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En KEY STAGE
English tests
2
LEVELS
3–5
Grammar, punctuation and spelling mark schemes
2015
Short answer questions and spelling paper
National curriculum tests
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Introduction The Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. The STA is an executive agency of the Department for Education (DfE). This booklet contains the mark schemes for the assessment of levels 3–5 English grammar, punctuation and spelling. Level threshold tables will be available at www.education.gov.uk/ks2 from Tuesday 7 July, 2015. The levels 3–5 English grammar, punctuation and spelling test is made up of two papers. A total of 70 marks is available.
Paper 1: short answer paper (50 marks) Paper 2: spelling task (20 marks)
As in previous years, external markers will mark the key stage 2 national curriculum tests. The mark schemes are also made available to inform teachers. The mark schemes were written and developed alongside the questions. Pupils’ responses from trialling have been added as examples to the mark schemes to ensure they reflect how pupils respond to the questions. The mark schemes indicate the criteria on which judgements should be made. In applying these principles, markers use professional judgement based on the training they have received. The English grammar, punctuation and spelling test assesses elements of the key stage 2 national curriculum for English. Details about what is assessed in this test are presented on pages 5, 6, and 8 of this mark scheme booklet. Further information about what is assessed in this test can be found in the English grammar, punctuation and spelling test framework at www.gov.uk/sta
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Contents Introduction 2
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The English grammar, punctuation and spelling test mark schemes Structure of the short answer questions mark scheme Application of the short answer questions mark scheme Mark allocation in the English grammar, punctuation and spelling test
4 4 4 4
Paper 1: short answer questions Question classification
5 5
Marking specific types of short answer question Summary of additional guidance Short answer questions: further marking guidance
6 6 7
Paper 2: spelling task
8
Marking spelling questions Summary of additional guidance
9 9
Short answer questions mark schemes
10
Spelling task mark scheme Guidance for marking the spelling task Quick reference mark scheme for the spelling task
20 20 20
Pupil’s version of the spelling task
21
3
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
The English grammar, punctuation and spelling test mark schemes Structure of the short answer questions mark scheme The marking information for each question is set out in tables, which start on page 10 of this booklet. The ‘Question’ column on the left-hand side of each table provides a reference to the question number. This column also gives a reference linking the question to the key stage 2 programme of study for English. The ‘Requirements’ column may include two types of information: ■■
A statement of the requirements for the award of each mark, shown by a square.
•
Examples of some different types of correct response, shown by a bullet and italic formatting.
The ‘Mark’ column indicates the total number of marks available for each question. The ‘Additional guidance’ column provides information about any alternative acceptable responses, as well as an explanation of responses that are not acceptable. General guidance on marking the spelling task is given on page 20.
Application of the short answer questions mark scheme In order to ensure consistency of marking, the most frequent procedural queries are listed on pages 6 – 8 along with guidance about what the markers should do. Unless otherwise specified in the mark scheme, markers will apply the guidance in all cases.
Mark allocation in the English grammar, punctuation and spelling test The following table summarises the number of marks in the 2015 levels 3 – 5 test assessing each area: Assessment area
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Number of marks
Grammar
29
Punctuation
15
Vocabulary
6
Spelling
20
Total marks
70
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Paper 1: short answer questions Question classification The table below summarises the areas of the key stage 2 English programme of study that are assessed in paper 1 of the English grammar, punctuation and spelling test. The reference codes in the right-hand column below are given in the ‘Question’ column of the short answer questions mark scheme. Key stage 2 programme of study references
Grammar, punctuation and spelling reference codes
En3.7a–c Language structure Pupils should be taught: a: word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions and articles
sg/ga1 Grammatical / word classes sg/ga1.1 Nouns sg/ga1.2 Verbs sg/ga1.3 Adjectives sg/ga1.4 Connectives sg/ga1.5 Pronouns sg/ga1.6 Adverbs sg/ga1.7 Prepositions sg/ga1.8 Articles
b: the features of different types of sentence, including statements, questions and commands, and how to use them (for example, imperatives in commands)
sg/ga2 sg/ga2.1 sg/ga2.2 sg/ga2.3
Features of sentences Statements Questions Commands
c: the grammar of complex sentences, including clauses, phrases and connectives.
sg/ga3 sg/ga3.1 sg/ga3.2 sg/ga3.3
Complex sentences Clauses Phrases Subordinating connectives
En3.6a–b Standard English Pupils should be taught: a: how written standard English varies in degrees of formality
b: some of the differences between standard and non-standard English usage, including subject–verb agreement and use of prepositions.
sg/ga4 sg/ga4.1 sg/ga4.2 sg/ga4.3 sg/ga4.4
Standard English Tense agreement Subject–verb agreement Double negatives Use of ‘I’ and ‘me’
sg/ga5 sg/ga5.4
Formal / informal Contractions
ga7 sg/ga7.1 sg/ga7.2 sg/ga7.3 sg/ga7.4 sg/ga7.5 sg/ga7.6 sg/ga7.7 sg/ga7.8 sg/ga7.9
Vocabulary Word meaning Vocabulary in context Concision / precision in vocabulary Synonyms Antonyms Word groups / families Prefixes Suffixes Singular and plural
En3.1 and En3.2 Vocabulary / language strategies Pupils should be taught: En3.1b: to broaden their vocabulary and use it in inventive ways En3.2d: to proofread – check the draft for spelling and punctuation errors, omissions and repetitions.
