English 14

8/13/2019 English 14

http://slidepdf.com/reader/full/english-14 1/36

FS - ENGLISH LEVEL 2 Specimen Assessment Materials 1

FUNCTIONAL SKILLS

ENGLISH:

LEVEL 2

SAMPLE ASSESSMENT MATERIALS

VP*FS - English SAM

8/13/2019 English 14



Contents

Page

Question Paper 801-02 3

Mark Scheme 801-02 14

Question Paper 802-02 24

Mark Scheme 802-02 27

8/13/2019 English 14


FUNCTIONAL SKILLS

801/02

ENGLISH

LEVEL 2

PAPER 1

Sample Assessment Materials

1 hour

Candidate

Name

Candidate

Number

Centre

Number

0

ADDITIONAL MATERIALS

Resource material for use with Paper 1:801-02A

Candidates should have access to dictionaries/thesauri.

INSTRUCTIONS TO CANDIDATES

Answer all questions in this paper.

You are advised to spend about 10 minutes reading the resource material, and 50 minutesanswering the questions.

INFORMATION FOR CANDIDATES

The task is worth 40 marks.

The number of marks is given in brackets at the end of each question or part-question.

1

2

3

4

5

TOTAL/40

Examiner


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PAPER 1: (40 Marks)

In this paper you will be assessed for your reading and understanding skills. You will need toread the separate Resource Material, ‘The Driving Theory Test’, ‘Preparing for your

Driving Test’ and ‘Put to the Test’ and use them to gather information, ideas, arguments andopinions.

You want to find out more about how to gain a full driving licence. Use the information in theResource Material booklet.

1. You are taking your hazard perception test. Summarise from the appropriate text whatyou need to know and what you need to do to pass the test. [10]

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2. What is the purpose of the internet article?How does it get its message across? [5]

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3. Wendy Clarkson’s magazine article, ‘Put to the Test’, details her attempts to obtain a fulldriving licence. Why was Wendy Clarkson annoyed that she had to pass a theory testbefore she could take her practical driving test? [5]

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8/13/2019 English 14



4. What points did Wendy’s father make to persuade her that the driving theory test is

important and needed to be introduced? [10]

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8/13/2019 English 14



5. Having analysed all three texts, write down advice that would help someone else to

pass both parts of their driving theory test. [10]

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8/13/2019 English 14



Use the space below if you need to continue any answers.

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FUNCTIONAL SKILLS

801/02-A ENGLISH

LEVEL 2

PAPER 1


Resource Material for use with Paper 1

TEXT A: ‘The Driving Theory Test’ (internet article)

TEXT B: ‘Preparing for your Driving Test’ (extract from handbook)

TEXT C: ‘Put to the Test’ (magazine article)

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TEXT A

The Driving Theory Test

The theory test is made up of two parts: themultiple-choice part and the hazard perceptionpart. You need to pass both parts to pass thetheory test. Once you have passed the theory

test, you can then apply to take your practicaldriving test.

You are strongly recommended to prepare for both parts of the Driving TheoryTest: the Multiple-choice Test and Hazard Perception Test. Do this at the sametime as you develop your skills behind the wheel for the Practical Test. Obviouslythere are many similarities between the two tests, and you need the experienceof meeting real hazards in order to pass the Hazard Perception part of theTheory Test.

What to expect in the Multiple-choice Test

Before the test starts you’ll be given instructions on how the test works.

You can also choose to go through a practice session of the multiple-choice questions to getused to the layout of the test. At the end of the practice session the real test will begin.

A question, and several answer options, will appear onscreen and you have to select thecorrect answer to the question by touching the screen. Some questions may require morethan one answer.

For cars and motorcycles you’ll be asked 50 questions in 57 minutes, and the pass mark is43 out of 50.

For lorries and buses you’ll be asked 60 questions in 70 minutes, and the pass mark is 51out of 60.

The questions appear on the screen one at a time, and you can return to any of thequestions within the 57 minutes to re-check or alter your answers. The system will promptyou to return to any questions you have not answered fully.

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What to expect in the Hazard Perception Test

After a break of up to three minutes you will begin the Hazard Perception part of the test.

