundell park grimsby’s stadium! delayed until conclusion
(D3)

STRUCTURE,
PUNCTUATION & TEXT Balanced coverage conveys mood (heart stopping, adrenalling rushing
ORGANISATION amazement) and incorporates several senses (freshly cut smooth
surface scimming grass; pounding whistle of wind). (E3)
Summary Excitement, enthusiasm and pride inform the description (This is the
place where me and the fans belong). (E3)
Description is enhanced by
the use of complex noun Suspense (every thing pauses …), figurative language (The deafaning
phrases and a variety of roar flys through the stadium) and cumulative descriptive phrases
sentence structures including add to the impact.
short sentences and
fragments for effect. Control
of complex sentences is also Summary
evident and the piece is
organised into sections A sense of location is conveyed through atmospheric description which
concentrating on the game incorporates feelings, precise detail and the reactions of the crowd to
and the fans. Punctuation is activities taking place on the pitch. All of these support the feeling of
accurate and supports the excitement and enjoyment.
development of the text.
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Longer writing task: Circus performers needed
The task is to write a letter to Mr Topp, the owner of a circus, in response to a poster requesting applications
from people to work in his circus.
The prompt provides some suggestions about possible jobs, in the form of cartoon drawings of performers
such as clowns and jugglers. The poster emphasises that experience is not needed and also offers the possibility
of foreign travel as a further incentive to apply. Pupils are reminded that they can make up details. The
planning sheet provides support with different aspects of the task: content generation, persuasion and
structure.
Better performances are distinguished by the development of reasons for joining and for the choice of act or
acts, with a variety of persuasive techniques, such as flattery, rhetorical questions and directives. In these letters
there is also a sense of the persona of the letter writer, with pupils emphasising the constructed nature of this
by occasionally writing in role.
Longer writing task

Imagine you see the following advertisement.
We are a travelling circus and we visit lots of different places around the
United Kingdom and abroad.
Planning
We need new performers to come with us – you don’t need to be
experienced – we can offer some training if necessary. Make some brief notes to help you write your letter.
Please write to us explaining why you want to join our circus and why you
Why you want to join the circus Persuasive words or
think you would be good at the job.
phrases
Which acts you would like to perform and why
Letters to:
Mr B I G Topp
Victor’s Circus
c/o PO Box 123
Trapezetown
Skills and interests that would make you good at
the job
Your task is to write a letter applying to perform in the circus, explaining
why you think you would be good at the job.
(Remember, you can use your imagination to make up the information you include in
your letter.)
2 How to end your letter

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LONGER WRITING TASK: Circus performers needed

Mark scheme

sentences
Band A1 ● Construction of clauses is usually accurate, predominantly starting with subject and verb (I can).
Clauses mostly joined with and, but, then. Some reliance on patterns of speech and simple repetition.

1–2 marks
Band A2 ● Simple connectives and, but, then, when link clauses with some repetition of because or if. Subjects
and verbs frequently repeated; some variation in use of modal verbs (I can help; I could be). Noun
phrases mostly simple (a clown; a child) with occasional expansion (good trick). Some use of adverbs,
especially for emphasis (really want; so amazing). Simple directives or questions may add variety
(please give me a chance).
● Full stops, capital letters, exclamation marks and question marks are used to demarcate sentences,
mostly accurately; commas are used in lists.
3–4 marks
Band A3 ● Sentences are mostly grammatically sound. Some variation in sentence structure is achieved through
the use of expanded noun phrases, adverbials and some subordinating connectives, eg when, if,
because, which, that (because then you would have a new star; which would be a new attraction).
Subjects of sentences (you; the audience; children) and modal verbs to express future possibility
(should, might, will) are varied. Sentence types may include questions and directives to add to
persuasion (why don’t you make my dreams come true?; make the only right decision; it will make
your circus great).
● Most sentences correctly demarcated and some correct use of commas within sentences to mark
phrases or clauses.
5–6 marks
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Mark scheme