KEY: sg: sentence grammar p: punctuation ga: grammatical accuracy PrimaryTools.co.uk
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Key stage 2 programme of study references
Grammar, punctuation and spelling reference codes
En3.3 Punctuation Pupils should be taught: En3.3: to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission.
p/ga6 Punctuation p/ga6.1 Capital letters p/ga6.2 Full stops p/ga6.3 Question marks p/ga6.4 Exclamation marks p/ga6.5 Commas in lists p/ga6.6 Commas to mark phrases or clauses p/ga6.7 Inverted commas p/ga6.8 Apostrophes p/ga6.9 Brackets p/ga6.10 Ellipses p/ga6.11 Colons
KEY: sg: sentence grammar p: punctuation ga: grammatical accuracy
Marking specific types of short answer question Summary of additional guidance The following guidance applies to all questions in the short answer component. Please read this carefully before applying the individual mark scheme entries. Question type
Accept
Do not accept
Tick boxes
Any unambiguous indication of the correct answer, eg:
Responses in which more than the required number of boxes has been indicated.
Underlining clauses / phrases / other text
■■
the box is crossed rather than ticked
■■
the correct answer is circled rather than ticked.
Underlining of the full required text, with or without surrounding punctuation.
Responses in which only part of the required text, or less than half of a required word, is underlined. Responses in which any additional words are underlined.
Circling of the answer
Drawing lines to ‘match’ boxes
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Any unambiguous indication of the correct answer, eg: ■■
the answer is underlined
■■
the answer is enclosed within a box.
Lines that do not touch the boxes, provided the intention is clear.
Responses in which more than the required number of words has been indicated. Responses in which the correct answer is encircled, together with more than half of any surrounding words. Multiple lines drawn to / from the same box (unless this is a question requirement).
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Question type
Accept
Do not accept
Labelling of parts of speech
Clear labels, whether they use the full vocabulary required by the question or an unambiguous abbreviation, eg: ‘V’ for ‘verb’.
Ambiguity in labelling, eg: the use of ‘noun’ or ‘CN’ where a distinction is required between ‘collective noun’ and ‘common noun’.
Writing sentences
A sentence that has a capital letter and an appropriate punctuation mark delineating the end of the sentence.
Ambiguity in the comparative sizes of letters.
Capital letters must be clear and unambiguous for the award of the mark. Where letters do not have unique capital letter forms, the height of the capital letter will be similar to, or greater than, that of letters with ascenders, and clearly greater than the height of letters that do not have ascenders. For example, in the word ‘What’, the height of the capital letter ‘W’ should be similar to, or taller than, the ‘h’. Punctuation
For the award of the mark, punctuation must be appropriate for the context, clear and unambiguous. This means that the punctuation mark should be visible to the marker, its formation should be recognisable as the intended punctuation mark, and its position in relation to text or other punctuation must be correct and clear.
Responses in which capital letters are omitted or placed inappropriately in a sentence, or when an entire word is capitalised (even if the child is using the capitalised word for emphasis). The incorrect use of capital letters will negate an otherwise correct response.
Punctuation marks that could be more than one thing, such as a misplaced or low apostrophe / high comma.
Short answer questions: further marking guidance What if...
Accept
...the answer is correct but spelling is inaccurate?
Where no specific mark scheme guidance is given, incorrect spellings of the correct response are creditworthy, provided the intention is clear to the marker. The single exception to this is when marking contractions, which must have correct spelling and placement of apostrophes. In any other questions in which correct spelling is required in order to assess children’s understanding of the curriculum focus, mark scheme guidance will state the need for correct spelling, and will list any acceptable alternatives. If specific grammatical terminology is required in the answer, a misspelling must, in order to be creditworthy, be a phonetic approximation of the required word, with the major syllables of the correct word represented in the answer.
…the child’s response does not match closely any of the examples given?
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Illustrative examples of children’s responses to questions are sometimes given; however, markers will use the marking principles to make a judgement about the award of marks. If uncertain, markers will escalate the issue to a more senior colleague.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
What if...
Accept
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing: ■■
it meets any relevant criteria in this guidance and in the questionspecific mark scheme and
■■
it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’).
This includes where children ‘fill in the blank’ within a question when they are expected to write or tick their answer below it. …the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark scheme.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
If both correct and incorrect responses are given, no mark will be awarded.
Paper 2: spelling task The table below summarises the areas of the key stage 2 English programme of study that are assessed in paper 2 of the English grammar, punctuation and spelling test. Key stage 2 programme of study references En3.2 Language strategies Pupils should be taught to: En3.2d: proofread – check the draft for spelling and punctuation errors, omissions and repetitions. En3.4a–j Spelling Pupils should be taught: En3.4 Spelling strategies a: to sound out phonemes b: to analyse words into syllables and other known words c: to apply knowledge of spelling conventions d: to use knowledge of common letter strings, visual patterns and analogies e: to check their spelling f: to revise and build on their knowledge of words and spelling patterns. En3.4 Morphology g: the meaning, use and spelling of common prefixes and suffixes h: the spelling of words with inflectional endings i: the relevance of word families, roots and origins of words j: the use of appropriate terminology, including vowel, consonant, homophone and syllable.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Marking spelling questions Summary of additional guidance What if...
Accept
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing: ■■
it meets any relevant criteria in this guidance and in the questionspecific mark scheme;
■■
it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’) and
■■
it is clear which question they are attempting to answer.
…the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark scheme.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
If both correct and incorrect responses are given, no mark will be awarded. If a child has attempted to spell a word in a number of different ways anywhere else on the answer booklet and the correct spelling is in or near the answer space, the attempts written elsewhere can be disregarded.
