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NTS Assessments

National Test-style Standardised Assessments: Reading This document contains the mark schemes and teacher guidance for the NTS Spring Assessments.

The free teacher guidance provides what you need to administer and mark the Spring tests. It

contains the:

❯ curriculum maps of content covered in the tests

❯ mark schemes and marking guidance for the tests.

More extensive teacher guidance will be provided in the full NTS Test Guidance documents, which will

be published in late Spring 2020. The NTS Test Guidance documents will also include the following

information:

❯ raw score to standardised score conversion tables

❯ strand level performance information

❯ age-standardised scores, reading ages and the NTS Scale for predicting progress

❯ further information about interpreting and analysing results

❯ technical information about the standardisation

❯ answers and mark schemes for all NTS tests for all terms.

The final manual will take the form of an online PDF which will be free to download for all NTS

customers.

To access your copy as soon as it publishes, go to risingstars-uk.com/ntsmarkschemes

© Hodder and Stoughton Limited 2020

First published in 2020 by

RS Assessment from Hodder Education, part of the Hodder Education Group

An Hachette UK Company

Carmelite House

50 Victoria Embankment

London

EC4Y 0DZ

www.rsassessment.com

NTS Assessments

© Hodder & Stoughton Limited 2020 Contents © Hodder & Stoughton Limited 2020 2

1 Introduction 3

Why use NTS Assessments? 3

NTS Reading Spring curriculum maps 5

2 Administering NTS Assessments 7

When to test 7

Group size 7

Timing 7

Preparation 7

Administering the test 8

Reading support 8

3 Answers and mark schemes 9

Marking the answers 9

Profiling performance by strand 9

Transcripts for Key Stage 1 9

Answers and mark schemes: NTS Year 1 Spring 14






Contents

1 Introduction 3

NTS Assessments

© Hodder & Stoughton Limited 2020 3

1 IntroductionNTS Assessments (National Test-style Standardised Assessments) have been written to enable schools

to monitor progress in Mathematics and Reading from Years 1 to 6. The tests are intended to be used

termly, around late November, mid-March and mid-June – although each individual school will decide

how the assessments best fit into their assessment plans. The tests will provide reliable predictive and

diagnostic information and outcomes, and are designed for whole-class use, with pupils who will be

entered for the National Tests.

The tests have been written by SATs authors, and follow the National Test framework. Autumn and

Spring tests are shorter than the full SATs tests, as schools told us that they don’t necessarily have time

to administer a full SATs paper every term. The shorter papers in the earlier terms allow children to build

familiarity with the test content, format and demand, ready for a full-length paper in the Summer. The

Summer test mirrors the test framework for that key stage exactly, meaning that teachers quickly gain

an idea of how their children will manage the demands of questions on curriculum content for their year

group under challenging timings.

Tests increase in demand every term, reflecting the progress children will be making in class. Teachers

may use the curriculum maps (see page 5) to quickly understand what content is covered in each

test, checking before a teaching period begins that the relevant content will be covered before the

assessment is administered and ensuring a valid test.

NTS Assessments were all standardised on a sample of over 1000 children per paper; close to 7000

children have been involved in the trial altogether, which took place during the 2018-19 academic year.

Our sample schools were carefully chosen to ensure that we standardised the tests on a nationally

representative selection of schools. We looked carefully at geographical representation, and also at

attainment and disadvantage, to ensure that the results would not be skewed in any way and that our

scoring takes all kinds of schools and backgrounds into account.

The tests are simple to administer and straightforward to mark.

See page 7 for a breakdown of the tests and the times we suggest allocating for each.

Why use NTS Assessments?

Using NTS Assessments provides many benefits.

❯ NTS tests are written to the National Test framework, meaning that you are able to monitor progress

and familiarise children with SATs papers in a single termly test.

❯ NTS provides three carefully designed tests for each year. This enables you to follow the progress of

your pupils from term-to-term, as well as from year-to-year throughout Key Stages 1 and 2.

❯ Scores have been calibrated onto the NTS Scale to allow you to see small increments of progress

from term-to-term and to compare progress against national norms. The NTS Scale was originally

developed as the Hodder Scale for our PiRA, PUMA and GAPS tests to provide a decimal scale that

has proved to be an extremely useful measure to monitor and predict small increments of progress

from term-to-term. The NTS Scale is now an independent progress measure.

❯ NTS test scores help you to set appropriate and meaningful targets for your pupils and to monitor

pupils’ progress.

1 Introduction4

NTS Assessments

© Hodder & Stoughton Limited 2020

❯ NTS tests can provide you with an external reference for end-of-terms and end-of-years, so that you

may report your value-added term-by-term, as well as monitoring to ensure pupils are on target.

❯ NTS Assessments provide diagnostic information both about the individual pupil’s performance in

particular areas and through the use of data management software (MARK: My Assessment and

Reporting Kit), about groups of pupils such as class groups. This allows teachers to provide tailored

support so that all pupils can achieve the target results.

❯ NTS’s diagnostic capability allows you to investigate the strengths and weaknesses in your pupils’

reading skills. To enable you to use the information gained in this formative way, total scores on the

tests can be broken down into strands, giving a useful profile that reflects the content domains of the

National Tests.

The strands used in NTS Reading are:

Content domain reference – Reading Key Stage 11a draw on knowledge of vocabulary to understand texts

1b identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

1c identify and explain the sequence of events in texts

1d make inferences from the text

1e predict what might happen on the basis of what has been read so far

For Year 1, we provide separate papers covering grammar and spelling. These draw on the following

content domains:

ELG Early Learning Goals

G2 Functions of sentences

G3 Combining words, phrases and clauses

G5 Punctuation

G6 Vocabulary

S Spelling

Content domain reference – Reading Key Stage 22a give/explain the meaning of words in context

2b retrieve and record information/identify key details from fiction and non-fiction

2c summarise main ideas from more than one paragraph

2d make inferences from the text/explain and justify inferences with evidence from the text

2e predict what might happen from details stated and implied

2f identify/explain how information/narrative content is related and contributes to meaning as a whole

2g identify/explain how meaning is enhanced through choice of words and phrases

2h make comparisons within the text

The balance of the questions assessing these strands reflects the balance of content domains in the

National Tests, and remains fairly constant as the tests become more demanding, helping you to pinpoint

where pupils may be under-performing or making above average progress.

1 Introduction 5

NTS Assessments


NTS Reading: Spring curriculum maps

Curriculum maps outline the content covered in every test, enabling you to ensure that relevant content

has been taught by the time the pupils take the tests.

These should be used as a quick guide at the beginning of a period of teaching and learning, to ensure

that lessons cover relevant content and therefore enable a valid test.

Year 1: SpringText Type Text Description Content Assessed

Non-fiction ‘The Life Cycle of a Butterfly’ is an information text showing the development from caterpillar to butterfly.

1a: Vocabulary 10%1b: Fiction / non-fiction 70%1c: Sequences 10%1d: Inferences 10%

Grammar/Spelling Grammar questions are based on Year 1 content. Spelling questions also cover content from Reception.

G2: Functions of sentences 10%G3: Combining words, phrases

and clauses 60%G5: Punctuation 20%G6: Vocabulary 10%Reception spelling content 40%Year 1 spelling content 60%


Fiction ‘A Run for Ice Cream’ is a text about how Mr Rabbit tricks Mr Fox, Mr Wolf and Mr Bear by getting them to run before they have their ice cream.

1a Vocabulary 10%1b Fiction/non-fiction 27%1c Sequences 9%1d Inferences 45%1e Predictions 9%

Non-fiction ‘Wroxham Barns’ is an information text showing what a family can do on a visit to the farm.

1b Fiction/non-fiction 75%1d Inferences 25%

Fiction ‘I Took the Moon for A Walk’ is a poem describing a child’s imaginary walk in the evening with the moon.

1a Vocabulary 25%1b Fiction/non-fiction 37%1d Inferences 25%1e Predictions 13%


Non-fiction ‘Inside a rainforest’ is an information text containing seven sections teaching the reader about various levels of the rainforest and some of the animals found there.

2a: Define 27%2b: Retrieve 60%2c: Summarise 13%

Fiction ‘Meerkat’ is a third person narration with dialogue set in Botswana. It tells the story of a group of children and a tame meerkat who set off to find a lost cow. They encounter a large herd of cows and the meerkat is able to seek out the cow they are tracing. The main character, Precious, shows ingenuity and modesty.

2a: Define 18%2b: Retrieve 35%2c: Summarise 6%2d: Infer 41%

1 Introduction6

NTS Assessments



Fiction ‘Cal and the Amazing Anti-Gravity Machine’ is a third person narration taken from the opening of a story. The text introduces Cal and his mother as they are awoken by noises in the garden next door, where they see the unappealing Mr Frout and his unusual machine. The text contains some dialogue, has humorous overtones and sets the seed of a mystery.

2a: Define 25%2b: Retrieve 12%2c: Summarise 7%2d: Infer 44%2e: Predict 12%

Non-fiction ‘The Aquarium’ is a text from a leaflet promoting visits to the National Marine Aquarium. The text is divided into nine sections, some of which also have internal sub-headings. The tone is a mixture of information and persuasion.

2a: Define 12%2b: Retrieve 76%2d: Infer 12%


Fiction ‘The Frog Prince’ is a contemporary re-telling of the fairy story in which a princess meets a frog and finally kisses him to transform him into a prince. This text is a third person narration with dialogue and a limited range of main characters. It contains traditional fairy tale elements as well as humour and a moral message about truth and judgment.

2a: Define 16%2b: Retrieve 22%2c: Summarise 5%2d: Infer 47%2h: Compare 10%

Non-fiction ‘Amelia Earhart’ is a biographical text about the first female pilot to fly from America to England in 1932. It contains four substantial sections focused upon Amelia’s childhood, interest in flying and her solo Atlantic crossing.

2a: Define 18%2b: Retrieve 35%2c: Summarise 12%2d: Infer 29%2g: Explore 6%


Non-fiction ‘Canoes’ is an information text containing seven sections covering history, skills, pleasure, competitions and advice about safety.

2a: Define 22%2b: Retrieve 44%2c: Summarise 5%2d: Infer 18%2h: Compare 11%

Fiction ‘A Bird Called Kes’ is an extract from a novel written in 1968 telling the story of a young boy’s training of a kestrel. The third person narration describes the relationship between the boy and the bird as he feeds and handles her. There is a conversation with another child who is fascinated but also afraid of the bird.

2a: Define 17%2b: Retrieve 44%2d: Infer 34%2g: Explore 5%

2 Administering NTS Assessments 7

NTS Assessments


When to test

The NTS Assessments should ideally be used just before the end of term, as they have been designed to

assess the content presented in the curriculum map for that term.

Since the standardisation with our trial schools took place in late November, mid-March and mid-June,

similar timings will produce the most dependable data. If the tests are taken earlier, pupils may be

disadvantaged in their results when comparing against the national averages.

Group size

You can administer the tests to whole classes or large groups if you feel comfortable doing so. If you

wish to give assistance to smaller groups outside the classroom setting this can be done at your

discretion; we suggest that children who require assistance receive it, but guidance should not be given

around the content itself or answers to test questions.

Timing

The table below shows the recommended time for each individual booklet. For the most dependable

results, we advise against deviating from these but, if this is strictly necessary, we suggest that any

changes to timings are reviewed centrally within your school to ensure continuity across years.

Year 1 Spring Paper 1, Reading 25 minutes

Year 1 Spring Paper 2, Grammar & Spelling 25 minutes

Year 2 Spring Paper 1, Reading prompt & answer booklet 30 minutes

Year 2 Spring Paper 2, Reading 15 minutes*

Year 3 Spring Reading Paper 45 minutes*

Year 4 Spring Reading Paper 45 minutes*

Year 5 Spring Reading Paper 50 minutes

Year 6 Spring Reading Paper 50 minutes

Table 1: Spring tests*Note that the timings for Years 2–4 are reduced from those previously advertised. Times printed inside the Key Stage 2 papers

will be updated at the next printing.

Preparation

Each pupil will need the appropriate test booklet. Explain the following:

❯ Start off by making the pupils feel at ease. Explain what the test consists of and how long they have to

complete the booklet they have in front of them.

❯ The answer booklet consists of a range of questions: pupils should attempt them all.

❯ If pupils find a question too hard, they should have a go and then move on to the next one: they

should not spend too long on questions they cannot answer.

❯ If pupils have problems, they should ask for help by raising their hand.

❯ Review the timings of the papers using the table provided above. Explain to children how long they

have to complete the test. Please note that times printed inside the Year 3 and Year 4 booklets may

differ from those listed above.

❯ Ensure appropriate breaks are taken between booklets.

2 Administering NTS Assessments

2 Administering NTS Assessments8

NTS Assessments


Teachers may choose to separate the class into smaller groups, based on ability. A more advanced

group may be able to complete the test in one sitting, whereas a less advanced group may need to do

so in smaller chunks. You should use your knowledge of pupils’ abilities to inform this decision.

The teacher-administrator should allow pupils with Special Educational Needs the same support as

would be allowed during National Tests. Pupils may sit tests designed for children in the years below but

please be aware that the outcomes will not be valid, with the exception of the NTS Scale, which can be

used to track small increments of progress.

It is important that any supporting persons who may be reading questions to pupils read the text only

and do not give any other advice, explanations or definitions of words or terms to pupils.

Paper Resource list Reading KS1 A pencil or pen

May use highlighter pens if this is normal classroom practice

Reading KS2 A dark pencil or blue/black pen

Table 2: Equipment allowed for each test

Administering the test

Give each pupil a test booklet. Ask them to write their name, gender, date of birth and the date of the

test on the front cover.

If any pupils are uncertain about what they have to do, you may give some additional explanation to help

them understand the requirements of the test, but do not help with the content of the question.

If the results are to be reliable, it is important that the pupils work alone, without copying from each other

or discussing their answers. Remind pupils of this if necessary.

Once the pupils have completed the test, their answers may be marked using the answers and mark

schemes found in this guidance.

Reading support

In Year 1, the grammar and spelling questions may be read to pupils. Transcripts are provided below.

For the Year 1 reading papers, only ‘useful words’ and text passages that accompany practice questions

should be read by the teacher, but not the subsequent text passages. We do not recommend reading

non-practice questions, to best align with schools in the standardisation trial; however, teacher discretion

may be used where you feel that not reading these questions would make the papers inaccessible for

your cohort but please be aware that doing so could impact the comparison against national data. We

have provided transcripts of these questions below should they be necessary. If questions were read

to pupils for the Autumn reading paper, we suggest reducing this support in Spring and removing it

completely in Summer so that by Year 2 children are reading independently and comparisons against

national data can then be made with confidence.