The Hazard Perception Test lasts for about 20 minutes. Before you start you will be givensome instructions explaining how the test works; you’ll also get a chance to practise with thecomputer and mouse before you start. Next you will see 14 film or video clips of real streetscenes with cars, pedestrians, cyclists etc.

The scenes are shot from the point of view of adriver in a car. You have to notice potentialhazards that are developing on the road ahead – that is, problems that could lead to anaccident. As soon as you notice a hazarddeveloping, click the mouse. You will haveplenty of time to see the hazard – but the

sooner you notice it, the more marks you score.

Each clip has at least one hazard in it – someclips may have more than one hazard.

Above: A candidate viewing real road scenes featured

in the video clips in the Hazard Perception Test.

Left: In the Hazard Perception Test, you will see

potential hazards – a pedestrian crossing the sideroad and a cyclist approaching a parked vehicle

(ringed in yellow). The hazard develops when the

cyclist (ringed in red) moves out to overtake the

parked vehicle.

You won’t be able to review your answers to the hazard perception test; just like on the road,you’ll only have one chance to respond to the developing hazard.

The pass mark for the car and motorcycle hazard perception part of the theory test is 44 out of 75. For lorries and buses the pass mark is 50 out of 75.

(Taken from an internet article)

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TEXT B

Preparing for the Multiple-choice Test

Read and get to know the Highway Code. You’ll find that many of the theory questions relatedirectly to it.

It is sensible to buy a book that gives examples of questions that may appear in the test.Spend time studying the book, try answering the sample questions, and check your answers.

You could get a friend to test you with some possible questions. It is also a good idea, on theday of the theory test, to choose to go through the practice session of the multiple-choicequestions to get used to the layout of the test.

Preparing for the Hazard Perception Test

Learner drivers need training in how to spot hazards because they are often so busy thinkingabout the car’s controls that they forget to watch the road and traffic – and losingconcentration for even a second could prove fatal for you or another road user. Proper trainingcan help you recognise more of the hazards that you will meet when driving, and to spot thosehazards earlier so you are less likely to have an accident. Your driving instructor has beentrained to help you learn hazard perception skills and can give you plenty of practice in whatto look out for when driving, how to anticipate hazards, and what action to take to deal withhazards of all kinds.

(Extract from ‘Preparing for your Driving Test’ handbook)

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TEXT C

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FUNCTIONAL SKILLS

ENGLISH – READING

PAPER 1

LEVEL 2

801-02

MARK SCHEME



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Marking Guidelines

1. You are taking your hazard perception test. Summarise from the appropriate text whatyou need to know and what you need to do to pass the test. [10]

This question tests the ability to select and use texts to obtain and utilise relevant information and to summarise, succinctly, information/ideas.

Award one mark per point that is summarised up to a maximum of 10.

Some points candidates may summarise:

• You need to pass both parts of the driving theory test• Need to prepare for both parts of the test together • You will need to experience real hazards• You will be given instructions before the test(s)• There is a practice session before the test(s)• The Hazard Perception Test lasts for 20 minutes• The Hazard Perception Test starts three minutes after the Multiple Choice Test• You will have to watch film clips from a real street scene• You will get a chance to practice with the mouse and computer before the HPT• You will have to indicate when you spot a potential hazard• The sooner you indicate a hazard, the more marks you get• There may be more than one hazard at a time• You only have one chance to indicate the hazard(s)• In the Hazard Perception Test for cars/motorcycles, you need 44/75 to pass• In the Hazard Perception Test for lorries/buses, you need 50/75 to pass• You should get proper training to spot hazards/listen to advice on hazard from your

instructor • Get training on what action to take when dealing with hazards• It is all computerised• Get a DVD to watch

Overview

• Follow the test instructions• Obtain the necessary pass mark• Prepare carefuly and correctly• Prepare for both at the same time

LEVEL 2 not reached

0 – 27

LEVEL 2

28 – 40

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2. What is the purpose of the internet article? [5]

This question tests the ability to identify the purpose of a text.

Award up to one mark for the first part of the question for answers that explain the internetarticle is intended to inform drivers who want to know how to pass the Driving TheoryTest.

How does it get its message across?This question tests the ability to comment on how meaning is conveyed.

0 marks – not worthy of credit

1 mark – to those who copy unselectively, make unsupported assertions or make simplecomments with occasional references to the text.