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4 ga1.4
3 ga4.1
2 ga1.4
1 ga3.3
Award 1 mark for all four correct.
✓
when
after
I went to the park school had finished.
The bone was exactly the dog had left it.
since
✓
✓
where
I put on my coat leaving the house.
leaps
before
if
The teacher asked me I was feeling alright.
I loved playing hide and seek I was younger.
■■
until
Requirements
1m
1m
1m
1m
Mark
Additional guidance
10
Question
Short answer questions mark schemes
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10 sg1.2
9 ga3.3
8 p1.4
7 ga7.9
6 ga6.3
5 ga1.6
Question
✓
✓
Award 1 mark for the most suitable connective encircled.
✓
a verb
although
✓
because
before
therefore
Amrit still managed to smile _______ he was feeling very tired.
■■
something surprising or exciting
firemen
Do you enjoy reading
✓
Anita looked both ways before crossing the road safely.
Requirements
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
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16 ga6.1
15 ga4.1
14 ga4.2
13 p1.3
12 p1.9
✓
✓
✓
From April, swimming lessons will take place on Tuesdays.
They have grown lots of tomatoes this year.
enjoy
“When do the clocks go back?” asked Amber.
✓
✓
Ask at reception for directions to the main hall.
to give additional information
✓
Leave the building by the nearest exit.
Requirements
✓
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
12
11 sg2.3
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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20 ga6.5
19 ga2.2
18 ga6.5
17 ga7.1
Question
Award 1 mark for two correctly placed commas.
✓
■■
■■
Do you know what age he is? Is he ten years old? How old is Peter?
✓
When Dad bakes biscuits, Jackie always helps.
Commas are used to separate clauses
✓
✓
Commas are used to separate items in a list
Ana’s class, which is the largest, is usually the quietest.
Butterflies, moths and bees are all winged insects.
Sentence
Award 1 mark for all three correct.
• • •
Award 1 mark for a correctly punctuated question suitable for the given answer, eg:
I gave Zak a magazine, two packs of stickers, some pens and a drink.
■■
to go with someone
Requirements
1m
1m
1m
1m
Mark
How old is he
Did you see where he went? How old is your dad?
• •
“How old is he?” asked Rosie. Gurpreet asked, “How old is your son?”
Do not accept the addition of a reporting clause which turns a question into a statement, eg:
• •
Do not accept responses that do not logically match the given answer, eg:
•
Do not accept responses which are incorrectly punctuated, eg:
I gave Zak a magazine, two packs of stickers, some pens, and a drink.
Do not accept the use of the serial comma, eg:
Additional guidance
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26 ga6.2
25 sg5.4
24 ga1.2
23 sg1.6
22 p6.6
Award 1 mark for both contractions.
Award 1 mark for a correctly placed pair of commas.
Award 1 mark for four correct labels.
C
V
Award 1 mark for the verb encircled.
A
Award 1 mark for all three correct contractions.
Award 1 mark for two full stops and two capital letters correctly placed.
I’ll
Two people were playing tennis. We watched the ball go back and forth over the net.
■■
she’s
I bet she has seen it.”
can’t
“I cannot find my hat,” moaned Asha. “I will ask Mum.
■■
The aeroplane sped noisily down the runway.
■■
N
The goalkeeper moved quickly and saved the penalty.
■■
The hotel, since it opened, has become very popular.
■■
hasn’t
I’m
■■
Requirements
1m
1m
1m
1m
Do not accept the use of the lowercase ‘i’.
Do not accept the use of the lowercase ‘i’.
1m
1m
Additional guidance
Mark
14
21 sg5.4
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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32 sg1.7
31 ga1.1
30 ga6.2
29 ga1.1
28 ga6.1
27 ga7.2
Question
Award 1 mark for three correct words encircled.
✓
Award 1 mark for two correctly ticked boxes.
✓
a preposition
✓
The kitchen light was left on most of the time. ✓
The horses galloped across the field. They were being playful.
✓
Despite the cloudy sky, the weather was hot and humid.
■■
✓
today we learnt that elephants from asia are smaller than elephants from africa.
■■
strong
Requirements
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
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38 sg1.8
37 sg1.4
36 ga2.1
35 ga7.4
34 ga7.6
Award 1 mark for three correct sentences.
busy huge fast
swift
drab
bustling
Award 1 mark for the correct statement.
dull
vast
Award 1 mark for all four correct.
✓
Award 1 mark for the connective encircled.
Award 1 mark for both articles encircled.
Josh longed for a cold drink in the hot weather.
■■
As the weather became colder, the sale of coats increased.
■■
This book is new.
■■
■■
two or twice
Please send the parcel to either Jack or me.
My aunt sent some presents for my sister and me.
My mum and I watched a film.
■■
Requirements
1m
1m
1m
1m
This book is new!
Also accept
Do not accept use of the lowercase ‘i’
1m
1m
Additional guidance
Mark
16
33 ga4.4
Question
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42 ga6.5
41 ga6.1
40 ga1.3
39 ga6.8
Question
Award 1 mark for the adjective encircled.
• • •
Jay noticed a frog, some tadpoles and a small fish in the pond. Jay noticed some tadpoles, a frog and a small fish in the pond. Jay noticed a small fish in the pond, some tadpoles and a frog.
Award 1 mark for a grammatically correct, accurately punctuated sentence that uses commas to list the given information in any order, eg:
✓
all sentences
■■
✓
all proper nouns
To make the sauce, chop the onions and add the ground spices.