In Year 2, we suggest that teachers follow the national curriculum KS1 test framework guidance for

Reading Paper 1 that states: ‘Teachers will read the beginning of the text(s) aloud to the pupils and also

read aloud any supporting words that are provided.’ That is, teachers may read each practice question

and the accompanying text extract, plus the supporting (‘useful’) words, but pupils will read the rest of

the texts and questions independently.

Questions may be read to groups of pupils requiring this assistance in other years if this is how you

would usually administer a non-statutory assessment, but under test conditions (i.e. no help or guidance

should be given in finding answers). Please note that if questions are read, this could affect results and

invalidate comparison to national data.


NTS Assessments


Marking the answers

❯ The mark boxes in the right-hand margins of each test booklet indicate where a mark can be gained.

❯ Some questions have more than one part, or attract more than one mark, so you should follow the

mark scheme carefully, using your professional judgement if necessary.

❯ If more answers than required have been circled or ticked, the mark should not be awarded except if

it is clearly indicated that an incorrect response was initially made and then corrected.

❯ For scores to be valid, you should not award half marks.

Profiling performance by strand

The code letters shown above each mark box may be used to profile the pupil’s performance by strand

(which equate to the National Test content domains). Total the number of correct answers the pupil has

obtained in each coded strand and make a note of these strand scores in the boxes on the front cover of

the test booklet.

Transcripts for Key Stage 1

Please see Reading support above for advice on use of the following transcripts.

Year 1 English Transcripts – Spring

Paper 1 Reading: teacher’s script

Question number Script to read to pupils

Practice question a Practice question

Tick the correct word to complete the sentence.

This text is about the life cycle of a __________.

Tick one.

frog, dog, butterfly, fly

Question 1 Question 1

Tick the correct word to complete the sentence.

The female butterfly lays an egg on a __________.

Tick one.

log, flower, leaf, stone.


True or false?

Circle the correct answer.

The caterpillar eats its own eggshell.

True or false?

3 Answers and mark schemes

3 Answers and mark schemes10

NTS Assessments




Write the correct word to complete the sentence.

large, small, tiny.

The caterpillar is __________ when it breaks out of the egg.


Put ticks in the table to show whether each sentence is true or false.

One has been done for you.

The caterpillar sheds its skin many times. True or false? This is true.

The caterpillar does not eat anything. True or false?

The caterpillar is getting smaller. True or false?


What does the caterpillar use to attach itself to the plant?

Tick one.

string, silk, ribbon, glue.


Tick the correct meaning of the word protects.

Tick one.

keeps safe, keeps soft, keeps quiet, keeps growing.


True or false?


After 2 years the butterfly comes out of the cocoon.

True or false?


True or false?


The butterfly’s wings are wet.

True or false?


Life cycle of a butterfly is about a caterpillar. Why is the story title about a butterfly?

Prompt children to write their answer on the answer lines if necessary.


Number the sentences below from 1 to 4 to show the order they happen in the butterfly’s life cycle.

The first one has been done for you.

The caterpillar makes a cocoon.

The female butterfly lays an egg on a leaf. This is number 1

The caterpillar eats some leaves.

The butterfly breaks out.


NTS Assessments


Paper 2 grammar: teacher’s script


Practice question a Practice question

Circle the capital letter in the sentence below.

I went to the park.


Circle the correct word to complete the sentence below.

My____________________ is long.

your some hair



There____________________ a toad in the pond.

they was has Question 3 Question 3


Can you____________________ me?

going help went Question 4 Question 4

Circle the capital letter and full stop in the sentence below.

The bird sat in the tree.


Circle the correct joining word to complete the sentence below.

We went to the park _________ we took a picnic.

and the hisQuestion 6 Question 6

Write s or es on the line next to each word to make a plural.

One has been done for you.

dog__________

room _________

wash _________


Circle the joining word in the sentence below.

We went to the zoo and fed the seals.


What do cats eat?

Write another question of your own that begins with what.

s

3 Answers and mark schemes12

NTS Assessments




Look at the sentence below.

There are two mistakes.

Write the correct sentence on the lines underneath.

i went to the swimming pool with tom.


Write a sentence using these words.

Use each word once.

baby the is pram. in The


NTS Assessments


Paper 2 spelling: teacher’s script

Practice question a: the word is cot.

The word is cot.

Spelling one: the word is bed.

The word is bed.

Spelling two: the word is star.

The word is star.

Spelling three: the word is coat.

The word is coat.

Spelling four: the word is nest.

The word is nest.

Spelling five: the word is toe.

The word is toe.

Spelling six: the word is school.

I walked to school.

The word is school.

Spelling seven: the word is helping.

I like helping my teacher.

The word is helping.

Spelling eight: the word is faster.

I need to swim faster.

The word is faster.

Spelling nine: the word is unhappy.

The boy was unhappy because he lost his football.

The word is unhappy.

Spelling ten: the word is bedroom.

I have a desk in my bedroom.

The word is bedroom.

Answers and mark schemes Year 114 © Hodder & Stoughton Limited 2020

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ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

10 1cN

umbe

r th

e se

nten

ces

belo

w f

rom

1 t

o 4

to s

how

the

ord

er t

hey

happ

en in

th

e bu

tter

fly’s

life

cycl

e.

The

first

one

has

bee

n do

ne f

or y

ou.

The

cate

rpill

ar m

akes

a c

ocoo

n.

The

fem

ale

butt

erfly

lays

an

egg

on a

leaf

.

The

cate

rpill

ar e

ats

som

e le

aves

.

The

butt

erfly

bre

aks

out.

Aw

ard

1 m

ark

for

all t

hre

e co

rrec

t.1

13 2 4


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

Prac

tice

q

ues

tio

n a

Circ

le t

he c

apit

al le

tter

in t

he s

ente

nce

belo

w.

I

wen

t

to

th

e

park

.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.n/

a

1 G3.

1 Se

nten

ces

Circ

le t

he c

orre

ct w

ord

to

com

plet

e th

e se

nten

ce b

elow

.

My

is lo

ng.

your

som

e

ha

ir

Aw

ard

1 m

ark

for

the

corr

ect

wor

d ci

rcle

d an

d no

oth

ers.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.

1

2 G3.

1 Se

nten

ces

Circ

le t

he c

orre

ct w

ord

to

com

plet

e th

e se

nten

ce b

elow

.

Ther

e a

toa

d in

the

pon

d.

they

was

has

Aw

ard

1 m

ark

for

the

corr

ect

wor

d ci

rcle

d an

d no

oth

ers.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.

1

3 G3.

1 Se

nten

ces

Circ

le t

he c

orre

ct w

ord

to

com

plet

e th

e se

nten

ce b

elow

.

Can

you

me

?

goin

g

help

wen

t

Aw

ard

1 m

ark

for

the

corr

ect

wor

d ci

rcle

d an

d no

oth

ers.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.

1

4 G5.

1 C

apita

l le

tter

sG

5.2

Full

stop

s

Circ

le t

he c

apit

al le

tter

and

fu

ll st

op

in t

he s

ente

nce

belo

w.

T he

b

ird

sat

i

n t

he

tre

e .

Both

ans

wer

s m

ust

be c

orre

ct f

or t

he

mar

k to

be

awar

ded.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.

1

Pap

er 2

gra

mm

ar: a

nsw

ers

and

mar

k sc

hem

e


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

5 G3.

3C

o-or

dina

ting

conj

unct

ions

Circ

le t

he c

orre

ct jo

inin

g w

ord

to

com

plet

e th

e se

nten

ce b

elow

.

We

wen

t to

the

par

k w

e to

ok a

pic

nic.

and

the

h

is

Aw

ard

1 m

ark

for

the

corr

ect

wor

d ci

rcle

d an

d no

oth

ers.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

the

corr

ect

answ

er.

1

6 G6.

3Su

ffixe

s

Writ

e s

or e

s on

the

line

nex

t to

eac

h w

ord

to m

ake

a pl

ural

.

One

has

bee

n do

ne f

or y

ou.

dogs

room

s

was

hes

Both

ans

wer

s m

ust

be c

orre

ct f

or t

hem

ark

to b

e aw

arde

d.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

th

e co

rrec

t an

swer

.

1

7 G3.

3C

o-or

dina

ting

conj

unct

ions

Circ

le t

he jo

inin

g w

ord

in t

he s

ente

nce

belo

w.

We

wen

t to

th

e zo

o an

d fe

d th

e se

als.

Aw

ard

1 m

ark

for

the

corr

ect

wor

d ci

rcle

d an

d no

oth

ers.

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

the

corr

ect

answ

er.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

an

d a

nsw

erM

arki

ng

gu

idan

ceM

ark

8 G2.

2Q

uest

ions

Wha

t do

cat

s ea

t?

Writ

e an

othe

r qu

estio

n of

you

r ow

n th

at b

egin

s w

ith w

hat

.

What

is t

he

tim

e?

The

ques

tion

mus

t be

gin

with

‘Wha

t’,

a ca

pita

l let

ter

and

end

with

a q

uest

ion

mar

k fo

r th

e m

ark

to b

e aw

arde

d.

A c

apita

l let

ter

is t

he s

ame

heig

ht

or h

ighe

r th

an t

he o

ther

low

er-c

ase

lett

ers.

Allo

w s

ome

varia

nce

in le

tter

si

ze f

or t

he o

ther

lett

ers.

1

9 G5.

1C

apita

l let

ters

Look

at

the

sent

ence

bel

ow.

Ther

e ar

e tw

o m

ista

kes.

Writ

e th

e co

rrec

t se

nte

nce

on

the

lines

und

erne

ath.

i wen

t to

the

sw

imm

ing

pool

with

tom

.

I w

ent

to t

he

swim

min

g pool w

ith T

om

.

Aw

ard

1 m

ark

for

capi

tal l

ette

rs a

nd

full

stop

.

Cap

ital l

ette

rs n

eede

d fo

r I

and

Tom

for

the

mar

k to

be

awar

ded.

If c

apita

l T is

the

sam

e he

ight

or

high

er t

han

the

othe

r le

tter

s it

is a

cap

ital.

Igno

re o

ther

am

bigu

ous

lett

er s

hape

s as

thi

s is

yea

r 1.

Acc

ept

mis

spel

lings

and

inve

rted

le

tter

s if

the

inte

ntio

n is

cle

ar.

1

10 G3.

1Se

nten

ces

Writ

e a

sen

ten

ce u

sing

the

se w

ords

.

Use

eac

h w

ord

on

ce.

baby

t

he

is

pra

m.

in

The

The

baby

is

in t

he

pra

m.

1


Qu

esti

on

Spel

ling

Mar

kC

on

ten

t d

om

ain

Prac

tice

qu

esti

on

aco

tRe

cept

ion

wor

d (a

ll th

e le

tter

s of

the

alp

habe

t)

Q1

bed

1Re

cept

ion

wor

d (a

ll th

e le

tter

s of

the

alp

habe

t)

Q2

star

1Re

cept

ion

wor

d –

with

adj

acen

t co

nson

ants

s-t

Q3

coat

1Re

cept

ion

wor

d (v

owel

dia

grap

h)

Q4

nest

1Re

cept

ion

wor

ds w

ith a

djac

ent

cons

onan

ts s

-t

Q5

toe

1S8

vow

el d

iagr

aph

‘oe’

Q6

scho

ol1

S37

– co

mm

on e

xcep

tion

wor

d

Q7

help

ing

1S6

– a

ddin

g th

e en

ding

-in

g to

ver

bs w

here

no

chan

ge is

nee

ded

to t

he r

oot

wor

d

Q8

fast

er1

S7 –

add

ing

-er

to a

djec

tives

whe

re n

o ch

ange

is n

eede

d to

the

roo

t w

ord

Q9

unha

ppy

1G

6 –

voca

bula

ry –

pre

fixes

un-

cha

nges

the

mea

ning

of

verb

s an

d ad

ject

ives

(n

egat

ion

or u

ndoi

ng)

Q10

bedr

oom

1S1

2 –

com

poun

d w

ords

Tota

l mar

ks10

Pap

er 2

sp

ellin

g: c

on

ten

t d

om

ain


An

swer

s an

d m

ark

sch

emes

Yea

r 2

Pap

er 1

an

swer

s an

d m

ark

sch

eme

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

Prac

tice

q

ues

tio

n a

Who

did

Mr

Fox,

Mr

Wol

f an

d M

r Be

ar t

ry t

o ca

tch?

� M

r Ra

bbit

n/a

Prac

tice

q

ues

tio

n b

Wha

t di

d M

r Fo

x, M

r W

olf

and

Mr

Bear

wan

t to

do?

Tick

on

e.

gi

ve M

r Ra

bbit

pl

ay c

atch

with

so

me

stew

on

e an

othe

r

pl

ay c

atch

with

eat

Mr

Rabb

it in

Mr

Rabb

it a

ste

w

give

Mr

Rabb

it

pl

ay c

atch

with

som

e st

ew

on

e an

othe

r

play

cat

ch w

ith

eat

Mr

Rabb

it in

M

r Ra

bbit

a

stew

n/a

1 1dW

hy h

ad M

r Fo

x, M

r W

olf

and

Mr

Bear

not

bee

n ab

le t

o ca

tch

Mr

Rabb

it?

Tick

on

e.

M

r Ra

bbit

lived

so

far

away

.

M

r Ra

bbit

was

alw

ays

hidi

ng.

M

r Ra

bbit

was

too

sm

art.

M

r Ra

bbit

coul

d ru

n ve

ry f

ast.

Aw

ard

1 m

ark

for:

Mr

Rabb

it liv

ed s

o fa

r aw

ay.

Mr

Rabb

it w

as a

lway

s hi

ding

.

Mr

Rabb

it w

as t

oo s

mar

t.

Mr

Rabb

it co

uld

run

very

fas

t.

1

Que

stion

s 1–

11 a

re a

bout

A R

un fo

r Ice

Cre

am (p

ages

3–9

)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

2 1bH

ow d

id M

r Fo

x, M

r W

olf

and

Mr

Bear

fee

l whe

n th

ey c

ould

not

ca

tch

Mr

Rabb

it?

Tick

on

e.

sa

d

cros

s

ha

ppy

no

t bo

ther

ed

Aw

ard

1 m

ark

for:

sad

cr

oss

happ

y

not

both

ered

1

3 1aFi

nd

and

co

py

on

e w

ord

that

tel

ls y

ou M

r W

olf

was

ple

ased

to

mee

t M

r Ra

bbit?

Aw

ard

1 m

ark

for:

� (

He/

Mr

Wol

f) g

rinne

d.