2 marks – to those who say what is in the article or make simple comments/inferenceswith appropriate references to the text.

3-4 marks – according to quality and detail, to those who make valid comments based onappropriate detail from the text. These answers should address the issue of ‘how’.

How is partly a matter of content, partly of presentation and style.

Candidates may explore some of the following points.

• Explanation of background to inception of the test (when/why it was introduced)• Describes that there are two parts to the test

• Clearly states the need to pass both parts of the theory test/clear instructions• Spells out exactly what to expect when taking the tests/step-by-step• Gives details for both tests on number of questions – duration of test – required pass

marks• Explains clearly how to answer question – touching screen for multiple choice –

clicking mouse for hazard perception• States clearly how to prepare for both tests – study Highway Code – listen to advice

from driving instructor • Pictures of people taking test and test scenarios showing what needs to be done• An explanation of how pictures support the text• Clearly set out – relevant headings – short paragraphs – making relevent points• Directly addresses reader – You etc

• Gives clear instructions/advice using imperatives, e.g. “read...”, “spend time...”• Events are described in chronological order

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3. In the magazine article, why was Wendy Clarkson annoyed that she had to pass atheory test before she could take her practical driving test? [5]

This question tests the ability to detect a point of view, implicit meaning and bias.

0 marks Not worthy of credit

1-2 marks According to quality to those who copy unselectively or make some simplecomments acknowledging a point of view with occasional reference to thetext. For example a recognition that Wendy needed to do more to be able totake her practical driving test or that she had to buy books or study more.

3-5 marks According to quality to those who make valid comments based onappropriate detail from the text. The better responses will track Wendy’sviews through the text securely and explore the implicit meanings. Specificpoints should be made that explain the source of her annoyance e.g. need to

arrange two tests, need to study and learn specific points about driving.

Some points the candidates may explore:

• More difficult to pass driving test and obtain full licence• Take longer to obtain full licence• Need to make arrangements for two tests• (Expense of) buying Highway Code• Another book to learn the facts• Have to spend time studying/need to learn more facts• Doesn’t like multiple-choice questions

Exemplar candidate responses:

Wendy Clarkson was annoyed because she had learn a new style of doing the test. And itsounded much harder to pass. And it would delay her getting her full licence because shehad to pass the theory test before she could even do the practical test.

2 marks

Wendy was annoyed about taking and passing a theory test before she could take her practical is because the chance to take the part of the test she was good at completelyrelyed on completing the theory which she is bad at.

1 mark

Wendy was annoyed because she recognised that the need to pass a driving theory testwould make it more of a problem to obtain her full licence and delay her getting this fulllicence. She realised she would need to buy a Highway Code, study it in detail and learnkey facts. As well as having to book for two tests she would also have to do a multiplechoice test which she hated.

5 marks

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4. What points did Wendy’s father make to persuade her that the driving theory test isimportant and needed to be instroduced? [10]

This question tests the ability to read and summarise, succinctly, information/ideas from a

text.

0 marks not worthy of credit

1-3 marks according to quality to those who copy unselectively, make unsupportedassertions or make simple comments with occasional references to the text.

4-6 marks according to quality to those who make a number of simple points withappropriate selection from the text.

7-9 marks according to quality to those who make a number of valid points basedon summarising appropriate information and ideas from the text.

10 marks a thorough and cohesive summary, based on well-selected detail from thetext. These candidates will display a clear understanding of the importanceof the test and why it was introduced.

Some points the candidates may explore:

• Successful drivers will have to know the Highway Code• The old system (3 or 4 questions) did not test knowledge properly• Few failed• People passed without knowing the ‘rules of the road’ / before the theory test not all

drivers knew the Highway Code

• The hazard perception test will help drivers to recognise potential hazards• It will mean new drivers are less likely to have accidents• More cars on the road now• Can travel faster • Cars can accelerate more quickly to a maximum of 2 marks• Cars are more powerful• More pedestrians• Especially children and older people/vulnerable people• More motorways• Important motorway driving rules are followed• More road/traffic signs that need to be understood• Newly qualified drivers are more likely to have accidents