■■
Dog’s are not allowed on the beach.
The children’s play area is closed.
✓
Print photo’s from your camera here.
This shop is open on Saturday’s.
Requirements
1m
1m
1m
1m
Mark
•
Jay noticed a frog, some tadpoles, and a small fish in the pond.
Do not accept the use of the serial comma, eg:
Additional guidance
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48 sg1.3
47 ga1.6
46 ga1.5
45 ga7.7
44 p1.7
Award 1 mark for the adjective encircled.
Award 1 mark for correctly placed inverted commas.
Award 1 mark for all three correct.
Award 1 mark for the adverb encircled.
Award 1 mark for the correct pronoun.
They took measurements of their heights.
There was a measurable increase in the temperature.
They measured the length of the room.
✓
Verb
Award 1 mark for a correctly completed table.
Sentence
■■
The old dog was still sitting on the sunlit patio.
■■
it
■■
irregular
illegal
disagree
■■
✓
Noun
Adverb
✓
Adjective
Maya whispered, “I can see a baby hedgehog! Keep quiet so we don’t scare it.”
■■
Gareth waited nervously behind the curtains before he walked onto the empty stage.
■■
Requirements
1m
1m
1m
1m
1m
1m
Mark
us / me / you
Also accept
Additional guidance
18
43 ga1.3
Question
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50 ga4.2
49 ga3.1
Question
Ben Green, who is in my class, went to Spain over the summer. Ben Green (who is in my class) went to Spain over the summer. Over the summer, Ben Green – who is in my class – went to Spain.
Award 1 mark for three correct sentences.
• • •
Award 1 mark for a grammatically correct, accurately punctuated sentence that includes all of the information given in the boxes in any logical order, eg:
The number of books available is increasing.
The fishermen are repairing the boat.
The good news is that the trip can still go ahead.
■■
■■
Requirements
1m
1m
Mark
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Spelling task mark scheme Guidance for marking the spelling task The following conventions should be followed when marking the spelling task: ■■
If more than one attempt is made, it must be clear which version the pupil wishes to be marked
■■
If multiple attempts are made and it is not clear which one is to be considered, the mark is not awarded
■■
Spellings can be written in upper or lower case, or a mixture of the two
■■
If a word has been written with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded
■■
If a word has been written with the correct sequence of letters but an apostrophe or hyphen has been inserted, the mark is not awarded.
Quick reference mark scheme for the spelling task
1.
afternoon
11. lorries
2.
tapping
12. system
3.
knee
13. international
4.
double
14. difference
5.
paused
15. fracture
6.
unsure
16. luckily
7.
postage
17. frequent
8.
judge
18. assistant
9.
happiest
19. occasion
10. tough
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20. potential
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Zainab was
6.
unsure
paused
happiest
his top score.
lorries
Page 2 of 4
this term.
12. There is a new
the shop.
11. The
the competition.
for borrowing library books
D00040A0204
system
transported the computers to
tough
when she is playing football.
judge
was surprisingly cheap.
which answer was correct.
10. Maya found the last stage of the race very
Freya is
Our special guest will
8.
9.
The
7.
.
on the window.
.
injury, Simran won the race.
tapping
afternoon
and looked around the room.
double
knee
postage
Ellie
Rashid wanted to
4.
5.
Despite his
Sarah was woken by a bird
Monica walks her dog in the park every
3.
2.
1.
Spelling task
difference
fracture
assistant
frequent
20. Our team has the
community.
D00040A0304
END OF TASK
for the whole
Page 3 of 4
to win the trophy this year.
occasion
put the new toys on the shelf.
visits to the library.
luckily
can be diagnosed by having an
potential
19. The festival is a very special
18. The shop
17. We make
the driver waited for us.
international
between spiders and beetles is the
16. We thought we would miss the bus, but
x-ray taken.
15. A bone
number of legs they have.
14. One
match.
13. The players were looking forward to their first
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Pupil’s version of the spelling task
The words omitted from the pupil’s spelling task are those printed in bold in the version below.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling test mark schemes: Short answer questions and spelling paper Print version product code: STA/15/7225/p ISBN: 978-1-78315-427-2 Electronic version product code: STA/15/7225/e ISBN: 978-1-78315-454-8 For more copies Additional printed copies of this booklet are not available. It can be ed from www.gov.uk/government/publications. © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: “Contains public sector information licensed under the Open Government Licence v3.0” and where possible provide a link to the licence. Exceptions - third party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2015 key stage 2 test materials copyright report’, for re-use of any third party copyright content which we have identified in the test materials, as listed below. Alternatively you should remove the unlicensed third party copyright content and / or replace it with appropriately licensed material. Third party content These materials contain no third party copyright content. If you have any queries regarding these test materials the national curriculum assessments helpline on 0300 303 3013 or email [email protected].
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En KEY STAGE
English tests
2
LEVELS
3–5
Grammar, punctuation and spelling mark schemes
2015
Short answer questions and spelling paper
National curriculum tests
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Introduction The Standards and Testing Agency (STA) is responsible for the development and delivery of statutory tests and assessments. The STA is an executive agency of the Department for Education (DfE). This booklet contains the mark schemes for the assessment of levels 3–5 English grammar, punctuation and spelling. Level threshold tables will be available at www.education.gov.uk/ks2 from Tuesday 7 July, 2015. The levels 3–5 English grammar, punctuation and spelling test is made up of two papers. A total of 70 marks is available.