Als

o a

ccep

t: g

rin /

grin

s /

grin

ning

.

Acc

ept

mis

spel

lings

and

suf

fix c

hang

es.

1

4 1dTh

e w

ord

nodd

ed s

how

s th

at M

r Ra

bbit.

..

Tick

on

e.

se

ems

angr

y w

ith M

r W

olf.

se

ems

to a

gree

with

Mr

Wol

f.

se

ems

to t

hink

Mr

Wol

f is

wro

ng.

se

ems

sad

beca

use

of M

r W

olf.

Aw

ard

1 m

ark

for:

seem

s an

gry

with

Mr

Wol

f.

seem

s to

agr

ee w

ith M

r W

olf.

seem

s to

thi

nk M

r W

olf

is w

rong

.

seem

s sa

d be

caus

e of

Mr

Wol

f.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

5 1dW

hy d

id M

r W

olf

gasp

whe

n he

sai

d “R

eally

!”?

Tick

on

e.

H

e w

as o

ut o

f br

eath

.

H

e w

as e

xpec

ting

this

.

H

e co

uld

not

run

fast

.

H

e w

as s

urpr

ised

.

Aw

ard

1 m

ark

for:

He

was

out

of

brea

th.

He

was

exp

ectin

g th

is.

He

coul

d no

t ru

n fa

st.

He

was

sur

pris

ed.

1

6 1bW

hy d

id M

r Fo

x, M

r W

olf

and

Mr

Bear

run

rou

nd a

nd r

ound

as

Mr

Rabb

it ha

d to

ld t

hem

to

do?

Tick

on

e.

Th

ey w

ante

d to

ple

ase

Mr

Rabb

it.

Th

ey e

njoy

ed m

akin

g th

emse

lves

diz

zy.

Th

ey w

ante

d th

e ic

e cr

eam

to

tast

e be

tter

.

Th

ey w

ere

chas

ing

afte

r M

r Ra

bbit.

Aw

ard

1 m

ark

for:

They

wan

ted

to p

leas

e M

r Ra

bbit.

They

enj

oyed

mak

ing

them

selv

es d

izzy

.

They

wan

ted

the

ice

crea

m t

o ta

ste

bett

er.

They

wer

e ch

asin

g af

ter

Mr

Rabb

it.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

7 1dW

hy d

id M

r Ra

bbit

real

ly w

ant

them

to

run

in a

circ

le t

wen

ty

times

?A

war

d 1

mar

k fo

r an

swer

s th

at r

efer

to

Mr

Rabb

it tr

icki

ng t

he o

ther

s, e

.g.

• so

he

coul

d ru

n aw

ay

• so

the

y co

uldn

’t a

ttac

k hi

m /

get

him

/ e

at h

im

• to

esc

ape.

1

8 1dW

hy d

id M

r Ra

bbit

grin

as

he a

te h

is ic

e cr

eam

?

Giv

e o

ne

reas

on.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. M

r Ra

bbit

is p

leas

ed h

e ha

s tr

icke

d th

em

2. M

r Ra

bbit

know

s th

ey w

ante

d th

e ic

e cr

eam

/

Mr

Rabb

it is

tea

sing

the

m

3. M

r Ra

bbit

likes

to

show

he

has

got

the

bett

er

of t

hem

4. M

r Ra

bbit

likes

ice

crea

m

5. M

r Ra

bbit

is g

rinni

ng b

ecau

se M

r W

olf

grin

ned

at

him

ear

lier.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

9 1bW

hat

did

Mr

Wol

f fe

el a

bout

Mr

Rabb

it’s

idea

?

Tick

on

e.

H

e w

as h

appy

to

try

it.

H

e w

ante

d to

ask

his

frie

nds.

H

e w

as c

ross

.

H

e th

ough

t it

was

a g

ood

idea

.

Aw

ard

1 m

ark

for:

He

was

hap

py t

o tr

y it.

He

wan

ted

to a

sk h

is f

riend

s.

He

was

cro

ss.

He

thou

ght

it w

as a

goo

d id

ea.

1

10 1eW

hat

do y

ou t

hink

Mr

Wol

f’s b

ette

r pl

an m

ight

be?

Aw

ard

1 m

ark

for

an a

nsw

er w

hich

sug

gest

s th

ey

get

thei

r ow

n ic

e cr

eam

firs

t / a

diff

eren

t w

ay o

f ca

tchi

ng M

r Ra

bbit

or c

atch

ing

som

ethi

ng e

lse.

Acc

ept

any

plau

sibl

e pr

edic

tion

of w

hat

Mr

Wol

f’s

plan

cou

ld b

e in

rel

atio

n to

the

tex

t.

1

11 1cN

umbe

r th

e ev

ents

fro

m 1

to

4, t

o sh

ow t

he o

rder

the

y ha

ppen

in

the

sto

ry.

The

first

one

has

bee

n do

ne f

or y

ou.

M

r Ra

bbit

mak

es M

r Fo

x, M

r W

olf

and

Mr

Bear

run

in c

ircle

s.

M

r Ra

bbit

buys

a b

ucke

t of

ice

crea

m.

1

Mr

Rabb

it ru

ns t

o hi

s ho

me

and

eats

the

ice

crea

m.

M

r Fo

x, M

r W

olf

and

Mr

Bear

mee

t M

r Ra

bbit.

Aw

ard

1 m

ark

for

thre

e co

rrec

t an

swer

s

(num

ber

1 is

giv

en).

Mr

Rabb

it m

akes

Mr

Fox,

Mr

Wol

f an

d

Mr

Bear

run

in c

ircle

s.

3

Mr

Rabb

it bu

ys a

buc

ket

of ic

e cr

eam

. 1

Mr

Rabb

it ru

ns t

o hi

s ho

me

and

eats

the

ic

e cr

eam

. 4

Mr

Fox,

Mr

Wol

f an

d M

r Be

ar m

eet

Mr

Rabb

it. 2

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

Prac

tice

q

ues

tio

n c

Whi

ch w

ords

tel

l you

it d

oes

not

cost

any

thin

g to

go

into

W

roxh

am B

arns

?

Tick

on

e.

W

roxh

am B

arns

free

ent

ry

fu

n da

y

gift

sho

ps

Wro

xham

Bar

ns

free

ent

ry

fun

day

gift

sho

ps

n/a

Prac

tice

q

ues

tio

n d

At

Wro

xham

Bar

ns, w

here

can

you

get

a p

rese

nt f

or a

frie

nd?

� a

t th

e gi

ft s

hop(

s)n/

a

12 1bW

hen

you

buy

an e

ntry

tic

ket

you

can

go t

o th

e Ju

nior

Far

m.

Whe

re e

lse

can

you

go?

Aw

ard

1 m

ark

for:

� (

Indo

or)

Play

barn

.

1

13 1bW

ho is

Tot

ty?

Aw

ard

1 m

ark

for:

� o

ne o

f th

e (p

layf

ul)

poni

es /

(a)

pon

y

1

14 1bG

ive

two

thi

ngs

you

can

do a

t th

e Ju

nior

Far

m.

Aw

ard

1 m

ark

for

any

two

of

the

follo

win

g:

1. f

eed

anim

als:

lam

bs /

calv

es /

rabb

its /

cow

s / g

oats

/

shee

p / d

onke

ys a

nd h

ens

2. g

room

/ c

uddl

e po

nies

3. c

olle

ct e

ggs.

1

Que

stion

s 12

–19

are

abou

t Wro

xham

Bar

ns (p

ages

11–

16)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

15 1dW

hat

can

you

do in

the

Pla

ybar

n?

Tick

on

e.

re

lax

ea

t

rid

e

sl

eep

Aw

ard

1 m

ark

for:

re

lax

ea

t

rid

e

sl

eep

1

16 1bA

t w

hat

time

does

the

Jun

ior

Farm

clo

se d

urin

g th

e su

mm

er?

Aw

ard

1 m

ark

for:

� 5

(p.

m.)

/ 5

(o’c

lock

).

1

17 1bG

ive

on

e da

y of

the

yea

r w

hen

the

Juni

or F

arm

is c

lose

d to

vi

sito

rs.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. C

hris

tmas

Day

2. B

oxin

g D

ay

3. N

ew Y

ear’s

Day

.

Als

o a

ccep

t: J

anua

ry w

eekd

ays.

1

18 1bG

ive

on

e ki

nd o

f rid

e th

at y

ou c

an h

ave

at t

he f

unfa

ir.A

war

d 1

mar

k fo

r ei

ther

:

1. t

ract

or

2. t

rain

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

19 1dH

ow c

an y

ou t

ell t

hat

the

funf

air

is m

ainl

y fo

r ch

ildre

n

who

go

to s

choo

l?

Tick

on

e.

Yo

u ca

n go

for

a p

icni

c.

It

is o

pen

in t

he s

umm

er.

It

is o

pen

durin

g ha

lf-te

rm h

olid

ays.

Yo

u ca

n rid

e on

a t

rain

.

Aw

ard

1 m

ark

for:

You

can

go f

or a

pic

nic.

It is

ope

n in

the

sum

mer

.

It is

ope

n du

ring

half-

term

hol

iday

s.

You

can

ride

on a

tra

in.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

1 1aLo

ok a

t th

e fir

st p

art

of t

he p

oem

.

It fo

llow

ed b

ehin

d lik

e a

still

sum

mer

kite

.

Wha

t do

es t

he w

ord

still

tel

l us

abou

t th

e ni

ght?

It w

as…

Tick

on

e.

w

indy

.

ra

inin

g.

ca

lm.

sn

owin

g.

Aw

ard

1 m

ark

for:

win

dy.

rain

ing.

calm

. ✓

snow

ing.

1

2 1bFi

nd

and

co

py

on

e w

ord

from

the

sec

ond

vers

e th

at d

escr

ibes

th

e cl

ouds

.A

war

d 1

mar

k fo

r:

� f

ragi

le.

Als

o a

ccep

t: la

ce.

1

Que

stion

s 1–

8 ar

e ab

out t

he p

oem

I To

ok th

e M

oon

for a

Wal

k (p

ages

2–3

)

Pap

er 2

an

swer

s an

d m

ark

sch

eme


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

3 1bW

e tip

toed

thr

ough

gra

ss w

here

the

nig

ht c

raw

lers

cre

ep

Wha

t do

es t

he w

ord

tipto

ed t

ell u

s ab

out

the

way

the

y w

ere

wal

king

?

Aw

ard

1 m

ark

for

an a

nsw

er t

hat

refe

rs t

o th

em

wal

king

car

eful

ly, e

.g.

• th

ey w

alke

d ca

refu

lly t

hrou

gh t

he g

rass

• th

ey w

ere

wal

king

slo

wly

thr

ough

the

gra

ss.

• th

ey w

alke

d qu

ietly

thr

ough

the

gra

ss.

1

4 1dLo

ok a

t th

e lin

e: S

o th

e gr

ass

seem

ed t

o w

eep.

This

line

is d

esrib

ing

the

gras

s as

bei

ng…

Tick

on

e.

w

et.

dr

y.

so

ft.

ro

ugh.

Aw

ard

1 m

ark

for:

wet

. ✓

dry.

soft

.

roug

h.

1

5 1bW

e da

nced

acr

oss

the

brid

ge,

Whe

re th

e sm

ooth

wat

ers

flow

, Th

e M

oon

was

abo

ve,

The

Moo

n w

as b

elow

...

Find

and

cop

y on

e w

ord

whi

ch s

how

s th

ey a

re e

njoy

ing

thei

r wal

k.

Aw

ard

1 m

ark

for:

� d

ance

d.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

6 1a...

its s

wee

t sl

eepy

ligh

t

Wha

t do

es t

he w

ord

slee

py m

ean

in t

his

line?

Aw

ard

1 m

ark

for a

n an

swer

that

refe

rs to

tire

dnes

s, e

.g.

• th

e po

et is

ver

y tir

ed b

ecau

se s

he h

as b

een

out

wal

king

all

nigh

t

• th

e M

oon

is t

ired

beca

use

it ha

s be

en s

hini

ng a

ll ni

ght

and

it is

nea

rly m

orni

ng.

1

7 1dD

id t

he p

oet

real

ly t

ake

the

Moo

n fo

r a

wal

k?

Tick

on

e.

N

o, b

ecau

se t

he p

oet

didn

’t g

o ou

t.

N

o, b

ecau

se t

he p

oet

is r

eally

imag

inin

g

w

alki

ng w

ith t

he M

oon.

Ye

s, b

ecau

se t

he p

oet

was

hol

ding

han

ds

w

ith t

he M

oon.

Ye

s, b

ecau

se t

he p

oet

and

the

Moo

n

w

ere

good

frie

nds.

Aw

ard

1 m

ark

for:

No,

bec

ause

the

poe

t di

dn’t

go

out.

No,

bec

ause

the

poe

t is

rea

lly im

agin

ing

w

alki

ng w

ith t

he M

oon.

✓

Yes,

bec

ause

the

poe

t w

as h

oldi

ng h

ands

w

ith t

he M

oon.

Yes,

bec

ause

the

poe

t an

d th

e M

oon

w

ere

good

frie

nds.

1

8 1eW

hat

happ

ened

to

the

Moo

n at

the

end

of

the

poem

?A

war

d 1

mar

k fo

r an

ans

wer

tha

t su

gges

ts t

he

Moo

n st

ayed

in t

he s

ky, e

.g.

• it

stay

ed u

p al

l nig

ht

• it

kept

her

in s

ight

.

Als

o a

ccep

t: t

he m

oon

follo

wed

her

hom

e an

d st

ayed

at

the

hous

e.

1


An

swer

s an

d m

ark

sch

emes

Yea

r 3

Que

stio

ns 1

–11

are

abou

t Ins

ide

a Ra

info

rest

(pag

es 2

–4)

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

1 2aLo

ok a

t th

e se

ctio

n on

pag

e 2:

Mis

ty a

nd

Mys

teri

ou

s.

... h

uge

tree

s to

wer

up

into

a m

ass

of le

aves

...

In t

his

sent

ence

the

wor

d to

wer

sug

gest

s th

at t

he t

rees

...

Ti

ck o

ne.

ar

e in

a c

ity.

ha

ve s

kinn

y tr

unks

.

ar

e ve

ry t

all.

ha

ve s

hort

, thi

ck t

runk

s.

Aw

ard

1 m

ark

for:

are

in a

city

.

have

ski

nny

trun

ks.

are

very

tal

l.

have

sho

rt, t

hick

tru

nks.

1

2 2bLo

ok a

t th

e se

ctio

n: M

isty

an

d M

yste

rio

us.