• Theory test may help to reduce the accident figures

}

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Wendys Father gave wendy some intresting points about the nw way of doing the driving test“. he said that it is vitally important because it means newly qualified drivers will have to learn

in detail about the highway code”. this way new drivers would be more qualified to drive on theRoad, and the Roads would be much safer place”. He recokned the old system of askingthree or four questions after the practical driving test did not properly test a person’sknowleedge of the highway code.” which Links into what he said before by knowing moreabout the highway code. the Roads will be much safer”. He considered that the introduction of the hazard perception test was vital because it helps new drivers to recognize potentialhazards when they driving” this is true. new drivers are often so busy thinking about their newcars controls, and engine that they forget to watch the Road. And the second they take their eyes of the Road if could be fatal to them and to someone else. “he explained that in recentyears the number and variety of Road and traffic signs have increase greatly. And it is vitalnew drivers know what they all mean”. This is important because if a new driver does notknow what asign means they could be potentiol hazard to them and to other people.

5 marks

That there are a lot more cars on the road nower days so people need to be more aware of hazards.

That modern. Cars are more powerful and capable of greators spped and acceleration sopeople need to learn more about spoting danger The number of moterways has increase sopeople need to learn the proper moterway driving rules.The variety of road signs has increased and people need to be fully aware of what they meen

The figures of newly qulifyed drivers having acidents would increass if there was no theorytest.

There are more pedestrians so drivers need to learn how to drive safley

The hazard perception test is vital because it helps new drivers to recognize potentialhazards. barly any one used to fail this test and some people gain a full driving licence withoutknowing the rules of the road

8 marks

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5. Having analysed all three texts, write down advice that would help someone else topass both parts of their driving theory test. [10]

This question tests the ability to analyse texts in relation to audience needs and consider

suitable responses. Select and use different types of texts to obtain and utilise relevant information.

0 marks not worthy of credit

1-3 marks according to quality to those who make simple comments with limitedreference to all texts.

4-6 marks according to quality to those who make a number of points related toall texts, and begin to show an awareness of what a reader would need toextract from the texts in order to pass their driving theory test.

7-9 marks according to quality to those who analyse all texts, and respond bydemonstrating a clear awareness of how information/ideas from the textscould be relevant to, and used, by the reader based on appropriate detailsfrom all texts.

10 marks to those who make comprehensive coverage of advice from all texts andsuccessfully analyse information/ideas in relation to the reader’s needs andhow they would respond to the texts.

Some of the points candidates may explore:

• Prepare for both parts of the Driving Theory Test together

• Spend time practising driving before taking theory test• You need experience in meeting real hazards• Arrive in good time• Go through practice session(s) (up to two marks if practice for the Multiple-Choice

Test and Hazard Perception Test are clearly indicated as separate)• Buy and study/learn the Highway Code• Buy and study/learn a book of sample questions and answers• Try to answer sample questions and check your answers• Some questions have more than one answer • Recheck all of the answers in the multiple choice• You can get some questions wrong and still pass• Get a friend to test you out with questions

• Make use of a qualified driving instructor to help you learn how to anticipate hazards• Buy and study a DVD which will prepare you to spot hazards• In the Hazard Perception Test, you cannot go back / have to get it right first time• For the Hazard Perception Test you need to answer quickly / you get more points for

answering quickly• Each hazard clip may have more than one hazard

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to pass both parts of the theory test “ multiple choice and hazard perception “ tests you mustcome prepared. buy a book to do with both test. Read it over and over again . Learn your

highway code if you dont learn that you will not be a safe driver. And will not pass your test.Make sure you study. get everyting you need. get a friend to ask you questions to do with thetest. You need to be prepared or you will not pass your tests, or even if you do you will beunsafe driver and a hazard to yourself and other people.Multiple choice – for this test you need to Read and get to know your highway code. it is verysensible to buy a book that gives you examples of questions that may appear in your multiplechoice test. try answering the questions and check your answers. Get a friend to test you.With possible questions that may be on the test. you are aiming for 43 or higher out of 50. if you do not meet that you WILL fail. For lorries and buses its 51 9or higher) out of 60. you get57 minutes for the car and motocycle, for lorries and buses you get 70 minutes. You can takea practice paper befor the Real paper. HAZard perception: fort his testyou need to be spotpotentional hazards. You will be shown clips of a Real street with cycleist, podesdrians,

children ect.and you have to spot the potential hazards. the quicker you spot them the higher you score.With this best you cant go back and check your answers like you can with the multiple choice. just like in the Real sitciation you only have one chance for this test you need to be preparedand focus , just like in a car do not take your eyes off the Road. Keep your eyes peeled for any potential hazards before they become a hazard.