Paper 1: short answer paper (50 marks) Paper 2: spelling task (20 marks)
As in previous years, external markers will mark the key stage 2 national curriculum tests. The mark schemes are also made available to inform teachers. The mark schemes were written and developed alongside the questions. Pupils’ responses from trialling have been added as examples to the mark schemes to ensure they reflect how pupils respond to the questions. The mark schemes indicate the criteria on which judgements should be made. In applying these principles, markers use professional judgement based on the training they have received. The English grammar, punctuation and spelling test assesses elements of the key stage 2 national curriculum for English. Details about what is assessed in this test are presented on pages 5, 6, and 8 of this mark scheme booklet. Further information about what is assessed in this test can be found in the English grammar, punctuation and spelling test framework at www.gov.uk/sta
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Contents Introduction 2
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The English grammar, punctuation and spelling test mark schemes Structure of the short answer questions mark scheme Application of the short answer questions mark scheme Mark allocation in the English grammar, punctuation and spelling test
4 4 4 4
Paper 1: short answer questions Question classification
5 5
Marking specific types of short answer question Summary of additional guidance Short answer questions: further marking guidance
6 6 7
Paper 2: spelling task
8
Marking spelling questions Summary of additional guidance
9 9
Short answer questions mark schemes
10
Spelling task mark scheme Guidance for marking the spelling task Quick reference mark scheme for the spelling task
20 20 20
Pupil’s version of the spelling task
21
3
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
The English grammar, punctuation and spelling test mark schemes Structure of the short answer questions mark scheme The marking information for each question is set out in tables, which start on page 10 of this booklet. The ‘Question’ column on the left-hand side of each table provides a reference to the question number. This column also gives a reference linking the question to the key stage 2 programme of study for English. The ‘Requirements’ column may include two types of information: ■■
A statement of the requirements for the award of each mark, shown by a square.
•
Examples of some different types of correct response, shown by a bullet and italic formatting.
The ‘Mark’ column indicates the total number of marks available for each question. The ‘Additional guidance’ column provides information about any alternative acceptable responses, as well as an explanation of responses that are not acceptable. General guidance on marking the spelling task is given on page 20.
Application of the short answer questions mark scheme In order to ensure consistency of marking, the most frequent procedural queries are listed on pages 6 – 8 along with guidance about what the markers should do. Unless otherwise specified in the mark scheme, markers will apply the guidance in all cases.
Mark allocation in the English grammar, punctuation and spelling test The following table summarises the number of marks in the 2015 levels 3 – 5 test assessing each area: Assessment area
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Number of marks
Grammar
29
Punctuation
15
Vocabulary
6
Spelling
20
Total marks
70
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Paper 1: short answer questions Question classification The table below summarises the areas of the key stage 2 English programme of study that are assessed in paper 1 of the English grammar, punctuation and spelling test. The reference codes in the right-hand column below are given in the ‘Question’ column of the short answer questions mark scheme. Key stage 2 programme of study references
Grammar, punctuation and spelling reference codes
En3.7a–c Language structure Pupils should be taught: a: word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions and articles
sg/ga1 Grammatical / word classes sg/ga1.1 Nouns sg/ga1.2 Verbs sg/ga1.3 Adjectives sg/ga1.4 Connectives sg/ga1.5 Pronouns sg/ga1.6 Adverbs sg/ga1.7 Prepositions sg/ga1.8 Articles
b: the features of different types of sentence, including statements, questions and commands, and how to use them (for example, imperatives in commands)
sg/ga2 sg/ga2.1 sg/ga2.2 sg/ga2.3
Features of sentences Statements Questions Commands
c: the grammar of complex sentences, including clauses, phrases and connectives.
sg/ga3 sg/ga3.1 sg/ga3.2 sg/ga3.3
Complex sentences Clauses Phrases Subordinating connectives
En3.6a–b Standard English Pupils should be taught: a: how written standard English varies in degrees of formality
b: some of the differences between standard and non-standard English usage, including subject–verb agreement and use of prepositions.
sg/ga4 sg/ga4.1 sg/ga4.2 sg/ga4.3 sg/ga4.4
Standard English Tense agreement Subject–verb agreement Double negatives Use of ‘I’ and ‘me’
sg/ga5 sg/ga5.4
Formal / informal Contractions
ga7 sg/ga7.1 sg/ga7.2 sg/ga7.3 sg/ga7.4 sg/ga7.5 sg/ga7.6 sg/ga7.7 sg/ga7.8 sg/ga7.9
Vocabulary Word meaning Vocabulary in context Concision / precision in vocabulary Synonyms Antonyms Word groups / families Prefixes Suffixes Singular and plural
En3.1 and En3.2 Vocabulary / language strategies Pupils should be taught: En3.1b: to broaden their vocabulary and use it in inventive ways En3.2d: to proofread – check the draft for spelling and punctuation errors, omissions and repetitions.
KEY: sg: sentence grammar p: punctuation ga: grammatical accuracy PrimaryTools.co.uk
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Key stage 2 programme of study references
Grammar, punctuation and spelling reference codes
En3.3 Punctuation Pupils should be taught: En3.3: to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission.
p/ga6 Punctuation p/ga6.1 Capital letters p/ga6.2 Full stops p/ga6.3 Question marks p/ga6.4 Exclamation marks p/ga6.5 Commas in lists p/ga6.6 Commas to mark phrases or clauses p/ga6.7 Inverted commas p/ga6.8 Apostrophes p/ga6.9 Brackets p/ga6.10 Ellipses p/ga6.11 Colons
KEY: sg: sentence grammar p: punctuation ga: grammatical accuracy
Marking specific types of short answer question Summary of additional guidance The following guidance applies to all questions in the short answer component. Please read this carefully before applying the individual mark scheme entries. Question type
Accept
Do not accept
Tick boxes
Any unambiguous indication of the correct answer, eg:
Responses in which more than the required number of boxes has been indicated.