Wha

t m

akes

the

gro

win

g co

nditi

ons

so g

ood

for

plan

ts?

Giv

e tw

o t

hing

s.

Aw

ard

1 m

ark

for

each

cor

rect

ans

wer

up

to a

m

axim

um o

f 2

mar

ks.

1. (h

eavy

) rai

n

2. m

ist

3. h

eat

4. h

umid

ity

5. s

tilln

ess

/ the

stil

l air.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

3 2aLo

ok a

t th

e se

ctio

n: M

isty

an

d m

yste

rio

us.

Whi

ch g

roup

of

wor

ds s

how

s th

at t

he r

ainf

ores

ts a

re in

dan

ger?

Ti

ck o

ne.

bl

ock

out

pr

ecio

us h

abita

t

un

der

thre

at

m

ake

way

Aw

ard

1 m

ark

for:

bloc

k ou

t

prec

ious

hab

itat

unde

r th

reat

mak

e w

ay

1

4 2bLo

ok a

t th

e se

ctio

n: M

isty

an

d m

yste

rio

us.

Giv

e tw

o r

easo

ns w

hy p

eopl

e ar

e cu

ttin

g do

wn

the

fore

sts.

Aw

ard

1 m

ark

for

each

cor

rect

ans

wer

up

to

a m

axim

um o

f 2

mar

ks.

1. (f

or) f

arm

land

2. (t

o m

ake)

roa

ds

3. (t

o di

g) m

ines

.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

5 2bLo

ok a

t th

e se

ctio

n: C

ano

py.

Why

are

the

re s

o m

any

anim

als

livin

g in

the

can

opy?

Giv

e tw

o r

easo

ns.

Aw

ard

1 m

ark

for

each

cor

rect

ans

wer

up

to a

m

axim

um o

f 2

mar

ks.

1. t

here

is p

lent

y of

foo

d

2. t

here

are

few

larg

e pr

edat

ors.

Als

o a

ccep

t pa

raph

rase

s.

2

6 2cLo

ok a

t th

e se

ctio

ns: C

ano

py,

Un

der

sto

rey

and

Fore

st fl

oo

r.

Tick

on

e bo

x in

eac

h ro

w t

o sh

ow w

here

in t

he f

ores

t ea

ch a

nim

al

mai

nly

lives

.

One

has

bee

n do

ne f

or y

ou.

anim

alca

no

py

un

der

sto

rey

fore

st fl

oo

r

term

ite

lizar

d

spid

er m

onke

y

jagu

ar

Aw

ard

1 m

ark

for a

ll th

ree

corr

ect:

anim

alca

no

py

un

der

sto

rey

fore

st

flo

or

term

ite

lizar

d

spid

er

mon

key

jagu

ar

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

7 2bLo

ok a

t th

e se

ctio

n he

aded

: Can

op

y cl

imb

ers.

How

can

sci

entis

ts g

et a

vie

w o

f th

e to

p pa

rts

of t

he f

ores

t?

Giv

e tw

o w

ays.

Aw

ard

1 m

ark

for

each

cor

rect

ans

wer

up

to

a m

axim

um o

f 2

mar

ks t

hat

mak

es r

efer

ence

to

flyi

ng o

ver

the

fore

st o

r cl

imbi

ng u

p to

the

to

p e.

g.

•fly

ing

over

it •he

licop

ters

•ba

lloon

s •cl

imbi

ng u

p to

the

top

•ro

pes

/ slin

g.

Als

o a

ccep

t re

fere

nce

to m

oder

n m

achi

nes.

2

8 2aLo

ok a

t th

e se

ctio

n he

aded

: Tre

eto

p t

rave

l.

Fin

d a

nd c

op

y th

e w

ord

that

mea

ns t

he s

ame

as ‘p

ath’

.

Aw

ard

1 m

ark

for:

hi

ghw

ay.

1

9 2aLo

ok a

t th

e se

ctio

n he

aded

: Flie

rs a

nd

glid

ers.

Whi

ch w

ord

mea

ns t

hat

the

crea

ture

s ar

e ac

tive

at n

ight

?

Ti

ck o

ne.

hu

nt

no

ctur

nal

ad

apte

d

en

viro

nmen

t

Aw

ard

1 m

ark

for:

hunt

noct

urna

l

adap

ted

envi

ronm

ent

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

10 2bG

ive

on

e w

ay in

whi

ch W

alla

ce’s

frog

is d

iffer

ent

from

mos

t fr

ogs.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. it

can

glid

e / u

ses

the

web

s be

twee

n its

toe

s to

glid

e

2. it

live

s hi

gh in

the

tre

es

3. it

has

ext

ra lo

ng t

oes

4. it

has

flap

s of

ski

n on

its

arm

s.

Do

no

t ac

cep

t: it

can

’t fl

y.

1

11 2cLo

ok a

t pa

ges

3 an

d 4.

Find

the

cor

rect

num

ber

to c

ompl

ete

thes

e se

nten

ces.

Rain

fore

st t

rees

may

gro

w u

p to

m

etre

s hi

gh.

A W

alla

ce’s

frog

can

glid

e fo

r up

to

met

res.

Aw

ard

1 m

ark

for

two

cor

rect

ans

wer

s:

Rain

fore

st tr

ees

may

gro

w u

p to

45

met

res

high

.

A W

alla

ce’s

frog

can

glid

e fo

r up

to

12

met

res.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

12 2bLo

ok a

t th

e fir

st p

arag

raph

beg

inni

ng: T

he c

ow h

ad w

ande

red…

The

trac

ks w

ere

hard

to

see

whe

n...

Tick

on

e.

th

e co

w h

ad w

alke

d a

long

way

.

th

e tr

acks

wen

t ac

ross

sto

nes.

Pr

ecio

us h

ad k

nelt

on t

he t

rack

s.

th

e co

w h

ad w

alke

d on

sof

t sa

nd.

Aw

ard

1 m

ark

for:

the

cow

had

wal

ked

a lo

ng w

ay.

the

trac

ks w

ent

acro

ss s

tone

s.

Prec

ious

had

kne

lt on

the

tra

cks.

the

cow

had

wal

ked

on s

oft

sand

.

1

13 2aLo

ok a

t th

e fir

st p

arag

raph

.

Fin

d a

nd c

op

y o

ne

wor

d in

the

tex

t th

at s

how

s th

e co

w h

ad w

alke

d sl

owly

and

had

bec

ome

lost

.

Aw

ard

1 m

ark

for:

w

ande

red.

1

Que

stio

ns 1

2–24

are

abo

ut M

eerk

at (p

ages

6–9

)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

14 2b…

Pon

tsho

sud

denl

y ca

lled

out.

“Ove

r th

ere!

” he

sho

uted

. “Lo

ok!”

Wha

t ha

d Po

ntsh

o se

en?

Aw

ard

1 m

ark

for

a re

fere

nce

to a

her

d of

co

ws,

e.g

.

•so

me

cow

s •a

larg

e he

rd o

f ca

ttle

.

Do

no

t ac

cep

t a

refe

renc

e to

the

fam

ily c

ow

only,

e.g

.

•hi

s co

w.

Als

o a

ccep

t qu

otat

ions

.

1

15 2dLo

ok a

t pa

ge 6

.

Why

did

Pon

tsho

whi

stle

?

Tick

on

e.

H

e w

ante

d to

cal

l his

cow

ove

r to

him

.

H

e w

as s

urpr

ised

by

how

man

y co

ws

ther

e w

ere.

H

e w

as h

appy

bec

ause

he’

d fo

und

his

cow

.

H

e w

ante

d to

get

his

frie

nds’

att

entio

n.

Aw

ard

1 m

ark

for:

He

wan

ted

to c

all h

is c

ow o

ver

to h

im.

He

was

sur

pris

ed b

y ho

w m

any

cow

s

ther

e w

ere.

He

was

hap

py b

ecau

se h

e’d

foun

d

his

cow

.

He

wan

ted

to g

et h

is f

riend

s’ a

tten

tion.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

16 2dLo

ok a

t pa

ge 7

.

Why

did

Pre

ciou

s bi

te h

er li

p w

hen

the

men

sai

d th

e co

ws

all

belo

nged

to

them

?

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. s

he f

elt

emba

rras

sed

2. s

he s

topp

ed h

erse

lf fr

om a

nsw

erin

g ba

ck

3. s

he k

new

it w

ould

mak

e th

ings

wor

se if

she

sp

oke

4. s

he w

as a

ngry

tha

t th

ey d

id n

ot b

elie

ve h

er.

1

17 2bLo

ok a

t pa

ges

7 an

d 8.

Why

did

the

men

thi

nk it

wou

ld b

e im

poss

ible

to

find

the

right

cow

?

Aw

ard

1 m

ark

for

a re

fere

nce

to a

ll co

ws

look

ing

sim

ilar

to o

ne a

noth

er, e

.g.

•yo

u ca

n’t

tell

one

from

ano

ther

•th

ey a

ll lo

ok t

he s

ame

•th

ere

are

so m

any

of t

hem

•th

ey a

re a

ll co

lour

ed r

eddi

sh-b

row

n.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

18 2aLo

ok a

t th

e fir

st p

arag

raph

on

page

9.

Whi

ch g

roup

of

wor

ds s

how

s th

at K

osi m

oved

cle

verly

bet

wee

n

the

cow

s?

Ti

ck o

ne.

go

t up

on

his

hind

legs

w

ith a

sud

den

little

jum

p

sc

urrie

d of

f

w

eavi

ng a

nd d

odgi

ng

Aw

ard

1 m

ark

for:

got

up o

n hi

s hi

nd le

gs

with

a s

udde

n lit

tle ju

mp

scur

ried

off

wea

ving

and

dod

ging

1

19 2dLo

ok a

t pa

ge 9

.

Why

did

Pre

ciou

s ho

ld h

er b

reat

h?

Aw

ard

1 m

ark

for

som

e re

fere

nce

to t

hing

s m

ay g

o w

rong

/ te

nsio

n / a

ntic

ipat

ion,

e.g

.

•K

osi m

ight

be

hurt

/ m

ay n

ot fi

nd t

he c

ow /

the

men

mig

ht b

e rig

ht

•sh

e w

as w

orrie

d / s

care

d •sh

e w

as w

aitin

g.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

20 2dK

osi i

s a

brav

e an

d cl

ever

ani

mal

.

Find

an

exam

ple

from

the

sto

ry t

o sh

ow t

hat

he is

bra

ve a

nd c

leve

r.

Ko

si is

:Ex

amp

le f

rom

th

e st

ory

bra

ve

clev

er

Ko

si is

:Ex

amp

le f

rom

th

e st

ory

bra

vehe

wen

t qu

ickl

y in

to t

he h

erd

of

cow

she

cou

ld h

ave

got

crus

hed

he r

iske

d be

ing

trod

den

oncl

ever

Kos

i kne

w t

hat

he h

ad t

o fin

d th

e rig

ht c

owhe

sto

od u

p ta

ll to

get

a g

ood

look

he r

an f

ast

so h

e w

ould

not

be

stam

ped

onhe

dod

ged

the

hoov

eshe

pic

ked

out

the

right

cow

Do

no

t ac

cep

t an

swer

s th

at r

efer

to

his

sens

e of

sm

ell,

e.g.

•he

sni

ffed

her

out

.

Als

o a

ccep

t qu

otat

ions

.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

21 2cTh

e tw

o m

en w

ere

not

ones

to

brea

k th

eir

prom

ise.

Wha

t w

as t

he p

rom

ise?

Aw

ard

1 m

ark

for

a re

fere

nce

to t

heir

prom

ise

to r

etur

n th

e co

w if

the

chi

ldre

n co

uld

prov

e it

was

the

irs, e

.g.

•to

giv

e ba

ck t

he c

ow if

the

mee

rkat

cou

ld

find

it •to

let

the

child

ren

take

the

ir co

w h

ome

if th

ey p

rove

d it

was

the

irs.

Do

no

t ac

cep

t re

fere

nce

to g

ivin

g ba

ck t

he

cow

with

out

the

cond

ition

tha

t th

e ch

ildre

n /

mee

rkat

had

iden

tified

it a

s th

e co

rrec

t on

e.

1

22 2aA

nd t

hen,

eve

n if

a bi

t re

luct

antl

y, h

e ad

ded,

“A

nd w

ell d

one…

”

Wha

t do

es t

he w

ord

relu

ctan

tly m

ean

in t

his

sent

ence

?

Tick

on

e.

an

grily

un

will

ingl

y

su

dden

ly

un

kind

ly

Aw

ard

1 m

ark

for:

angr

ily

unw

illin

gly

sudd

enly

unki

ndly

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

23 2dLo

ok a

t th

e en

d of

the

sto

ry.

a) H

ow d

id P

reci

ous

feel

?

b) W

hy d

id s

he f

eel l

ike

this

?

Aw

ard

2 m

arks

for

a f

eelin

g su

ppor

ted

by

expl

anat

ions

/ re

fere

nce

to t

he t

ext,

e.g

.

a) P

reci

ou

s fe

lt: p

roud

/ pl

ease

d / h

appy

/

relie

ved.

b)

Wh

y d

id s

he

feel

like

th

is?

beca

use

her

idea

wor

ked

/ she

had

got

the

co

w b

ack.

a) P

reci

ou

s fe

lt: s

hy. b

) W

hy

did

sh

e fe

el

like

this

? be

caus

e sh

e di

dn’t

like

to

boas

t.

a) P

reci

ou

s fe

lt: s

mar

t / c

leve

r. b

) W

hy

did

sh

e fe

el li

ke t

his

? sh

e ha

d pr

oved

the

men

w

rong

.

Als

o a

ccep

t qu

otat

ions

.

Aw

ard

1 m

ark

for

answ

ers

that

iden

tify

a re

leva

nt f

eelin

g bu

t do

not

pro

vide

sup

port

ing

evid

ence

.

Aw

ard

1 m

ark

for

answ

ers

that

quo

te t

he

final

sen

tenc

e bu

t do

not

iden

tify

a pa

rtic

ular

fe

elin

g, e

.g. S

he d

id n

ot li

ke t

o bo

ast,

and

the

fa

ct t

hat

her

fam

ily h

ad r

ecov

ered

the

ir co

w

was

mor

e th

an e

noug

h re

war

d fo

r he

r.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

24 2bLo

ok a

t th

e w

hole

sto

ry.

Circ

le t

he c

orre

ct a

nsw

er t

o ea

ch q

uest

ion

belo

w.

a) W

ho s

poke

to

the

men

firs

t?