9 marks

Take the practice session so you can get to know the layout of your test/Get a proffestional driving instructor as they can teach you how to spot and react in hazardson the road.

In the hazard perception test be sure of your awnser because you cannot change it.Get a full copy of the highway code are read through it a lot of questions relate directly to it.Buy a book that gives examples of question in a driving test.Look for internet sites related to driving theory they can give you good advice in taking the testand examples of test questions

Preper for both parts of the test together as they then to relate to each other.

6 marks

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Awarding FS Levels

Skill Standard Questions(s):

Select, read,understand andcompare texts anduse them to gather information, ideas,arguments andopinions

select and use different types of texts to obtainand utilise relevant information

1, 5

read and summarise, succinctly, information/ideas from different sources

1, 4

Identify the purpose of texts and comment onhow meaning is conveyed

2

Detect a point of view, implicit meaning and/or

bias

3

Analyse texts in relation to audience needs andconsider suitable reponses

5

The learner at Level 2 can:

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FUNCTIONAL SKILLS

802/02ENGLISH

LEVEL 2

PAPER 2


(1 hour)


ADDITIONAL MATERIALS

An 8 page answer book.

Candidates should have access to dictionaries/thesauri.

INSTRUCTIONS TO CANDIDATES

Answer both questions in this paper.

Write your answers in the separate answer book provided.

You are advised to spend 30 minutes on each question.

INFORMATION FOR CANDIATES

Each question is worth 20 marks.

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PAPER 2: (40 Marks)

Answer Question 1 and Question 2

In this paper you will be assessed for your writing skills: how you communicate information,ideas and opinions; the accuracy of your spelling, punctuation and grammar.

Take special care with layout. Use formats and styles suitable for the purpose and audiencefor each task.

1. The following article appeared in your local newspaper, The Evening Post .

You want the readers of the newspaper to agree with your views about the age at whichyou should be allowed to drive. Write your article to persuade them. [20]

Raising the Driving Age

Did you know? 1 in 5 new drivers aged 17 to 19 crashes within ayear of passing their test.

The Government is considering raising the legal driving age,currently 17, as a result of campaigns from the insurance industry,motoring groups and road safety campaigners.

The Evening Post would like to represent the views of our

community, so we are inviting readers to make their views knownin articles to be published in the newspaper.

We are interested in hearing a range of views from readers of allages. Space will be limited, so prepare about 300 words.

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2. Staff at the primary school where you help out have organised a weekend trip for Year 6pupils (aged 10 and 11) to a local adventure centre.

You have been asked to write a letter informing parents/guardians about this trip,

persuading them it is a worthwhile activity.

The letter will need to give brief details about the weekend. You could include detailsabout activities, clothing, spending money, dates, times and cost, or anything else thatyou will encourage the parents/guardians to allow their children to sign up for the trip. Usethe following address for the school:

King Edward VII SchoolQuarry RoadSheffieldS11 2WN

Write your letter to inform parents/guardians about this trip. [20]

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FUNCTIONAL SKILLS

ENGLISH - WRITING

PAPER 2

LEVEL 2

802-02

MARK SCHEME



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802-02 (Level 2 Writing) 40 marks

Please note: No Level 1 award will be made on the Level 2 assessments. The inclusion of Level 1 criteria here is to enable centres to correlate numerical marks with level attainment.

The inclusion of Band 4, which exceeds the standard expected at Level 2, in this markscheme is to encourage examiners to use the full range of marks, and to exemplify theresponses of those candidates who will be performing beyond the standard expected atLevel 2 (e.g. Advanced Diploma Candidates).

The following descriptors have to be applied using the notion of ‘best-fit’.