Underlining clauses / phrases / other text
■■
the box is crossed rather than ticked
■■
the correct answer is circled rather than ticked.
Underlining of the full required text, with or without surrounding punctuation.
Responses in which only part of the required text, or less than half of a required word, is underlined. Responses in which any additional words are underlined.
Circling of the answer
Drawing lines to ‘match’ boxes
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Any unambiguous indication of the correct answer, eg: ■■
the answer is underlined
■■
the answer is enclosed within a box.
Lines that do not touch the boxes, provided the intention is clear.
Responses in which more than the required number of words has been indicated. Responses in which the correct answer is encircled, together with more than half of any surrounding words. Multiple lines drawn to / from the same box (unless this is a question requirement).
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Question type
Accept
Do not accept
Labelling of parts of speech
Clear labels, whether they use the full vocabulary required by the question or an unambiguous abbreviation, eg: ‘V’ for ‘verb’.
Ambiguity in labelling, eg: the use of ‘noun’ or ‘CN’ where a distinction is required between ‘collective noun’ and ‘common noun’.
Writing sentences
A sentence that has a capital letter and an appropriate punctuation mark delineating the end of the sentence.
Ambiguity in the comparative sizes of letters.
Capital letters must be clear and unambiguous for the award of the mark. Where letters do not have unique capital letter forms, the height of the capital letter will be similar to, or greater than, that of letters with ascenders, and clearly greater than the height of letters that do not have ascenders. For example, in the word ‘What’, the height of the capital letter ‘W’ should be similar to, or taller than, the ‘h’. Punctuation
For the award of the mark, punctuation must be appropriate for the context, clear and unambiguous. This means that the punctuation mark should be visible to the marker, its formation should be recognisable as the intended punctuation mark, and its position in relation to text or other punctuation must be correct and clear.
Responses in which capital letters are omitted or placed inappropriately in a sentence, or when an entire word is capitalised (even if the child is using the capitalised word for emphasis). The incorrect use of capital letters will negate an otherwise correct response.
Punctuation marks that could be more than one thing, such as a misplaced or low apostrophe / high comma.
Short answer questions: further marking guidance What if...
Accept
...the answer is correct but spelling is inaccurate?
Where no specific mark scheme guidance is given, incorrect spellings of the correct response are creditworthy, provided the intention is clear to the marker. The single exception to this is when marking contractions, which must have correct spelling and placement of apostrophes. In any other questions in which correct spelling is required in order to assess children’s understanding of the curriculum focus, mark scheme guidance will state the need for correct spelling, and will list any acceptable alternatives. If specific grammatical terminology is required in the answer, a misspelling must, in order to be creditworthy, be a phonetic approximation of the required word, with the major syllables of the correct word represented in the answer.
…the child’s response does not match closely any of the examples given?
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Illustrative examples of children’s responses to questions are sometimes given; however, markers will use the marking principles to make a judgement about the award of marks. If uncertain, markers will escalate the issue to a more senior colleague.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
What if...
Accept
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing: ■■
it meets any relevant criteria in this guidance and in the questionspecific mark scheme and
■■
it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’).
This includes where children ‘fill in the blank’ within a question when they are expected to write or tick their answer below it. …the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark scheme.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
If both correct and incorrect responses are given, no mark will be awarded.
Paper 2: spelling task The table below summarises the areas of the key stage 2 English programme of study that are assessed in paper 2 of the English grammar, punctuation and spelling test. Key stage 2 programme of study references En3.2 Language strategies Pupils should be taught to: En3.2d: proofread – check the draft for spelling and punctuation errors, omissions and repetitions. En3.4a–j Spelling Pupils should be taught: En3.4 Spelling strategies a: to sound out phonemes b: to analyse words into syllables and other known words c: to apply knowledge of spelling conventions d: to use knowledge of common letter strings, visual patterns and analogies e: to check their spelling f: to revise and build on their knowledge of words and spelling patterns. En3.4 Morphology g: the meaning, use and spelling of common prefixes and suffixes h: the spelling of words with inflectional endings i: the relevance of word families, roots and origins of words j: the use of appropriate terminology, including vowel, consonant, homophone and syllable.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Marking spelling questions Summary of additional guidance What if...
Accept
…no answer is given in the expected place, but the correct answer is given elsewhere?
If a child leaves an answer box empty, but then writes their response elsewhere, it is still creditworthy, providing: ■■
it meets any relevant criteria in this guidance and in the questionspecific mark scheme;
■■
it is not contradicted by any other attempt at the answer written elsewhere (see ‘…more than one answer is given’) and
■■
it is clear which question they are attempting to answer.
…the correct answer has been crossed out and not replaced?
Any legible crossed-out work that has not been replaced will be marked according to the mark scheme.
…more than one answer is given?
If all answers given are correct according to the mark scheme, the mark will be awarded.
If the answer has been replaced by a further attempt, the crossed-out work will not be considered.
If both correct and incorrect responses are given, no mark will be awarded. If a child has attempted to spell a word in a number of different ways anywhere else on the answer booklet and the correct spelling is in or near the answer space, the attempts written elsewhere can be disregarded.