Assessment focuses: Organise and present whole texts effectively, sequencing and structuring information, ideas
and events
Band B1 ● Ideas listed in sequences of sentences, often repetitively; some division possibly indicated by layout.
Organisation may be limited to simple statements related to the planning headings.
● Within sections some connections are made between ideas, with limited connection between
sentences, eg some use of pronouns referring to the same thing (the trick / it).
1–2 marks
Band B2 ● Simple overall structure includes brief introductory comment and / or simple conclusion. Some similar
content grouped, often based on planning provided. Main ideas are sometimes clarified by paragraph
or section divisions. Use of also and too for additional information.
● Relationship between ideas often simply linked by shared topic or simple cause and effect (if you choose
me I will be really happy). Simple contrast sometimes used (I can’t do it. But I can learn). Connections
between sentences built up by varied use of pronouns to refer to main ideas / people in the text (my
friends; we) and connections between words develop topic.
3–4 marks
Band B3 ● Structure includes introduction, ordered points (I’ve got another good reason) and relevant conclusion
which may offer final persuasion. New sections / paragraphs are sequenced, although transitions
between them may be awkward.
● Within paragraphs or sections, content often introduced by simple topic sentences (this would be a
great opportunity). Ideas developed within sections, eg main idea followed by further reasoning,
explanation or justification. Connections between ideas established through ongoing references, eg to a
previous part of the text or by continuous references through the whole text.
5–6 marks

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Mark scheme

Band C1 ● A short series of ideas about joining the circus; longer texts may not be controlled in terms of
appropriateness, eg dominance of persuasion or personal information.
● Some attempt to interest reader, eg details (a list of circus acts), or simple appeal (please please choose
me).

1–2 marks
Band C2 ● The letter includes some reasons for joining the circus, with some justification of one or two points,
but these may be repetitive. The act or acts to be performed will be identified, but there may be little
development. Persuasion is included but tone may be uneven.
● Some evidence of simple viewpoint, with reasons presenting the writer in a favourable light, but may
rely on assertion (I’m the best juggler in the world).
● Some awareness of appropriate style shown, eg through relevant vocabulary choices to support
informative and / or persuasive aspects of the letter (cotton candy; perfect; wonderful), impersonal
constructions (it is the best circus) or direct address to Mr Topp. Some choices may be imprecise
(tricks and other stuff).
3–5 marks
Band C3 ● The letter develops appropriate personal information and / or reasons for the application with
persuasion, using some variety of techniques. Mostly suitable tone for the context.
● Viewpoint maintained, eg letter is consistently enthusiastic; writer may also acknowledge the needs of
the circus.
● Style of address (eg formal or colloquial) supports persuasive and / or informative purpose. Stylistic
choices contribute to credibility or add humour, eg appropriate word choices (that extra spark; cut
from the cloth to be a juggler).
6–8 marks
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Exemplar script 1

15 Broad Street
Middletown
Northshire
most sentences led
by pronoun with
some variation (A1) Dear Mr Topp
sentences mostly
simple (A1) Well Mr Topp i need this Job. I have been a clown for brief introduction (B2)
the last 14 Years. I am 41. This Job looks very good
some grammatical for me. I used to work for Bof circus in Scotland and series of statements (B1)
inaccuracies /
Bradfordshire. every time I Talk people they just burst
omissions (A1)
out laughing. I am very experenced in the last 14 years.
adverbials vary Not just as a clown im a Juggler. I can Juggle up to 12 connections made by
structures (A2) repeated words (B1)
balls in my hand at once. If you are looking for a
Juggler or a clown which you are. I am the person you
some subordination,
but not linked to are looking for
main clause (A1) concluding statement
Well wish me Luck not appropriate to
accurate full stops application (B1)
but insecure
capitalisation (A1)
Your sincerly
final directive (A2)
[signature]

PUNCTUATION Reasons for the application are plausible (personal circumstances
and experience) and acts are identified. (C2) Summary
Summary
Role is sustained to present applicant as serious candidate. (C2) Simple overall structure
Predominantly simple with introductory
sentences, mostly pronoun Vocabulary choices are linked to the topic but limited in scope; there comment and series of
led, present a series of is direct address to Mr Topp and one example of an impersonal statements relating to the
statements. Some variation construction (This Job looks very good for me). (C2) planning sections;
is provided by concluding statement is not
subordination, simple appropriate to the context,
adverbials and a directive, Summary but the overall structure
but structures are disrupted merits the top mark in
by some overuse of full The letter covers the main points required in a job application, but band B1.
stops. justification relies on assertion with occasional development and touches
of exaggeration for effect.