Level 2 Standards

Marks Award

0

Level Achieved

No credit

1-6 Close Fail LEVEL 1

7-12 LEVEL 1 standard

13-18 LEVEL 2

19, 20 Exceeds L2

present information/ideas concisely, logically and persuasively

present information on complex subjects clearly and concisely

use a range of writing styles for different purposes

use a range of sentence structures, including complex sentences, andparagraphs to organise written communication effectively

punctuate written texts using commas, apostrophes and inverted commas

ensure written work is fit for purpose and audience, with accurate spellingand grammar that support clear meaning in a range of text types

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Content and organisation 11 marks

0 marks – Not worthy of credit

Band 1 1-3 marks

• basic awareness of the purpose and format of the task• basic awareness of the reader/intended audience• some relevant content and appropriate level of detail• sequencing of ideas provides some coherence/logic• paragraphs may be used to show obvious divisions or grouping of ideas• some attempt to adapt style to purpose/audience (e.g. degree of formality)• vocabulary choices ensure meaning is usually clear

Band 2 4-6 marks

• shows understanding of the purpose and format of the task (e.g. newspaper/magazineformat)• shows awareness of the reader/intended audience• a sense of purpose is demonstrated• ideas are shaped into clear arguments with an appropriate level of detail• paragraphs are used to structure the writing/information is presented logically• the style selected suits the purpose/audience• there is some range of suitable vocabulary

Band 3 7-9 marks

• clear understanding of the purpose and format of the task

• clear awareness of the reader/intended audience• clear sense of purpose shown in content coverage; appropriate reasons given in support

of opinions/ideas• ideas are shaped into coherent arguments• paragraphs are used consciously to structure the writing• style is adapted to suit purpose/audience• a range of vocabulary is selected which conveys precise meaning/creates effect

Band 4 10, 11 marks

• sophisticated understanding of the purpose and format of the task• perceptive comments demonstrate an appreciation of the reader/intended audience

• clear sense of purpose is shown in detailed content coverage• convincing reasons support a range of opinions/ideas• a wide range of ideas are consciously shaped into coherent arguments• paragraphs are used consciously to structure the writing and to maximise impact• style is deliberately exploited to convey purpose/audience• a wide range of vocabulary is used to convey precise meaning or to create deliberate

effect

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Sentence structure, punctuation and spelling 9 marks

0 marks – Not worthy of credit

Band 1 1-2 marks

• sentences are mostly simple• punctuation is attempted with some accuracy• the spelling of simple words is accurate• tense and agreement can vary

Band 2 3-5 marks

• sentences are mostly simple or compound• punctuation is attempted, where appriopriate, and is generally accurate• the spelling of simple and some polysyllabic words is usually accurate

• meaning is clear • consistent use of correct tense and agreement

Band 3 6-8 marks

• a range of grammatical structures is used to vary the length and focus of sentences• simple, compound and complex sentences are used to achieve particular effects• a range of punctuation is used accurately to structure sentences and texts, sometimes

creating deliberate effects• most spelling, including that of irregular words, is usually correct• control of tense and agreement is secure

Band 4 9 marks

• a wide range of grammatical structures is consciously used to vary the length and focus of sentences

• simple, compound and complex sentences are used deliberately to create effect• a wide range of punctuation is used consciously to structure sentences and texts, while

creating deliberate effects• spelling, including that of irregular words, is usually correct• control of tense and agreement is secure

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Candidate exemplar responses:

Q.1 Conserning the issue of raising the driving age, I feel entitled toexpress my views on the proposturous idea of raising it by anymore

than a year. The result of raising the age by an extortionate amountwill have damaging effects of the freedom on the newly-thought-of adults.

Coming to the end of your adolescent years and reachingseventeen/eighteen should be celebrated and rightfully awarded withmore freedom and the long awaited promise of driving. Todays newexamining technology, testing all aspects of the learners kowledge issufficient enough to prepare young adults for the long road ahead. Itis inevitable for accidents to be caused at any time.

If the driving age were to be raised, sat to 21, there is nothing to

garantee 21 year olds are suddenly extremely capable drivers after just taking a test. There is still a high risk of an accident happening.The way to lower risks is to practice and prepare as much aspossible. Therefore wouldn’t it be sufficient to make driving testsmore challenging as well as increasing the amount of lessons astudent has to increase thier capability & awareness of others?

Also instead of preventing young adults/adolescents from drivingtime restrictions and area restirctions could be given to new drivers.This still entitles people to freedom however ensures young driverspractise in safe areas and hours upto 6 months after passing thetests.