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4 ga1.4
3 ga4.1
2 ga1.4
1 ga3.3
Award 1 mark for all four correct.
✓
when
after
I went to the park school had finished.
The bone was exactly the dog had left it.
since
✓
✓
where
I put on my coat leaving the house.
leaps
before
if
The teacher asked me I was feeling alright.
I loved playing hide and seek I was younger.
■■
until
Requirements
1m
1m
1m
1m
Mark
Additional guidance
10
Question
Short answer questions mark schemes
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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10 sg1.2
9 ga3.3
8 p1.4
7 ga7.9
6 ga6.3
5 ga1.6
Question
✓
✓
Award 1 mark for the most suitable connective encircled.
✓
a verb
although
✓
because
before
therefore
Amrit still managed to smile _______ he was feeling very tired.
■■
something surprising or exciting
firemen
Do you enjoy reading
✓
Anita looked both ways before crossing the road safely.
Requirements
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 11
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16 ga6.1
15 ga4.1
14 ga4.2
13 p1.3
12 p1.9
✓
✓
✓
From April, swimming lessons will take place on Tuesdays.
They have grown lots of tomatoes this year.
enjoy
“When do the clocks go back?” asked Amber.
✓
✓
Ask at reception for directions to the main hall.
to give additional information
✓
Leave the building by the nearest exit.
Requirements
✓
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
12
11 sg2.3
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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20 ga6.5
19 ga2.2
18 ga6.5
17 ga7.1
Question
Award 1 mark for two correctly placed commas.
✓
■■
■■
Do you know what age he is? Is he ten years old? How old is Peter?
✓
When Dad bakes biscuits, Jackie always helps.
Commas are used to separate clauses
✓
✓
Commas are used to separate items in a list
Ana’s class, which is the largest, is usually the quietest.
Butterflies, moths and bees are all winged insects.
Sentence
Award 1 mark for all three correct.
• • •
Award 1 mark for a correctly punctuated question suitable for the given answer, eg:
I gave Zak a magazine, two packs of stickers, some pens and a drink.
■■
to go with someone
Requirements
1m
1m
1m
1m
Mark
How old is he
Did you see where he went? How old is your dad?
• •
“How old is he?” asked Rosie. Gurpreet asked, “How old is your son?”
Do not accept the addition of a reporting clause which turns a question into a statement, eg:
• •
Do not accept responses that do not logically match the given answer, eg:
•
Do not accept responses which are incorrectly punctuated, eg:
I gave Zak a magazine, two packs of stickers, some pens, and a drink.
Do not accept the use of the serial comma, eg:
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 13
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26 ga6.2
25 sg5.4
24 ga1.2
23 sg1.6
22 p6.6
Award 1 mark for both contractions.
Award 1 mark for a correctly placed pair of commas.
Award 1 mark for four correct labels.
C
V
Award 1 mark for the verb encircled.
A
Award 1 mark for all three correct contractions.
Award 1 mark for two full stops and two capital letters correctly placed.
I’ll
Two people were playing tennis. We watched the ball go back and forth over the net.
■■
she’s
I bet she has seen it.”
can’t
“I cannot find my hat,” moaned Asha. “I will ask Mum.
■■
The aeroplane sped noisily down the runway.
■■
N
The goalkeeper moved quickly and saved the penalty.
■■
The hotel, since it opened, has become very popular.
■■
hasn’t
I’m
■■
Requirements
1m
1m
1m
1m
Do not accept the use of the lowercase ‘i’.
Do not accept the use of the lowercase ‘i’.
1m
1m
Additional guidance
Mark
14
21 sg5.4
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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32 sg1.7
31 ga1.1
30 ga6.2
29 ga1.1
28 ga6.1
27 ga7.2
Question
Award 1 mark for three correct words encircled.
✓
Award 1 mark for two correctly ticked boxes.
✓
a preposition
✓
The kitchen light was left on most of the time. ✓
The horses galloped across the field. They were being playful.
✓
Despite the cloudy sky, the weather was hot and humid.
■■
✓
today we learnt that elephants from asia are smaller than elephants from africa.
■■
strong
Requirements
1m
1m
1m
1m
1m
1m
Mark
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 15
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38 sg1.8
37 sg1.4
36 ga2.1
35 ga7.4
34 ga7.6
Award 1 mark for three correct sentences.
busy huge fast
swift
drab
bustling
Award 1 mark for the correct statement.
dull
vast
Award 1 mark for all four correct.
✓
Award 1 mark for the connective encircled.
Award 1 mark for both articles encircled.
Josh longed for a cold drink in the hot weather.
■■
As the weather became colder, the sale of coats increased.
■■
This book is new.
■■
■■
two or twice
Please send the parcel to either Jack or me.
My aunt sent some presents for my sister and me.
My mum and I watched a film.
■■
Requirements
1m
1m
1m
1m
This book is new!
Also accept
Do not accept use of the lowercase ‘i’
1m
1m
Additional guidance
Mark
16
33 ga4.4
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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42 ga6.5
41 ga6.1
40 ga1.3
39 ga6.8
Question
Award 1 mark for the adjective encircled.
• • •
Jay noticed a frog, some tadpoles and a small fish in the pond. Jay noticed some tadpoles, a frog and a small fish in the pond. Jay noticed a small fish in the pond, some tadpoles and a frog.
Award 1 mark for a grammatically correct, accurately punctuated sentence that uses commas to list the given information in any order, eg:
✓
all sentences
■■
✓
all proper nouns
To make the sauce, chop the onions and add the ground spices.