Pon

tsh

o

Te

b

Pr

ecio

us

b) W

ho h

ad t

he id

ea t

o us

e th

e m

eerk

at t

o fin

d th

e co

w?

Pon

tsh

o

Te

b

Pr

ecio

us

c) W

ho w

as t

he fi

rst

to s

ee t

hat

the

mee

rkat

had

fou

nd t

he c

ow?

Pon

tsh

o

Te

b

Pr

ecio

us

Aw

ard

1 m

ark

for

each

cor

rect

ly c

ircle

d re

spon

se.

a) Po

nts

ho

Te

b

Prec

iou

s

b) Po

nts

ho

Te

b

Prec

iou

s

c) Po

nts

ho

Te

b

Prec

iou

s

Acc

ept

othe

r m

etho

ds o

f id

entif

ying

the

co

rrec

t an

swer

s.

a) 1

b) 1

c) 1


An

swer

s an

d m

ark

sch

emes

Yea

r 4

Que

stio

ns 1

–12

are

abou

t Cal

and

the

Am

azin

g A

nti-G

ravi

ty M

achi

ne (p

ages

2–4

)

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

1 2bLo

ok a

t pa

ge 2

.

Giv

e tw

o t

hing

s th

at c

an b

e se

en o

n th

e ro

ofto

ps o

f th

e to

wn.

Aw

ard

1 m

ark

for

any

two

of

the

follo

win

g:

1. c

him

ney

pots

2. T

V a

eria

ls

3. s

teep

les.

Do

no

t ac

cep

t st

arlin

gs.

1

2 2aFi

nd

and

co

py

on

e w

ord

from

the

ope

ning

sen

tenc

e th

at m

eans

‘r

eflec

ting

light

’.A

war

d 1

mar

k fo

r:

glin

ting.

1

3 2aSm

oke

bill

ow

ed f

rom

one

end

of

the

mac

hine

.

In t

his

sent

ence

, bill

owed

mea

ns t

hat

the

smok

e ca

me

out…

Ti

ck o

ne.

w

ith a

lot

of n

oise

.

in

larg

e cl

ouds

.

in

tin

y pu

ffs.

in

a t

hin

stre

am.

Aw

ard

1 m

ark

for:

with

a lo

t of

noi

se.

in la

rge

clou

ds.

in t

iny

puff

s.

in a

thi

n st

ream

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

4 2dLo

ok a

t pa

ge 3

.

Giv

e tw

o w

ays

that

Mis

ter

Frou

t lo

oks

like

a gi

ant

fly.

Aw

ard

1 m

ark

for

a re

fere

nce

to a

ny o

f th

e fo

llow

ing

up t

o a

max

imum

of

2 m

arks

:

1. b

ody

build

/ ta

ll an

d th

in –

tal

l / la

nky

2. b

ig e

yes

– (o

val-s

hape

d) g

oggl

es

3. c

olou

r of

a fl

y / b

lueb

ottle

– g

rey

hair

/ blu

e ov

eral

ls /

brow

n bo

ots

4. s

tron

g fe

et (o

n sk

inny

legs

) – s

tron

g br

own

boot

s.

Do

no

t ac

cep

t a

resp

onse

tha

t do

es n

ot r

efer

to

the

tex

t.

Do

no

t ac

cep

t he

look

ed li

ke a

gia

nt fl

y.

2

5 2dLo

ok a

t pa

ge 3

fro

m t

he p

arag

raph

beg

inni

ng “

Be q

uiet

…”

to

the

end

of

the

page

.

How

do

you

know

tha

t C

al’s

mot

her

is a

ngry

?

Ti

ck t

wo

.

She

slam

med

the

win

dow

dow

n.

Her

eye

s w

ere

blaz

ing.

Her

hai

r st

uck

up.

She

was

flam

ing.

She

groa

ned.

Aw

ard

1 m

ark

for

each

cor

rect

ly p

lace

d tic

k.

She

slam

med

the

win

dow

dow

n.

Her

eye

s w

ere

blaz

ing.

Her

hai

r st

uck

up.

She

was

flam

ing.

She

groa

ned.

Do

no

t ac

cep

t an

swer

s w

ith m

ore

than

tw

o op

tions

tic

ked.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

6 2dC

al’s

mot

her

clos

ed h

er e

yes

and

brea

thed

in d

eep

ly.

Why

doe

s C

al’s

mot

her

brea

the

in d

eepl

y?

Aw

ard

1 m

ark

for

answ

ers

that

rec

ogni

se

she

is t

ryin

g to

cal

m d

own,

e.g

.

•sh

e is

try

ing

to n

ot b

e an

gry

/ she

wan

ts t

o ca

lm d

own.

1

7 2dLo

ok a

t pa

ge 4

.

Why

doe

s C

al’s

mot

her

say

that

Mr

Frou

t is

a m

enac

e?

Aw

ard

1 m

ark

for

answ

ers

that

indi

cate

any

of

the

follo

win

g:

1. h

e is

mes

sy

2. h

e is

noi

sy

3. h

e is

inco

nsid

erat

e.

Do

no

t ac

cep

t an

swer

s th

at a

re n

ot f

ound

in

the

text

, e.g

.

• he

is h

orrib

le.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

8 2aLo

ok a

t th

e en

d of

the

sto

ry, f

rom

“W

hy c

an’t

he

wai

t…?”

Dra

w a

line

to m

atch

eac

h w

ord

with

its

mea

ning

, as

used

in th

is se

ctio

n.

One

has

bee

n do

ne f

or y

ou.

torm

ent

mor

e ac

cept

able

dece

nt

relie

f

slum

ber

mis

ery

peac

eful

sle

ep

chan

ge f

rom

fe

elin

g ba

d

Aw

ard

up t

o 2

mar

ks f

or t

hre

e w

ord

s co

rrec

tly m

atch

ed.

Aw

ard

1 m

ark

for

two

wo

rds

corr

ectly

m

atch

ed.

torm

ent

mor

e ac

cept

able

dece

nt

relie

f

slum

ber

mis

ery

peac

eful

sle

ep

chan

ge f

rom

fe

elin

g ba

d

2

9 2dG

ive

on

e ex

ampl

e of

the

mac

hine

bei

ng d

escr

ibed

as

if it

is a

livi

ng

crea

ture

.A

war

d 1

mar

k fo

r an

y of

the

fol

low

ing:

1. F

rout

was

fee

ding

it

2. it

had

a r

ed m

outh

3. it

mad

e a

splu

tter

ing

nois

e

4. it

mad

e a

hicc

ough

ing

nois

e

5. it

sw

allo

wed

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

10 2bW

hat

did

the

resi

dent

s of

Grib

bens

Roa

d do

whe

n th

e no

ise

stop

ped?

Aw

ard

1 m

ark

for

answ

ers

that

ref

er t

o th

e re

side

nts

goin

g ba

ck t

o sl

eep.

Ans

wer

s m

ay

also

be

take

n di

rect

ly f

rom

the

tex

t, e

.g.

• Th

ey w

ent

back

to

slee

p.

• Th

ey s

ank

back

into

the

ir du

vets

.

• Th

ey b

reat

hed

deep

ly a

gain

.

• Th

ey w

ere

grop

ing

tow

ards

(the

ir lo

st)

slum

ber.

• Th

ey w

ere

tryi

ng t

o re

capt

ure

thei

r (e

scap

ing)

dre

ams.

1

11 2cN

umbe

r th

ese

even

ts f

rom

the

sto

ry in

the

cor

rect

ord

er.

An

exam

ple

has

been

don

e fo

r yo

u.

Cal

’s m

othe

r sh

outs

out

of

the

win

dow

.

Mr

Frou

t st

arts

his

mac

hine

.

Cal

get

s up

.

Bird

s ca

n be

hea

rd.

Cal

’s pa

rent

s w

ake

up.

The

mac

hine

bre

aks

dow

n.

Aw

ard

1 m

ark

for

all fi

ve c

orre

ctly

num

bere

d:

Cal

’s m

othe

r sh

outs

out

of

the

win

dow

.

Mr

Frou

t st

arts

his

mac

hine

.

Cal

get

s up

.

Bird

s ca

n be

hea

rd.

Cal

’s pa

rent

s w

ake

up.

The

mac

hine

bre

aks

dow

n.

1

1

6 2 5314


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

12 2eBu

t C

al w

as u

p. H

e ha

d th

ings

to

do.

Wha

t do

you

thi

nk C

al m

ight

do

next

?

Expl

ain

why

you

thi

nk t

his,

usi

ng e

vide

nce

from

the

sto

ry.

Wh

at C

al m

igh

t d

o:

Wh

y I t

hin

k th

is:

Aw

ard

2 m

arks

for

an

appr

opria

te p

redi

ctio

n su

ppor

ted

by e

vent

s or

cha

ract

eris

tics

show

n in

th

e st

ory,

e.g

.

Wha

t Ca

l mig

ht d

o:W

hy

I th

ink

this

:

He

mig

ht jo

in in

Frou

t is

doin

g so

met

hing

exc

iting

/ C

al

is cu

rious

/ ad

vent

urou

s

He

mig

ht s

hout

Beca

use

his

mot

her

did

so /

now

it is

qui

et

Mr F

rout

may

hea

r him

He

mig

ht ju

st w

atch

Cal

is s

aid

to b

e a

quie

t bo

y so

he

may

be

shy

He

mig

ht d

o so

met

hing

to

stop

th

e m

achi

ne

Beca

use

it is

so

nois

y

Aw

ard

1 m

ark

for a

pla

usib

le p

redi

ctio

n ba

sed

on e

vent

s in

the

stor

y, e

.g.

•H

e m

ight

sho

ut. (

Earli

er in

the

sto

ry it

was

sa

id t

hat

he w

ante

d to

do

this

.)

•H

e m

ight

just

wat

ch. (

He

is a

lread

y do

ing

so

and

may

con

tinue

to

do t

his.

)

•H

e m

ight

do

som

ethi

ng t

o st

op t

he m

achi

ne.

(It is

cle

ar t

hat

the

mac

hine

is a

n an

noya

nce.

)

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

13 2bLo

ok a

t th

e fir

st s

ectio

n.

Giv

e tw

o t

hing

s yo

u ca

n le

arn

abou

t if

you

visi

t th

e N

atio

nal M

arin

e A

quar

ium

.

Aw

ard

1 m

ark

for

bo

th o

f th

e fo

llow

ing:

1. s

ea a

nim

als

/ mar

ine

anim

als

2. s

ea p

lant

s / m

arin

e pl

ants

.

1

14 2bW

hy is

Ply

mou

th a

goo

d pl

ace

to h

ave

built

the

Nat

iona

l Mar

ine

Aqu

ariu

m?

Giv

e tw

o r

easo

ns.

Aw

ard

1 m

ark

for

each

of

the

follo

win

g up

to

a m

axim

um o

f 2

mar

ks:

1. P

lym

outh

has

con

nect

ions

to

ship

s /

seaf

arin

g (g

oing

bac

k hu

ndre

ds o

f ye

ars)

.

2. P

lym

outh

is in

volv

ed w

ith t

he la

test

res

earc

h in

mar

ine

scie

nce.

Als

o a

ccep

t qu

otat

ions

or

para

phra

ses.

2

15 2dLo

ok a

t th

e se

ctio

n he

aded

: A d

ay o

f w

ater

-fille

d a

dve

ntu

re.

Why

are

peo

ple

able

to

get

a go

od v

iew

of

the

harb

our

from

the

bu

ildin

g?

Aw

ard

1 m

ark

for:

� (b

ecau

se o

f th

e) w

indo

ws

at t

he f

ront

(o

f th

e bu

ildin

g).

Als

o a

ccep

t a

quot

atio

n, e

.g.

•ou

r gl

ass-

fron

ted

build

ing

•th

e bu

ildin

g is

“gl

ass-

fron

ted”

.

1

Que

stio

ns 1

3–24

are

abo

ut T

he A

quar

ium

(pag

es 6

–8)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

16 2bLo

ok a

t pa

ge 6

.

Nam

e th

ree

kind

s of

boa

t yo

u ca

n se

e in

the

har

bour

.

Aw

ard

2 m

arks

for

any

th

ree

of t

he

follo

win

g:

1. y

acht

s

2. fi

shin

g bo

ats

3. n

aval

ves

sels

4. c

argo

shi

ps.

Aw

ard

1 m

ark

for

any

two

cor

rect

ans

wer

s.

Als

o a

ccep

t pa

raph

rase

s, e

.g.

•na

vy s

hips

•bo

ats

used

for

fish

ing.

2

17 2bA

part

fro

m t

he b

oats

, wha

t el

se c

an a

vis

itor

see

in t

he

area

ou

tsid

e th

e m

useu

m?

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. h

isto

ric s

ite /

build

ings

2. p

eopl

e un

load

ing

fish

3. a

mar

ket

4. a

sha

rk.

Do

no

t ac

cep

t fis

hing

boa

ts w

ithou

t a

refe

renc

e to

the

unl

oadi

ng o

f fis

h.

1

18 2dH

earin

g is

bel

ievi

ng!

Wha

t is

spe

cial

abo

ut t

he d

ive

show

?

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. y

ou c

an t

alk

dire

ctly

to

the

dive

rs

2. y

ou h

ear

the

dive

rs’

answ

ers

/ th

ey t

alk

from

un

der

the

wat

er.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

19 2aa)

In

the

sec

tion,

Bri

tish

Co

ast,

we

can

find

out

abou

t sa

fegu

ardi

ng

the

futu

re o

f se

awee

d.

In

thi

s se

nten

ce, t

he w

ord

safe

guar

ding

mea

ns:

Tick

on

e.

grow

ing

disc

over

ing

harv

estin

g

prot

ectin

g

b)

In t

he s

ectio

n, A

tlan

tic

Oce

an, w

e le

arn

that

the

Atla

ntic

Oce

an is

a

huge

exp

anse

.

In

thi

s se

nten

ce, t

he w

ord

expa

nse

mea

ns:

Tick

on

e.

area

prob

lem

sea

trea

sure

a)

Aw

ard

1 m

ark

for:

grow

ing

disc

over

ing

harv

estin

g

prot

ectin

g

b)

Aw

ard

1 m

ark

for:

area

prob

lem

sea

trea

sure

a) 1

b) 1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

20 2bLo

ok a

t th

e se

ctio

n he

aded

: Sav

ing

sea

ho

rses

an

d s

har

ks.

Why

are

Brit

ish

seah

orse

s un

der

thre

at?

Aw

ard

1 m

ark

for

a re

fere

nce

to e

ither

of

the

follo

win

g:

1. t

he d

estr

uctio

n of

the

ir ha

bita

t, e

.g.