Raising the driving age is enfringing a persons human rights. Accidents are inevitable to occur and by raising the driving age, willnot prevent all accidents. Other factors could be changed to ensuresafety on the road; however this is not one of them!

Mark awarded: 14

Content and organisation: 7

• Shows understanding of the purpose and the audience

• Fluency is hampered by ambitious style• Some awkward expression• Ideas are shaped into paragraphs• There is some range of vocabulary although it is not always

suitable• The candidate attempts to raise a number of relevant issues but

these are not always entirely clear

Sentence structure, punctuation and spelling: 7

• Sentence structures are varied and generally controlled - somelong sentences evident

• Some punctuation lapses/missing punctuation from longersentences

• Spelling generally accurate

14Threshold

Level 2Pass

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Q.2 King Edward VII SchoolQuarry Road

SheffieldS11 2WN

03.04.09

To the Parent/Guardian of

The school has organised a weekend trip to the local adventurecentre for our Year 6 pupils. We will be leaving on Friday 12

thJune

straight after school and arriving back on Sunday 14th

June atapproximately 4 pm.

The cost of this trip is £70. This price includes food,accomodation and activities, which include nature walks, canoeing,mountain biking and assault courses.

You son/daughter will changes of clothes as they will get

dirty/wet. Clothing should be suitable for outdoor activities. Oldtrainers will be needed or wellies/boots would be suitable. We do notadvice that too much money is given to your child but if they wish tobuy souveniers from the gift shop they can do so.

We feel your child will benefit from this trip and would like to seehim her take part. Please let us know if your child will be attendedthe trip.

Yours sincerely,Headmaster of King Edward VII School

Mark awarded: 14

Content and organisation: 8• clear understanding of the purpose / format / reader • sustained focus on the task• some expansion of ideas• ideas are shaped into coherent points / logical• paragraphs are used• some range of vocabulary is selected• plenty of information given


• some range of grammatical structure evident• a good range of sentences• punctuation is used accurately• occasional spelling errors are evident• control of tense and agreement is secure

14Threshold

Level 2Pass


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Q.1 I am 14 years of age, and wish to express my views on raising thedriving age. I do not agree with this because not all 17-19 year oldshave accidents, and if they do it may not be there fault. Many peopleolder than 19 have accidents on the roads also. In America thedriving age is 15 and the American government hav’nt raised it. surlya 15 year old would be much more unsafe on a road then a 17 year old. In my opinion I think most newly drivers are safer as they watchout and take more care of there car. They must be good drivers asthey have passed there theory and pratical tests, as if they were notso good at driving they would not have.

If the government moved the age up to 20, would’nt the figures bethe same that in 1 in 5 new drivers aged 20-22 crashes within a year of passing their test. It would be the same as they are newly passed. A 17 year old maybe a better/safer driver than someone who is 37.

I believe when you are on the road driving you need to besafe/careful. When I turn 17 I would like to start to learn how to drivebut I think people should be aware that it is not just you on the road,there are also children and the elderly who are perdistians and theyare vulenable. But this doesn’t just effect 17 year olds, all agesshould be careful when they are driving, and if they have others inthere car too.

I do not think that we should be thinking about raising the age of drivers but we should be thinking about trying to make roads safer and giving more knowledge to the younger drivers, as one day even

if the government raises the age, they will be on the roads someday.

Mark awarded: 11

Content and Organisation: 6

• Understanding of the task set• Establishes suitable tone and sustains it• Some awkward expression• Ideas are shaped into paragraphs but there is limited structure to

the arguments presented• Has ideas but organisation of these ideas is an issue, which

affects the coherence of the writing


• Some homophone issues• Insecure sentencing and punctuation• Capitalisation errors• Insecure placing of connectives

11Level 2

Fail

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Q.2 King Edward VII SchoolQuarry Road

SheffieldS11 2WN

Date?

Dear parent/guardian

I am writing to you to inform you of an activity weekend that hasbeen organised for year 6 pupils to visit a local adventure centre.

We will be leaving school on Friday 12th

June after school, andReturn on Sunday 14

thJune late afternoon.

The trip will cost £70, plus any spending money you wish to giveyour child.

Your child will need warm and waterproof clothing, suitable for the activities listed below:

• nature walks.• canoeing.• mountain biking.• assult courses.They will also require a change of dry clothes and nightwear. we

suggest that old worn clothes are used.I would recommend you child attends this trip to learn more

about nature and outdoor activities.