■■
Dog’s are not allowed on the beach.
The children’s play area is closed.
✓
Print photo’s from your camera here.
This shop is open on Saturday’s.
Requirements
1m
1m
1m
1m
Mark
•
Jay noticed a frog, some tadpoles, and a small fish in the pond.
Do not accept the use of the serial comma, eg:
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes 17
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48 sg1.3
47 ga1.6
46 ga1.5
45 ga7.7
44 p1.7
Award 1 mark for the adjective encircled.
Award 1 mark for correctly placed inverted commas.
Award 1 mark for all three correct.
Award 1 mark for the adverb encircled.
Award 1 mark for the correct pronoun.
They took measurements of their heights.
There was a measurable increase in the temperature.
They measured the length of the room.
✓
Verb
Award 1 mark for a correctly completed table.
Sentence
■■
The old dog was still sitting on the sunlit patio.
■■
it
■■
irregular
illegal
disagree
■■
✓
Noun
Adverb
✓
Adjective
Maya whispered, “I can see a baby hedgehog! Keep quiet so we don’t scare it.”
■■
Gareth waited nervously behind the curtains before he walked onto the empty stage.
■■
Requirements
1m
1m
1m
1m
1m
1m
Mark
us / me / you
Also accept
Additional guidance
18
43 ga1.3
Question
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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50 ga4.2
49 ga3.1
Question
Ben Green, who is in my class, went to Spain over the summer. Ben Green (who is in my class) went to Spain over the summer. Over the summer, Ben Green – who is in my class – went to Spain.
Award 1 mark for three correct sentences.
• • •
Award 1 mark for a grammatically correct, accurately punctuated sentence that includes all of the information given in the boxes in any logical order, eg:
The number of books available is increasing.
The fishermen are repairing the boat.
The good news is that the trip can still go ahead.
■■
■■
Requirements
1m
1m
Mark
Additional guidance
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Spelling task mark scheme Guidance for marking the spelling task The following conventions should be followed when marking the spelling task: ■■
If more than one attempt is made, it must be clear which version the pupil wishes to be marked
■■
If multiple attempts are made and it is not clear which one is to be considered, the mark is not awarded
■■
Spellings can be written in upper or lower case, or a mixture of the two
■■
If a word has been written with the correct sequence of letters but these have been separated into clearly divided components, with or without a dash, the mark is not awarded
■■
If a word has been written with the correct sequence of letters but an apostrophe or hyphen has been inserted, the mark is not awarded.
Quick reference mark scheme for the spelling task
1.
afternoon
11. lorries
2.
tapping
12. system
3.
knee
13. international
4.
double
14. difference
5.
paused
15. fracture
6.
unsure
16. luckily
7.
postage
17. frequent
8.
judge
18. assistant
9.
happiest
19. occasion
10. tough
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20. potential
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Zainab was
6.
unsure
paused
happiest
his top score.
lorries
Page 2 of 4
this term.
12. There is a new
the shop.
11. The
the competition.
for borrowing library books
D00040A0204
system
transported the computers to
tough
when she is playing football.
judge
was surprisingly cheap.
which answer was correct.
10. Maya found the last stage of the race very
Freya is
Our special guest will
8.
9.
The
7.
.
on the window.
.
injury, Simran won the race.
tapping
afternoon
and looked around the room.
double
knee
postage
Ellie
Rashid wanted to
4.
5.
Despite his
Sarah was woken by a bird
Monica walks her dog in the park every
3.
2.
1.
Spelling task
difference
fracture
assistant
frequent
20. Our team has the
community.
D00040A0304
END OF TASK
for the whole
Page 3 of 4
to win the trophy this year.
occasion
put the new toys on the shelf.
visits to the library.
luckily
can be diagnosed by having an
potential
19. The festival is a very special
18. The shop
17. We make
the driver waited for us.
international
between spiders and beetles is the
16. We thought we would miss the bus, but
x-ray taken.
15. A bone
number of legs they have.
14. One
match.
13. The players were looking forward to their first
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
Pupil’s version of the spelling task
The words omitted from the pupil’s spelling task are those printed in bold in the version below.
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling mark schemes
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2015 key stage 2 levels 3–5 English grammar, punctuation and spelling test mark schemes: Short answer questions and spelling paper Print version product code: STA/15/7225/p ISBN: 978-1-78315-427-2 Electronic version product code: STA/15/7225/e ISBN: 978-1-78315-454-8 For more copies Additional printed copies of this booklet are not available. It can be ed from www.gov.uk/government/publications. © Crown copyright and Crown information 2015 Re-use of Crown copyright and Crown information in test materials Subject to the exceptions listed below, the test materials on this website are Crown copyright or Crown information and you may re-use them (not including logos) free of charge in any format or medium in accordance with the of the Open Government Licence v3.0 which can be found on the National Archives website and accessed via the following link: www.nationalarchives.gov.uk/doc/open-government-licence. When you use this information under the Open Government Licence v3.0, you should include the following attribution: “Contains public sector information licensed under the Open Government Licence v3.0” and where possible provide a link to the licence. Exceptions - third party copyright content in test materials You must obtain permission from the relevant copyright owners, as listed in the ‘2015 key stage 2 test materials copyright report’, for re-use of any third party copyright content which we have identified in the test materials, as listed below. Alternatively you should remove the unlicensed third party copyright content and / or replace it with appropriately licensed material. Third party content These materials contain no third party copyright content. If you have any queries regarding these test materials the national curriculum assessments helpline on 0300 303 3013 or email [email protected].
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