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Exemplar script 2

15 Broad Street
Middletown
Northshire
some variation in
modal verbs (A2) Dear Mr Topp
introduction (B2)
simple connectives I was just writeing to ask if I can get a job at the circus. connections between
with some I could look after the animal Come early to feed them all words develop topic
subordination (A2) (B2)
the food and I could train them what to do.
most sentences I would like the job with animals but if not I could be a simple contrast (B2)
demarcated (A2) clown because I love haveing fun and being very very silly.
I can act like a pig, monkey, cow, dog, horse and
commas in lists (A2)
everything else. summary of points

Doing these to thing are very important to me. (above B2)
subject pronouns I would live on a circus so it is so close to go at night after
statement not linked to
repeated (A2) the show. preceding or following
Please can you try and get me the job if you can I will take points (below B2)
repeated adverbs for you and everyone out for a meal and then we will celebrate
emphasis (A2) please please Please can you try and get me the job but
embedded clause and it is a very big but can you maybe get me the job with
(above A2) animals. I would care for them so so much.
Animals mean so much to me you don’t know how much I some grouping of ideas
simple noun phrases (B2)
love animals.
(A2)
If I had to die for them I would they are the best thing in my
live.
Your fafully
[signature]
If I get the job please contact me as soon as possible.

PUNCTUATION Reasons for joining the circus are justified by a proposal to do a
variety of jobs involving animals (I could train them … I can act like Summary
Summary a pig, monkey…). (C2)
The letter includes a brief
Statements, questions and a Applicant’s passion for animals is clear (they are the best thing in my introduction and a
directive provide variation in live). (C2) concluding statement
sentence types, mostly which summarises the
supported by punctuation; Simple and repetitive appeal, not always appropriate to the context, writer’s feelings about
clauses are linked by simple but with some awareness of formal constructions (If I get the job animals but does not relate
connectives and some please contact me as soon as possible). (C2) directly to the application.
subordinating connectives, Postscript is appropriate in
with reliance on pronouns as tone but lacks formal
subjects; adverbs are used Summary marker – ‘PS’. Some
for emphasis and modal content is grouped with
verbs are varied. More The emphasis on the writer’s love of animals links the two potential jobs section divisions but other
variation in subjects, noun of animal trainer and clown; persuasion largely rests on the passion for ideas are not linked or
phrases or subordination animals and repetitive pleas, with an attempt to include further developed sufficiently for
would be needed for the inducement through the offer of a celebratory meal. the higher mark in the
higher band. band.
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PrimaryTools.co.uk
Exemplar script 3

15 Broad Street
Middletown
Northshire
Dear Mr Topp
some variation in
connectives but
I am writing to see if there is a spare place to perform introduction includes
other choices
repetitive (A2) in the chinese state circus. specificity and provides
context for application
(above B2)
I want to join because I want to achive somthing in life not just being
a shelf stacker. and to get to the best ability of my boring life.
mostly accurate
demarcation (A2) unspecified ambition
I am hoping to do a flexable job which involves working hard and to developed (above B2)
help me be fitter, such as the trapeze could be a good idear becaus

verb forms varied I have read about it and it seems fantastic to work on and to be with
but not always
controlled (A2) a partner.
associated ideas provide
I would like to do the trapeze becaus it interests me in doing a lot of link (B2)
overlong sentences things like being fitter. The reason it interests me is because I am
(below A2) flexable and like working hard to acheive everything to help. I like simple contrast (B2)
working hard but as long as it is fun and will help to get the money
for a once in a life time holiday to America but I would need to work
hard for that trip of a life time. link between sections
provided by shared
expanded noun vocabulary (B2)
phrases (above A2) I hope you have taken note in my letter because I need this job to
help me. I realy want to go on that trip to America but I cant do it reference to foregoing
adverb used for text establishes
emphasis (A2) without you. connection (above B2)
Yours sincerly
[signature]