•th

eir

habi

tat

is b

eing

har

med

•th

ey’r

e lo

sing

the

pla

ces

whe

re t

hey

live.

2. o

utbo

ard

mot

ors

/ jet

ski

s, e

.g.

•th

ey’r

e in

dan

ger

from

jet

skis

•th

ey’r

e in

dan

ger

beca

use

the

plac

es

whe

re t

hey

live

are

bein

g da

mag

ed b

y m

otor

boa

ts.

Als

o a

ccep

t a

quot

atio

n, e

.g.

•th

e de

stru

ctio

n of

the

ir na

tura

l hab

itat

(by

outb

oard

mot

ors

and

the

grow

ing

popu

larit

y of

jet

skis

).

1

21 2bH

ow is

the

aqu

ariu

m t

ryin

g to

hel

p se

ahor

ses?

Giv

e tw

o w

ays.

Aw

ard

1 m

ark

for

bo

th o

f th

e fo

llow

ing:

1. it

is a

pla

ce w

here

the

y br

eed

seah

orse

s

2. it

is s

tudy

ing

how

the

y be

have

.

Als

o a

ccep

t qu

otat

ions

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

22 2bLo

ok a

t pa

ge 8

.

Whe

re c

an y

ou fi

nd t

he o

peni

ng h

ours

of

the

aqua

rium

?

Aw

ard

1 m

ark

for a

refe

renc

e to

the

web

site,

e.g

.

•lo

ok a

t th

e w

ebsi

te

•it’

s on

the

inte

rnet

•w

ww

.nat

iona

l-aqu

ariu

m.c

o.uk

.

Acc

ept

erro

rs in

cop

ying

out

the

web

site

addr

ess.

1

23 2bH

ow d

oes

the

aqua

rium

try

to

mak

e a

visi

t fo

r a

fam

ily g

ood

valu

e?

Giv

e o

ne

way

.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1. c

hild

ren

aged

4 a

nd u

nder

are

fre

e

2. t

he p

rice

for

a fa

mily

tic

ket

is le

ss t

han

buyi

ng t

hose

tic

kets

sep

arat

ely

3. p

ay o

nce

and

visi

t fr

ee f

or a

yea

r.

1

24 2bC

ompl

ete

the

fact

file

with

the

cor

rect

num

bers

fro

m t

he t

ext.

One

has

bee

n do

ne f

or y

ou.

Fact

file

larg

est

num

ber

of u

ndis

cove

red

life

form

s th

at c

ould

be

in t

he s

ea

perc

enta

ge o

f oc

eans

tha

t ha

ve b

een

expl

ored

cost

in p

ound

s fo

r a

child

to

visi

t th

e aq

uariu

m7

perc

enta

ge o

f th

e pl

anet

Ear

th

cove

red

by s

ea

Aw

ard

2 m

arks

for

th

ree

corr

ect

answ

ers.

Aw

ard

1 m

ark

for

two

cor

rect

ans

wer

s.

Fact

file

larg

est

num

ber

of u

ndis

cove

red

life

form

s th

at c

ould

be

in t

he s

ea50

m

illio

n

perc

enta

ge o

f oc

eans

tha

t ha

ve

been

exp

lore

d10

cost

in p

ound

s fo

r a

child

to

visi

t th

e aq

uariu

m7

perc

enta

ge o

f th

e pl

anet

Ear

th

cove

red

by s

ea72

2


An

swer

s an

d m

ark

sch

emes

Yea

r 5

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

1 2bW

ho is

spe

akin

g at

the

sta

rt o

f th

e st

ory?

A

war

d 1

mar

k fo

r:

� (

a sm

all)

frog

.

1

2 2aPe

erin

g do

wn

into

the

mu

rky

wat

er…

In t

his

sent

ence

, the

wor

d m

urk

y m

eans

:

Tick

on

e.

de

ep

da

rk

cl

ean

co

ld

Aw

ard

1 m

ark

for:

deep

dark

clea

n

cold

1

3 2aLo

ok a

t pa

ge 2

.

Fin

d a

nd c

op

y o

ne

wor

d th

at s

how

s th

e pr

ince

ss

was

am

azed

to

hear

a f

rog

spea

king

.

Aw

ard

1 m

ark

for:

� a

ston

ishm

ent.

1

Que

stio

ns 1

–14

are

abou

t The

Fro

g Pr

ince

(pag

es 2

–5)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

4 2dLo

ok a

t al

l of

page

2.

Expl

ain

why

the

fro

g th

inks

gol

d is

of

no u

se t

o hi

m.

Aw

ard

1 m

ark

for

refe

renc

e to

gol

d ca

n’t

help

th

e fr

og o

verc

ome

lone

lines

s, e

.g.

• be

caus

e he

’s lo

nely

and

mon

ey is

n’t

a fr

iend

• w

hat

he n

eeds

is a

frie

nd.

1

5 2dLo

ok a

t pa

ge 3

.

How

doe

s th

e te

xt s

how

tha

t th

e pr

ince

ss w

ants

not

hing

to

do w

ith

the

frog

?

Giv

e tw

o w

ays.

Aw

ard

1 m

ark

for

each

of

the

follo

win

g up

to

a m

axim

um o

f 2

mar

ks:

1.

she

star

es a

t hi

m /

his

eyes

/ hi

s (w

arty

) ski

n

2.

she

smile

d fe

ebly

3.

she

trie

d no

t to

shu

dder

(at

the

thou

ght

of

him

drin

king

fro

m h

er c

up)

4.

she

calls

him

hor

rid in

her

min

d

5.

she

feel

s cr

oss

at t

he t

houg

ht o

f hi

m o

n

her

bed

6. S

he c

ross

ed h

er fi

nger

s be

hind

her

bac

k.

Als

o a

ccep

t qu

otat

ions

or

para

phra

ses.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

6 2bLo

ok a

t pa

ge 3

.

How

doe

s th

e fr

og s

how

tha

t he

doe

sn’t

tru

st t

he p

rince

ss?

Aw

ard

1 m

ark

for

eith

er o

f th

e fo

llow

ing:

1.

he m

akes

her

pro

mis

e

2.

whe

n sh

e pr

omis

es h

e st

ares

at

her

for

a lo

ng t

ime

(as

if un

sure

).

1

7 2dLo

ok a

t pa

ge 4

, fro

m Q

uick

ly t

he p

rince

ss s

natc

hed

it...

to …

as

fast

as

pos

sibl

e.

Com

plet

e th

e ta

ble

belo

w, u

sing

a d

iffer

ent

piec

e of

evi

denc

e to

su

ppor

t ea

ch p

oint

.

The

pri

nce

ss is

...Ev

iden

ce

rude

unki

nd

Aw

ard

1 m

ark

for e

ach

piec

e of

evi

denc

e, u

p to

a

max

imum

of 2

mar

ks:

The

pri

nce

ss is

...Ev

iden

ce

rude

• sh

e sn

atch

es (t

he b

all)

• sh

e ha

rdly

say

s th

anks

• sh

e ig

nore

s hi

s pl

ea to

take

hi

m w

ith h

er [a

lso u

nkin

d]•

she

pret

ends

she

is g

oing

to

be la

te f

or t

ea.

unki

nd

• sh

e ru

ns o

ff w

ithou

t th

e fr

og [a

lso

rude

]•

she

runs

as

fast

as

she

can

so

the

frog

can

’t ke

ep u

p•

she

does

not

inte

nd t

o ke

ep

her

prom

ise

(to

the

frog

).A

lso

acc

ept

quot

atio

ns.

Do

no

t ac

cep

t th

e sa

me

piec

e of

evi

denc

e

for

both

ans

wer

s.

Do

no

t ac

cep

t re

fere

nce

to o

ther

poi

nts

in

the

stor

y.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

8 2dW

hy w

as t

he p

rince

ss h

orrifi

ed w

hen

she

open

ed t

he d

oor?

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g po

ints

:

1.

she

had

forg

otte

n ab

out

him

2.

she

feel

s gu

ilty

beca

use

she

brok

e he

r pr

omis

e, e

.g.

•

she

real

ises

he’

s co

me

to m

ake

her

keep

he

r w

ord.

3.

she

had

hope

d ne

ver

to s

ee h

im a

gain

, e.g

.

•

she

didn

’t li

ke h

im a

nd d

idn’

t w

ant

to

see

him

.D

o n

ot

acce

pt

answ

ers

that

ref

er t

o he

r di

sgus

t al

one,

e.g

.

•

he w

as s

o ho

rrib

le t

o lo

ok a

t.

1

9 2hLo

ok a

t pa

ge 4

, up

to …

“Le

t th

e fr

og c

ome

in,”

he

said

.

In w

hat

way

doe

s th

e ki

ng’s

moo

d ch

ange

?

Refe

r to

his

moo

d at

the

sta

rt a

nd

at

the

end

of t

he s

ectio

n.

Aw

ard

2 m

arks

for

ans

wer

s th

at r

efer

to

his

posi

tive

(hap

py) m

ood

at t

he s

tart

and

his

so

lem

n m

ood

at t

he e

nd o

f th

e se

ctio

n, e

.g.

• at

firs

t he

is h

appy

but

the

n he

is

disa

ppoi

nted

• he

is la

ughi

ng a

t fir

st b

ut t

hen

he is

sad

ab

out

the

prin

cess

’s be

havi

our.

Aw

ard

1 m

ark

for

answ

ers

that

ref

er e

ith

er t

o th

e st

art

or t

he e

nd o

f th

e se

ctio

n, e

.g.

• at

the

sta

rt, h

e is

sm

iling

• at

the

end

, he

is s

erio

us.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

10 2aLo

ok a

t th

e la

st p

arag

raph

on

page

4.

The

frog

is c

ou

rteo

us…

Wha

t do

es c

ourt

eous

mea

n in

thi

s se

nten

ce?

Tick

on

e.

ha

ndso

me

ob

edie

nt

po

lite

po

pula

r

Aw

ard

1 m

ark

for:

hand

som

e

obed

ient

polit

e

popu

lar

1

11 2dLo

ok a

t pa

ge 5

, up

to …

in t

he d

arke

st c

orne

r.

How

doe

s th

e pr

ince

ss s

how

her

bad

tem

per

in t

his

part

of

the

stor

y?

Giv

e tw

o w

ays.

Aw

ard

1 m

ark

for

each

of

the

follo

win

g up

to

a m

axim

um o

f 2

mar

ks:

1.

she

shou

ts /

spea

ks lo

udly

(tha

t no

fro

g is

sl

eepi

ng o

n he

r be

d)

2.

she

mak

es r

ude

rem

arks

abo

ut t

he f

rog’

s fa

ther

3.

she

hold

s th

e fr

og a

t ar

m’s

leng

th

4.

she

pulls

a f

ace

/ pur

ses

her

lips

/ pou

ts

5.

she

stam

ps u

psta

irs

6.

she

drop

s th

e fr

og in

the

dar

kest

cor

ner

(so

she

can’

t se

e hi

m).

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

12 2dW

hat

mad

e th

e pr

ince

ss c

hang

e he

r m

ind

abou

t th

e fr

og?

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1.

she

coul

d se

e he

was

a k

ind

pers

on

2.

she

got

used

to

his

eyes

/ lo

oks

3.

she

saw

the

per

son

not

the

surf

ace

/ saw

he

was

frie

ndly

4.

she

liked

the

sto

ry.

1

13 2cW

hat

is t

he m

ain

mes

sage

of

the

stor

y?

Tick

on

e.

Yo

u sh

ould

not

lose

you

r te

mpe

r.

Yo

u sh

ould

not

be

rude

to

peop

le.

Yo

u sh

ould

not

mak

e si

lly p

rom

ises

.

Yo

u sh

ould

not

judg

e by

app

eara

nces

.

Aw

ard

1 m

ark

for:

You

shou

ld n

ot lo

se y

our

tem

per.

You

shou

ld n

ot b

e ru

de t

o pe

ople

.

You

shou

ld n

ot m

ake

silly

pro

mis

es.

You

shou

ld n

ot ju

dge

by a

ppea

ranc

es.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

14 2bU

sing

info

rmat

ion

from

the

who

le s

tory

, tic

k o

ne

box

in e

ach

row

to

sho

w w

hich

sta

tem

ents

abo

ut t

he p

rince

ss a

re t

rue

and

whi

ch

are

fals

e.

Tru

eFa

lse

She

offe

red

expe

nsiv

e pr

esen

ts t

o th

e fr

og.

She

wan

ted

to k

eep

her

prom

ise

to t

he f

rog.

She

was

ple

ased

whe

n th

e fr

og c

ame

to h

er d

oor.

She

allo

wed

the

fro

g to

get

ont

o he

r be

d.

Aw

ard

2 m

arks

for

fo

ur

corr

ect

answ

ers.

Aw

ard

1 m

ark

for

two

or t

hree

cor

rect

an

swer

s.

Tru

eFa

lse

She

offe

red

expe

nsiv

e pr

esen

ts t

o th

e fr

og.

She

wan

ted

to k

eep

her

prom

ise

to t

he f

rog.

She

was

ple

ased

whe

n th

e fr

og c

ame

to h

er d

oor.

She

allo

wed

the

fro

g to

get

on

to h

er b

ed.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

15 2bLo

ok a

t th

e se

ctio

n he

aded

: Ro

ller

coas

ter

gir

l.

How

old

is A

mel

ia w

hen

she

first

rid

es a

rol

ler

coas

ter?

Aw

ard

1 m

ark

for:

� 7

.

1

16 2dA

mel

ia w

as v

ery

exci

ted

by t

he r

olle

r co

aste

r rid

e.

Giv

e o

ne

piec

e of

evi

denc

e th

at s

how

s th

is.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1.

she

scre

amed

with

del

ight

2.

her

eyes

sho

ne

3.

she

excl

aim

ed /

shou

ted

/ tho

ught

it w

as

like

flyin

g.

1

17 2aFi

nd

and

co

py

on

e w

ord

that

sho

ws

that

the

rol

ler

coas

ter

did

not

star

t sm

ooth

ly.

Aw

ard

1 m

ark

for:

�

jolte

d.

1

Que

stio

ns 1

5–28

are

abo

ut A

mel

ia E

arha

rt (p

ages

6–7

)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

18 2aTh

e ro

ller

coas

ter

may

hav

e be

en o

nly

a te

mp

ora

ry f

ixtu

re a

t

the

Wor

ld F

air…

Whi

ch o

f th

e fo

llow

ing

mos

t cl

osel

y m

atch

es t

he m

eani

ng o

f th

e

wor

d te

mpo

rary

?