Yours sincearly

P ward

Mark award: 12

Content and organisation: 5• understands purpose, format and intended audience• with the exception of the missing date, the layout is suitable• a sense of purpose is evident• usually has appropriate level of detail although there is little

expansion of the ideas throughout the letter • paragraphs structure the writing/information is presented

logically• some range of vocabulary• limited coverage prevents this from moving to the next level• the points made are well organised and clear

Sentence structure, punctuation and spelling: 7• some range of sentence structures• simple and compound sentences are used• some range of punctuation is used accurately• control of tense and agreement is secure• occasional capital letters are missing with occasional spelling

errors12

Level 2

Fail

8/13/2019 English 14



When I first learnt of the plans to increase the current driving agefrom 17 to 19 I was delighted. Why didn’t anyone think of this yearsago? Unless you’re over 25, you probably think I’m mad but followmy argument and then see what you feel.

At 17, young people are not considered old enough to legallyconsume alcohol as it could potentially damage their health andmake them behave in an unsafe manner. At 17 you are notconsidered to be mature enough to cast a vote and have a say inhow our country is run. With this is mind, why on earth do we allowpeople at 17 to drive a car?

A car is a potential killing machine. A car needs to be driven by arational, calm and mature individual. A car is, quite simply,dangerous. At 17, many young people have uncontrollablehormones and far too many other problems and issues to cope with

without ading the complication of a car. I bumped my mother’s car only months after passing my own test. Why? It was because Iwasn’t concentrating on the road.

And then there are statstics; 1 in 5 new drivers aged bewteen 17 and19 have an accidnet within a year of passing their test. These youngdrivers don’t only hurt their passengers, and their parents’ pockets,but they often hurt innocent pedestrians or other drivers.

Of course there are many sensible, careful and calm young peopleout there but these young people are probably concentrating on their studies, their jobs and their futures without worrying about cars. Soplease, let’s prevent more accidents and increase the driving age, ina couple of years, no one will ever remember it was different.

Mark award: 18

Content and organisation: 10• clear understanding of the purpose of the task• pleasing tone adopted – takes on a persona and sustains it• convincing reasons support a range of points• a wide range of ideas are shaped into coherent arguments• paragraphs consciously structure the writing• a wide range of suitable vocabulary conveys precise meaning

Sentence structure, punctuation and spelling: 8• a range of grammatical structures consciously varies sentences• punctuation is used consciously – one or two examples of

comma splicing• all spelling, including that of irregular words, is correct• control of tense and agreement is secure

18SecureLevel 2Pass

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King Edward VII SchoolQuarry Road

SheffieldS11 2WN

Dear Parent or Guardian

On 26 June our school is proposing taking a group of Year 6 childrento Sheffield Adventure Park.This trip will cost around £70, the price including coach fees,accommodation and food.The coach will leave the school at 3.45pm will return to school twodays later at 7.00pm on the Sunday. It is important to stress thatpunctuality is very important so that the weekend runs as smoothlyas possible.

Because this trip spans over two days, fresh clothes and atoothbrush with toothpaste is paramount. At the centre your child will take part in various activities, including;nature walks, canoeing, mountain biking and assault courses. Theseactivities require clothing that is durable and waterproof.There is a shop at the centre, so you may wish to provide your childwith spending money for souveniers, but we recomment no morethan £5.We believe that your child will benefit from this trip as it includesmany group activities, which encourage team work, indepedenceand enjoyment of the outdoors.If you chose to send you child on this trip then please fill in the slip

below with a £10 deposit. This deposit must be handed in before10

thJune so that we can book the rooms. The rest of the money

should be paid one week before the trip.We look forward to seeing your child there!

Yours sincerelyS.Biff

I would/would not like my child to take part on this trip.Signed parent/guardian: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mark award: 18

Content and organisation: 9• clear understanding of purpose, format and audience• with the exception of the missing date, the layout is suitable• a range of appropriate information is given• tone is appropriate for the specified audience• the candidate expands ideas (nice touches such as naming the

centre) despite some less formal slips• ideas are logically sequenced and clearly expressed• a range of vocabulary conveys precise meaning or used to

create effect


18Secure

Level 2

Documents

English 14