PUNCTUATION Personal information supports some of the reasons for the
application (I want to achive somthing in life not just being a shelf Summary
Summary stacker). (C3)
Both an introduction and a
Complex sentences are Writer is presented in a favourable light (working hard), but personal concluding plea are
used to add reasons but benefits take priority. (C2) included in the letter.
these are occasionally Some points are expanded,
overlong leading to loss of Semi-formal tone is maintained and some specific word choices add although these rely on
control; they are not persuasion (the best ability; fantastic). (C3) repetition of key phrases
always supported by and rewording of previous
appropriate punctuation. Summary points. This technique
The first person pronoun produces good cohesive
introduces most statements The benefits to the circus of the applicant’s application take second place links within sections but
but complex noun phrases to the primary aim of obtaining sufficient funds for a trip to America, less development.
add interest and verb forms but there is some development of content and some direct appeal to Mr
are varied. Topp as a method of persuasion.

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Exemplar script 4

15 Broad Street
varied connectives Middletown
(A3)
Northshire
use of quotation Dear Mr Topp
marks (A3)
I am writing to you as I am very interested in your appropriate introduction

expanded noun with reference to the
phrases emphasise ‘Circus performers needed’. I would very much like it if prompt (B3)
personal qualities
and add persuasive
you decide to choose a strong, stable person like me for
adjectives (A3) your circus. I would like to join the circus as I would like
further reference to
to experance something new. Juggling has been prompt (B3)
variation in subjects
one of my strongest points as I am a little experanced

(A3)
and it sounds like a challenge and I am up for a challenge.
Your circus would become a more uplifting circus and I am link made to earlier
point (B3)
positive that you would get more out of me working for you
attempt to use and a man like you, will get more than you bargened for.
comma to structure I have a great hand co-ordination and I think you would be
sentence (A3) development of topic
mad not to pick me as I will be perfect for the job. I (B3)
adjectives expanded can garentee your old Juggler can not do what I am
by clauses to add
detail (A3) capable of doing. So get rid of your old rotten juggler and
carefully placed have me as your new juggler. I would be proud of saying I continuous thread
directives (A3) work for you and that I’m something special and will give you through letter (B3)
varied modals and something to be extra proud of. I really hope you make the conclusion offers final
verb forms (A3) persuasion and formal
right decision and I am going to be looking forward to hearing closure (B3)
accurate demarcation from you. Yours sincerly
(A3)
[signature]

PUNCTUATION Personal information is selected to be persuasive (a strong, stable
person like me) and a range of techniques is used such as flattery (a Summary
Summary man like you) and denigration of the current employee (your old
rotten juggler). (C3) Both introduction and
Sentences are conclusion add to the
grammatically sound with An enthusiastic viewpoint is maintained, with several varied persuasive appeal of this
some variation of references to benefits for the circus (a more uplifting circus). (C3) letter. Although there is no
connectives and subjects. paragraphing, points are
Expanded noun phrases Consistently positive stylistic choices support the purpose of the organised in a logical order
add detail and frequently letter (strongest points; a challenge; perfect; extra proud). (C3) and several are developed
incorporate persuasive by the addition of further
adjectives. Verb forms are explanation and
controlled, with modal Summary justification.
verbs referring to
possibility and predicting Persuasion and reasons for the application are balanced in this letter,
outcomes. which maintains a formal tone and addresses the circus owner directly;
personal qualities of the applicant and benefits to the circus are
emphasised.
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HANDWRITING
All pupils need to develop a serviceable handwriting style which is legible, clear and encourages the reader to
The mark scheme for handwriting appears below and is exemplified on pages 47– 49, where it is supported by
Mark scheme
Handwriting
1 mark
2 marks
3 marks

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15 Broad Street
Middletown
Northshire
Handwriting
The writing is disjointed and letters are positioned unevenly on the line. Not all letters are correctly formed but the size of
letters and the spacing of words are more regular.
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PrimaryTools.co.uk
15 Broad Street
Middletown
Northshire
Handwriting
Letter formation is generally correct and words are positioned on the line. In spite of some inconsistencies in size, there is
some flow to the handwriting.