Tick

on

e.

un

like

anyt

hing

els

e

he

re f

or a

sho

rt t

ime

fa

r fr

om t

heir

hom

e

fu

ll of

gre

at a

ttra

ctio

ns

Aw

ard

1 m

ark

for:

unlik

e an

ythi

ng e

lse

here

for

a s

hort

tim

e ✔

far

from

the

ir ho

me

full

of g

reat

att

ract

ions

1

19 2cLo

ok a

t th

e se

ctio

n he

aded

: Ear

ly d

ays.

Put

the

info

rmat

ion

belo

w in

the

cor

rect

ord

er.

One

has

bee

n do

ne f

or y

ou.

A

mel

ia v

isite

d an

air

show

. 1

Sh

e bo

ught

a p

lane

.

Sh

e to

ok fl

ying

less

ons.

Sh

e w

orke

d ha

rd t

o ea

rn m

oney

.

Sh

e se

t a

wor

ld r

ecor

d.

Aw

ard

1 m

ark

for:

Am

elia

vis

ited

an a

ir sh

ow.

1

She

boug

ht a

pla

ne.

4

She

took

flyi

ng le

sson

s.

3

She

wor

ked

hard

to

earn

mon

ey.

2

She

set

a w

orld

rec

ord.

5

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

20 2aLo

ok a

gain

at

the

sect

ion

head

ed: E

arly

day

s.

Fin

d a

nd c

op

y o

ne

wor

d th

at s

ugge

sts

it to

ok A

mel

ia a

long

tim

e to

sav

e th

e m

oney

for

her

firs

t pl

ane.

Aw

ard

1 m

ark

for:

� e

vent

ually

.

1

21 2bLo

ok a

t th

e se

ctio

n he

aded

: Fir

st t

aste

of

fam

e (p

ages

6–7

).

Who

flew

the

pla

ne, F

riend

ship

, acr

oss

the

Atla

ntic

?

Tick

tw

o.

A

mel

ia E

arha

rt

Lo

uis

Gor

don

W

ilmer

Stu

ltz

Aw

ard

1 m

ark

for

both

of

the

follo

win

g:

Am

elia

Ear

hart

Loui

s G

ordo

n ✔

Wilm

er S

tultz

✔

1

22 2bA

fter

the

trip

acr

oss

the

Atla

ntic

, how

did

Am

elia

mak

e m

oney

to

fu

nd h

er fl

ying

? G

ive

on

e w

ay.

Aw

ard

1 m

ark

for

any

of t

he f

ollo

win

g:

1.

publ

ishe

d a

book

2.

gave

lect

ures

3.

mad

e m

edia

app

eara

nces

/ be

cam

e a

med

ia

sens

atio

n.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

23 2gLo

ok a

t th

e se

ctio

n he

aded

: Th

e A

tlan

tic

– so

lo.

Am

elia

sai

d sh

e ha

d fe

lt lik

e a

‘sac

k of

pot

atoe

s‘ d

urin

g th

e fli

ght

on

Frie

ndsh

ip.

This

mea

ns A

mel

ia f

elt…

Tick

on

e.

th

at h

er c

oat

look

ed u

ntid

y on

the

flig

ht.

re

ally

unc

omfo

rtab

le d

urin

g th

e fli

ght.

sh

e ha

d do

ne n

othi

ng u

sefu

l on

the

fligh

t.

ex

trem

ely

hung

ry d

urin

g th

e fli

ght.

Aw

ard

1 m

ark

for:

that

her

coa

t lo

oked

unt

idy

on t

he fl

ight

.

real

ly u

ncom

fort

able

dur

ing

the

fligh

t.

she

had

done

not

hing

use

ful o

n th

e fli

ght.

✔

extr

emel

y hu

ngry

dur

ing

the

fligh

t.

1

24 2bW

hat

prob

lem

s di

d A

mel

ia f

ace

on h

er s

olo

fligh

t?

Tick

on

e bo

x in

eac

h r

ow

.

Pro

ble

mTr

ue

Fals

e

She

flew

into

a s

torm

.

Flam

es b

urne

d th

e w

ings

.

It w

as c

old

in t

he p

lane

.

The

plan

e sp

un d

ownw

ard.

She

land

ed in

wat

er.

Aw

ard

2 m

arks

for

fo

ur

or fi

ve c

orre

ct a

nsw

ers.

Aw

ard

1 m

ark

for t

wo

or t

hree

cor

rect

ans

wer

s.

Pro

ble

mTr

ue

Fals

e

She

flew

into

a s

torm

.

Flam

es b

urne

d th

e w

ings

.

It w

as c

old

in t

he p

lane

.

The

plan

e sp

un d

ownw

ard.

She

land

ed in

wat

er.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

25 2bLo

ok a

t th

e se

ctio

n on

pag

e 7

from

the

par

agra

ph b

egin

ning

A

s A

mel

ia t

rave

lled

hom

e th

roug

h Ire

land

and

Eng

land

… t

o th

e

end

of t

he t

ext.

How

doe

s th

is s

ectio

n sh

ow t

hat

Am

elia

had

bec

ome

a gr

eat

cele

brity

?

Giv

e tw

o t

hing

s th

at h

appe

ned.

Aw

ard

1 m

ark

for

refe

renc

e to

any

tw

o o

f th

e fo

llow

ing:

1.

peop

le m

obbe

d he

r

2.

her

plan

e w

as p

ut o

n di

spla

y (in

Sel

frid

ges

depa

rtm

ent

stor

e)

3.

she

stay

ed a

t th

e W

hite

Hou

se /

she

stay

ed

with

the

Am

eric

an P

resi

dent

.

Als

o a

ccep

t sh

e w

as t

reat

ed li

ke r

oyal

ty /

she

was

one

of

the

best

kno

wn

wom

en in

Am

eric

a.

1

26 2dLo

ok a

t th

e w

hole

tex

t.

Dra

w li

nes

to m

atch

the

eve

nts

to t

he y

ear

in w

hich

the

y ha

ppen

ed.

Aw

ard

1 m

ark

for

all t

hre

e pa

irs m

atch

ed

corr

ectly

.1

1932

1920

1922

beca

me

the

first

wom

an t

o

fly s

olo

acro

ss t

he A

tlant

ic

set

a w

orld

rec

ord

for

fem

ale

pilo

ts fl

ying

at

a gr

eat

heig

ht

wen

t to

an

air

show

and

kn

ew s

he w

ante

d to

fly

1932

1920

1922

beca

me

the

first

w

oman

to

fly s

olo

acro

ss t

he A

tlant

ic

set a

wor

ld re

cord

for

fem

ale

pilo

ts fl

ying

at

a gr

eat h

eigh

t

wen

t to

an

air

sh

ow a

nd k

new

sh

e w

ante

d to

fly


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

27 2dLo

ok a

t th

e w

hole

tex

t.

Expl

ain

two

diff

eren

t fe

atur

es o

f A

mel

ia’s

char

acte

r, us

ing

evid

ence

fr

om t

he t

ext

to s

uppo

rt

your

ans

wer

.

Acc

epta

ble

po

ints

:1.

sh

e w

ante

d fa

me

/ to

be a

cel

ebrit

y2.

sh

e w

orke

d ha

rd a

nd s

aved

mon

ey f

or h

er d

ream

3.

she

put

up w

ith d

isco

mfo

rt t

o co

mpl

ete

her

task

4.

she

was

not

sat

isfie

d w

ith le

ss t

han

her

drea

m /

with

bei

ng a

nom

inal

‘com

man

der’

5.

she

face

d da

nger

bra

vely

/ sh

e w

as c

onfid

ent

6.

she

wou

ld n

ot g

ive

up7.

sh

e w

as a

mbi

tious

/ w

ante

d to

pro

ve t

hat

a w

oman

cou

ld d

o gr

eat

thin

gs8.

sh

e br

oke

wor

ld r

ecor

ds.

Aw

ard

3 m

arks

for

tw

o a

ccep

tabl

e po

ints

, at

leas

t o

ne

with

evi

denc

e, e

.g.

• Sh

e fa

ced

dang

er b

rave

ly b

ecau

se t

he p

lane

fille

d w

ith f

umes

but

she

was

so

brav

e sh

e ke

pt g

oing

. [A

P5 +

evi

denc

e, A

P7 +

evi

denc

e]

• Sh

e ris

ked

her

life

flyin

g in

a p

lane

tha

t di

dn’t

hav

e a

good

rad

io w

hich

sho

ws

how

br

ave

she

was

. She

was

a r

ecor

d br

eake

r! [A

P5 +

evi

denc

e, A

P8]

Aw

ard

2 m

arks

for

eith

er t

wo

acc

epta

ble

poin

ts, o

r o

ne

acce

ptab

le p

oint

with

evi

denc

e, e

.g.

• Sh

e w

as a

har

d w

orke

r –

she

had

to d

o lo

ts o

f jo

bs t

o ge

t th

e m

oney

for

her

pla

ne.

[AP2

+ e

vide

nce]

• Sh

e ne

ver

gave

up.

She

was

not

hap

py t

o be

cal

led

a co

mm

ande

r w

hen

she

hadn

’t d

one

anyt

hing

. [A

P6 +

AP4

]

Aw

ard

1 m

ark

for

on

e ac

cept

able

poi

nt.

• Sh

e w

ante

d to

be

very

fam

ous.

[AP1

]

Do

no

t ac

cep

t va

gue

answ

ers

not

root

ed in

the

tex

t, e

.g.

• Sh

e w

as c

leve

r an

d ki

nd.

3


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

28 2cLo

ok a

t th

e w

hole

tex

t.

Num

ber

the

stat

emen

ts b

elow

to

show

the

ord

er e

ach

piec

e of

in

form

atio

n ap

pear

s in

the

tex

t.

One

has

bee

n do

ne f

or y

ou.

A

mel

ia b

ecam

e th

e fir

st w

oman

ev

er t

o fly

acr

oss

the

Atla

ntic

.

A

mel

ia le

arne

d to

fly

and

im

prov

ed q

uick

ly.

A

mel

ia f

ound

tha

t sh

e lo

ved

the

se

nsat

ion

of m

ovin

g fa

st.

1

A

mel

ia f

aced

sev

eral

dan

gers

on

he

r so

lo A

tlant

ic fl

ight

.

A

mel

ia la

nded

her

pla

ne s

afel

y

in Ir

elan

d.

•A

war

d 1

mar

k fo

r th

e co

rrec

t se

quen

ce.

Am

elia

bec

ame

the

first

wom

an

ever

to

fly a

cros

s th

e A

tlant

ic.

3

Am

elia

lear

ned

to fl

y an

d im

prov

ed

quic

kly.

2

Am

elia

fou

nd t

hat

she

love

d th

e

sens

atio

n of

mov

ing

fast

. 1

Am

elia

fac

ed s

ever

al d

ange

rs o

n

her

solo

Atla

ntic

flig

ht.

4

Am

elia

land

ed h

er p

lane

saf

ely

in

Irel

and.

5

1


An

swer

s an

d m

ark

sch

emes

Yea

r 6

Que

stio

ns 1

–14

are

abou

t Can

oes

(pag

es 2

–3)

Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

1 2bLo

ok a

t th

e fir

st s

ectio

n: W

hat

are

can

oe

spo

rts?

Wha

t do

es a

per

son

use

to m

ove

a ca

noe

thro

ugh

the

wat

er?

Aw

ard

1 m

ark

for:

� p

addl

e.

1

2 2dC

anoe

ing

is a

spo

rt t

hat

lets

you

set

you

rsel

f a

pers

onal

cha

lleng

e an

d co

me

thro

ugh

smili

ng.

This

sug

gest

s th

at c

anoe

ing

is…

Tick

on

e.

to

o di

fficu

lt to

enj

oy.

de

man

ding

but

fun

.

ve

ry e

asy

and

exci

ting.

on

ly f

or b

rave

peo

ple.

Aw

ard

1 m

ark

for:

too

diffi

cult

to e

njoy

.

dem

andi

ng b

ut f

un.

✓ve

ry e

asy

and

exci

ting.

only

for

bra

ve p

eopl

e.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

3 2hLo

ok a

t th

e se

ctio

n he

aded

: A

bit

of

His

tory

.

Usi

ng in

form

atio

n fr

om t

he t

ext,

tic

k o

ne

box

in e

ach

row

to

show

w

heth

er e

ach

stat

emen

t is

tru

e or

fal

se.

Tru

eFa

lse

Ope

n ca

noes

had

a p

addl

e w

ith t

wo

blad

es.

Ope

n ca

noes

wer

e us

ed in

the

oce

an.

Kay

aks

wer

e m

ainl

y us

ed f

or h

untin

g.

Kay

aks

wer

e m

ade

from

woo

d, b

ark

and

glue

.

Aw

ard

2 m

arks

for

all

fou

r co

rrec

t.

Aw

ard

1 m

ark

for

thre

e or

tw

o c

orre

ct.

Tru

eFa

lse

Ope

n ca

noes

had

a

padd

le w

ith

two

blad

es.

✓

Ope

n ca

noes

w

ere

used

in t

he

ocea

n.✓

Kay

aks

wer

e m

ainl

y us

ed f

or

hunt

ing.

✓

Kay

aks

wer

e m

ade

from

w

ood,

bar

k an

d gl

ue.

✓

2

4 2aLo

ok a

t th

e se

ctio

n he

aded

: Kay

aks.

Fin

d a

nd c

op

y o

ne

wor

d th

at m

eans

the

sam

e as

‘em

erge

ncy’

.

Aw

ard

1 m

ark

for:

� c

risis

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

5 2bLo

ok a

t th

e se

ctio

n he

aded

: Wh

y g

o p

add

ling

?

In m

oder

n ca

noe

spor

ts, p

eopl

e ar

e ta

ught

to

padd

le b

oth

cano

es

and

kaya

ks…

Tick

on

e.

so

the

y ca

n tr

avel

long

er d

ista

nces

.

so

the

y ca

n de

velo

p gr

eate

r st

reng

th.

so

the

y ca

n im

prov

e th

eir

boat

con

trol

ski

lls.

so

the

y ca

n tu

rn t

he b

oat

the

right

way

up.

Aw

ard

1 m

ark

for:

so t

hey

can

trav

el lo

nger

di

stan

ces.

so t

hey

can

deve

lop

grea

ter

stre

ngth

.

so t

hey

can

impr

ove

thei

r bo

at c

ontr

ol s

kills

.✓

so t

hey

can

turn

the

boa

t th

e rig

ht w

ay u

p.

1

6 2aLo

ok a

t th

e se

ctio

n he

aded

: Ph

ysic

al a

nd

men

tal s

kills

.