PrimaryTools.co.uk
15 Broad Street
Middletown
Northshire
Handwriting
The handwriting is partially joined; size and spacing are consistent and a personal style is emerging.
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PrimaryTools.co.uk
SPELLING: The Circus
spelling test, The Circus, the target words have been selected in order to assess pupils’ ability to apply their
knowledge of a variety of spelling rules and patterns and also of irregular words. The words reflect the Spelling
and Phonics units of the Literacy Progress Units as well as the year 7 English curriculum.
■ the addition of derivational and inflectional suffixes to roots of words, as in the words towns and exciting
■ selection of correct ‘shun’ suffix in Television
■ the application of spelling rules leading to the change of ‘y’ to ‘i’ in activities and the doubling of the ‘n’ in
spinning and the ‘p’ in trapped
■ the instance of silent letters, as in knives
■ the spelling of unstressed vowels, as in popular.
Spelling
1. began 9. spinning
2. popular 10. instruments
3. brought 11. trapped
4. towns 12. changed
5. Television 13. exciting
6. wider 14. activities
7. recent 15. knives
8. incredible
Spellings should not be penalised if a lower case ‘t’ is used for the sentence initial word ‘Television’; neither
should they be marked incorrect if capitalisation occurs in other words.

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Spelling test
Number of correct words Marks
0 0
1–2 1
3–4 2
5–6 3
7–8 4
9–10 5
Spelling
11–12 6
13–15 7
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EKP 2007 Yr7 MS 275386.qxp 30/1/07 11:01 pm Page BC1
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29 Bolton Street
London W1J 8BT
Telephone: 08700 60 60 40
Minicom: 020 7509 6546
Fax: 020 7509 5908
Email: tests@naa.org.uk
Website: www.naa.org.uk/tests
For more copies

Tel: 08700 60 60 15 Fax: 08700 60 60 17
Email: orderline@qca.org.uk
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265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 1

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 2

The biggest tunnels 8

Down the Mine 10

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 3

There are many tunnels and pipes underground, but how do

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 4

All these wires and cables that connect the

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 5

Many cables and wires can easily be laid in the pipes

Ferrets, which are used as ‘special electricians’, are provided

Some of these ferrets were even used to

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 6

265487_TunnelsReader v6.qxd 20/6/05 3:09 pm Page 7

On average, each of us uses around 155 litres of water each

In Great Britain there are over 700,000km of water mains

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 8

The biggest tunnels

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 9

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 10

Down the Mine

I was almost shaking with

Dad led me to his locker and

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 11

The boards in the floor were

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 12

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 13

‘That’s a continuous-mining machine!’ Dad yelled over its roar. It looked to

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 14

Soon Dad led me back to

I listened, amazed that he

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 15

265487_TunnelsReader v6.qxd 20/6/05 3:10 pm Page 16

© Qualifications and Curriculum Authority 2005

YEAR answer booklet 11

What Lies Beneath Your Feet

What Lies Beneath Your Feet

tunnels coal, metal and diamonds

pipes underground railways

mines water and gas

2. Why do you think a tunnelling machine is called a ‘Mole’?

Questions 3–7 are about Small tunnels (pages 4–5).

3. Have you ever used the internet? (page 4)

because the writer wants you to use the internet

because the writer does not understand the internet

because the writer wants to interest you in the subject

What Lies Beneath Your Feet

4. Why are wires laid inside plastic pipes?

5. What makes the ferrets want to run down the tunnels?

6. How did the ferrets help to save the pop concert?

Questions 8–12 are about Getting bigger… (pages 6–7).

8. Why do water pipes need to be quite large?

What Lies Beneath Your Feet

10. Look carefully at pages 6–7.

Clean and dirty water flow through the same pipe.

Sewer is another name for a water main.

Water main pipes are only used for drinking water.

Storm water drains help to prevent flooding.

Why has this been done?

What Lies Beneath Your Feet

What Lies Beneath Your Feet

Questions 13–16 are about The biggest tunnels (pages 8–9).