Fin

d a

nd c

op

y o

ne

wor

d m

eani

ng ‘t

he p

lace

whe

re y

ou u

sual

ly li

ve’.

Aw

ard

1 m

ark

for:

� h

abita

t or

env

ironm

ent.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

7 2aYo

u w

ill n

eed

stre

ngth

, flex

ibili

ty, b

alan

ce…

Wha

t do

es t

he w

ord

flexi

bilit

y m

ean

in t

his

sent

ence

?

Tick

on

e.

sp

eed

po

wer

su

pple

ness

co

ncen

trat

ion

Aw

ard

1 m

ark

for:

spee

d

pow

er

supp

lene

ss

✓co

ncen

trat

ion

1

8 2bG

ive

two

men

tal s

kills

tha

t yo

u de

velo

p w

hen

you

lear

n to

can

oe.

You

will

lear

n…

Aw

ard

1 m

ark

each

for

any

tw

o o

f th

e fo

llow

ing,

up

to a

max

imum

of

2 m

arks

:

1.

to u

nder

stan

d w

hat

wat

er d

oes

2.

how

to

asse

ss r

isk

3.

how

to

resp

ond

to t

hat

risk

/ rea

ctio

ns

4.

inde

pend

ence

/ se

lf-re

lianc

e

5.

the

abili

ty t

o ac

t qu

ickl

y.

Do

no

t ac

cep

t re

fere

nces

to

phys

ical

ski

lls.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

9 2aLo

ok a

t th

e se

ctio

n he

aded

: Mo

re t

han

just

fu

n.

Fin

d a

nd c

op

y a

grou

p of

wor

ds t

hat

show

you

sea

ls a

re c

urio

us

abou

t pe

ople

.

Aw

ard

1 m

ark

for

eith

er o

f th

e fo

llow

ing:

1.

(sea

ls m

ay)

lift

(the

ir) h

eads

2.

peer

(at

vis

itors

).

Als

o a

ccep

t qu

otat

ions

e.g

. sea

ls m

ay li

ft

thei

r he

ads

to p

eer

at t

heir

visi

tor.

1

10 2dG

ive

two

way

s th

at c

anoe

ing

can

be e

xciti

ng.

Aw

ard

1 m

ark

each

for

any

tw

o o

f th

e fo

llow

ing,

up

to a

max

imum

of

2 m

arks

:

1.

you

can

expl

ore

unfa

mili

ar p

lace

s

2.

you

can

see

wild

ani

mal

s cl

ose

up

3.

you

can

ente

r co

mpe

titio

ns

4.

flatw

ater

rac

ing

is f

ast

5.

slal

om r

acin

g is

spe

ctac

ular

/ d

ange

rous

.

2

11 2bLo

ok a

t th

e se

ctio

n he

aded

: Get

rea

dy.

Acc

ordi

ng t

o th

e te

xt, w

hat

coul

d yo

u do

to

prep

are

your

self

for

star

ting

to c

anoe

?

Giv

e tw

o t

hing

s.

Aw

ard

1 m

ark

for

any

two

of

the

follo

win

g:

1.

get

used

to

bein

g in

/ n

ear

wat

er /

tu

mbl

e in

a s

wim

min

g po

ol

2.

get

used

to

bein

g un

der

wat

er /

tum

ble

in a

sw

imm

ing

pool

3.

lear

n to

sw

im (

at le

ast

50 m

etre

s).

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

12 2bG

ive

two

thi

ngs

that

you

mus

t te

ll yo

ur c

anoe

ing

inst

ruct

or b

efor

e

star

ting

less

ons.

Aw

ard

1 m

ark

for

any

two

of

the

follo

win

g:

1.

if yo

u ar

e no

t ve

ry g

ood

at s

wim

min

g /

your

leve

l of

swim

min

g

2.

if ‘d

ucki

ng’

is g

oing

to

be a

pro

blem

3.

if yo

u ha

ve a

bre

athi

ng p

robl

em /

if y

ou

have

ast

hma.

1

13 2bLo

ok a

t pa

ge 3

.

Tick

on

e bo

x in

eac

h ro

w t

o sh

ow w

heth

er e

ach

stat

emen

t is

tru

e

or f

alse

.

Tru

eFa

lse

Can

oein

g he

lps

to im

prov

e yo

ur m

enta

l an

d ph

ysic

al s

kills

. In

flat

wat

er r

acin

g yo

u ha

ve t

o pa

ddle

ar

ound

obs

tacl

es.

You

mus

t no

t ca

noe

if yo

u ha

ve a

ny

heal

th p

robl

ems.

W

hen

you

cano

e w

ith a

n in

stru

ctor

you

m

ay f

all i

nto

the

wat

er.

Aw

ard

2 m

arks

for

all

fou

r co

rrec

t.

Aw

ard

1 m

ark

for

thre

e co

rrec

t.

Tru

eFa

lse

Can

oein

g he

lps

to

impr

ove

your

men

tal a

nd

phys

ical

ski

lls.

✓

In fl

atw

ater

rac

ing

you

have

to

padd

le a

roun

d ob

stac

les.

✓

You

mus

t no

t ca

noe

if yo

u ha

ve a

ny h

ealth

pr

oble

ms.

✓

Whe

n yo

u ca

noe

with

an

inst

ruct

or y

ou m

ay f

all

into

the

wat

er.

✓

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

14 2cLo

ok a

t th

e w

hole

tex

t.

Whi

ch o

f th

e fo

llow

ing

wou

ld b

e an

app

ropr

iate

titl

e fo

r th

e w

hole

tex

t?

Tick

on

e.

A

Brie

f H

isto

ry o

f Bo

ats

Ri

vers

ide

Adv

entu

res

Bu

ying

a C

anoe

Th

e Pl

easu

res

of C

anoe

ing

Aw

ard

1 m

ark

for:

A B

rief

His

tory

of

Boat

s

Rive

rsid

e A

dven

ture

s

Buyi

ng a

Can

oe

The

Plea

sure

s of

Can

oein

g ✓

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

15 2bLo

ok a

t th

e fir

st p

arag

raph

.

Whe

re is

the

bird

sitt

ing?

Aw

ard

1 m

ark

for:

� (

on a

) bra

nch.

1

16 2bLo

ok a

t th

e se

cond

par

agra

ph: B

illy

appr

oach

ed t

he h

awk

slow

ly…

How

doe

s Bi

lly t

ry t

o ga

in t

he b

ird’s

trus

t?

Giv

e tw

o m

ore

exam

ples

.

1.

Billy

mov

ed s

low

ly.

Aw

ard

1 m

ark

each

for

any

tw

o o

f th

e fo

llow

ing,

up

to a

max

imum

of

2 m

arks

:

1. h

e do

es n

ot lo

ok d

irect

ly a

t th

e ha

wk

2. h

e m

akes

soo

thin

g so

unds

/ s

peak

s so

ftly

e.

g. c

huck

ing

/ ch

antin

g

3. h

e re

peat

s he

r na

me

4. h

e gi

ves

her

food

.

Als

o a

ccep

t qu

otat

ions

.

2

Que

stio

ns 1

5–28

are

abo

ut A

Bird

Cal

led

Kes

(pag

es 4

–6)


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

17 2aBi

lly g

rippe

d th

e be

ef t

ight

ly b

etw

een

his

fore

finge

r an

d th

umb,

an

d in

ord

er t

o o

bta

in m

ore

leve

rag

e, t

he h

awk

step

ped

onto

hi

s fis

t.

Wha

t do

es o

btai

n m

ore

leve

rage

mea

n in

thi

s se

nten

ce?

Ti

ck o

ne.

to

bal

ance

bet

ter

to

eat

fas

ter

to

get

a s

tron

ger

grip

to

str

etch

out

fur

ther

Aw

ard

1 m

ark

for:

to b

alan

ce b

ette

r

to e

at f

aste

r

to g

et a

str

onge

r gr

ip

✓to

str

etch

out

fur

ther

1

18 2dW

hy d

oes

Billy

grip

the

bee

f tig

htly

?A

war

d 1

mar

k fo

r ei

ther

of

the

follo

win

g:

1.

to m

ake

the

haw

k st

ep o

nto

his

gl

ove

/ han

d

2.

so t

hat

the

haw

k ca

n’t

take

the

foo

d ea

sily.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

19 2dH

e al

low

ed h

er t

o ta

ke t

he b

eef,

the

n re

plac

ed h

er o

n th

e pe

rch,

tou

chin

g th

e ba

cks

of h

er le

gs a

gain

st t

he w

ood

so t

hat

she

step

ped

back

war

ds o

nto

it. Wha

t im

pres

sion

s do

you

hav

e of

Bill

y fr

om h

is b

ehav

iour

in t

his

sent

ence

?

Billy

is…

Evid

ence

patie

nt

skilf

ul

Aw

ard

1 m

ark

for

each

cor

rect

pie

ce o

f ev

iden

ce.

Billy

is…

Evid

ence

patie

nt

*he

does

n’t

seem

to

be in

a

hurr

y, e

.g. h

e al

low

ed h

er t

o ta

ke t

he b

eef

*he

seem

s na

tura

lly a

t ea

se

with

the

bird

, e.g

. he

was

ca

lm w

ith h

er

skilf

ul

*he

know

s w

hat

to d

o to

get

th

e bi

rd b

ack

on t

he p

erch

/ he

doe

sn’t

hol

d he

r fo

r to

o lo

ng, e

.g. h

e re

plac

ed h

er o

n th

e pe

rch

*he

know

s th

at u

sing

foo

d as

re

war

ds w

ill t

rain

her

, e.g

. he

hold

s th

e be

ef t

ight

ly

*he

does

n’t

hold

her

for

too

lo

ng a

t on

ce

*he

know

s th

e rig

ht w

ays

to

beha

ve w

ith t

he b

ird, e

.g. h

e kn

ows

how

to

trai

n he

r.

Acc

ept

quot

atio

ns o

r pa

raph

rase

s.

Do

no

t ac

cep

t th

e sa

me

exam

ple

for

both

se

ctio

ns.

2


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

20 2bW

hat

is d

iffer

ent

abou

t th

e w

ay B

illy

offe

rs t

he s

econ

d pi

ece

of m

eat?

Aw

ard

1 m

ark

for

refe

renc

e to

Bill

y ho

ldin

g th

e m

eat

out

of r

each

, e.g

.

• he

hol

ds it

fur

ther

aw

ay

• he

hol

ds it

so

the

haw

k w

ill h

ave

to

jum

p on

to h

is g

love

.

1

21 2g…

like

som

eone

on

the

top

divi

ng b

oard

for

the

firs

t tim

e.

Expl

ain

how

the

haw

k is

fee

ling

at t

his

mom

ent.

Aw

ard

1 m

ark

for

answ

ers

that

exp

lain

tha

t th

e ha

wk

feel

s an

xiou

s or

sca

red.

Do

no

t ac

cep

t an

swer

s th

at r

epea

t th

e w

ordi

ng o

f th

e te

xt li

ke s

omeo

ne o

n a

divi

ng b

oard

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

22 2bLo

ok a

t pa

ge 5

.

Billy

kee

ps t

he h

awk

busy

by

feed

ing

her

so t

hat

he c

an...

Ti

ck o

ne.

at

tach

rin

gs t

o he

r le

gs.

ca

lm h

er d

own.

m

ake

her

stro

nger

.

pu

t a

leas

h on

her

.

Aw

ard

1 m

ark

for:

atta

ch r

ings

to

her

legs

.

calm

her

dow

n.

mak

e he

r st

rong

er.

put

a le

ash

on h

er.

✓

1

23 2aLo

ok a

t th

e pa

ragr

aph

begi

nnin

g: H

e w

alke

d t

o t

he

do

or..

.

Whi

ch w

ord

mea

ns t

he s

ame

as ‘g

et s

mal

ler’

in t

his

para

grap

h?

Ti

ck o

ne.

bo

bbed

co

ntra

ct

ex

pand

fla

tten

ed

Aw

ard

1 m

ark

for:

bobb

ed

cont

ract

✓

expa

nd

flatt

ened

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

24 2bLo

ok a

t th

e pa

ragr

aph

begi

nnin

g: B

illy

wal

ked

her

ro

un

d t

he

gar

den

…

Wha

t is

the

litt

le b

oy d

oing

on

his

tric

ycle

bef

ore

he s

ees

Billy

and

the

ha

wk?

Aw

ard

1 m

ark

for:

� p

edal

ling

/ rid

ing

in (t

ight

) circ

les.

Do

no

t ac

cep

t re

fere

nce

to le

avin

g th

e pa

vem

ent

as t

his

happ

ens

afte

r he

see

s th

em.

1

25 2aFi

nd

and

co

py

on

e w

ord

that

tel

ls y

ou t

he t

ricyc

le w

as n

oisy

.A

war

d 1

mar

k fo

r:

� cl

ank.

Als

o a

ccep

t:

� jo

nked

.

1


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n*

An

swer

& m

arki

ng

gu

idan

ceM

ark

26 2dLo

ok a

t pa

ge 6

.

Wha

t do

es t

he c

onve

rsat

ion

show

abo

ut B

illy’

s fe

elin

gs f

or h

is h

awk?

Giv

e tw

o d

iffer

ent

exam

ples

, usi

ng e

vide

nce

from

the

tex

t to

sup

port

you

r an

swer

.

Acc

epta

ble

po

ints

:1.

pr

oud

of h

imse

lf2.

pl

ease

d w

ith K

es /

pro

ud o

f K

es3.

co

nfide

nt4.

ad

ult

5.

resp

onsi

ble

/ pr

otec

tive

6.

stro

ng lo

ve f

or K

es7.

po

wer

ful.

Aw

ard

3 m

arks

for

tw

o a

ccep

tabl

e po

ints

, with

at

leas

t o

ne

supp

orte

d w

ith e

vide

nce,

e.g

.•

Whe

n Bi

lly p

oint

s to

him

self

and

says

he

is t

he t

rain

er, i

t sh

ows

he is

pro

ud o

f hi

mse

lf. W

e se

e ho

w c

lose

he

feel

s to

her

. [A

P1 +

evi

denc

e, A

P6]

• Th

e w

ay B

illy

can

cont

rol K

es m

akes

him

see

m v

ery

grow

n up

and

sen

sibl

e. [A

P4 +

evi

denc

e, A

P5]

• Be

ing

out

with

a fi

erce

bird

mak

es B

illy

feel

as

pow

erfu

l as

Kes

is, a

nd h

e jo

kes

abou

t w

hat

she

mig

ht d

o to

the

lit

tle b

oy.

He

is a

lso

calm

and

pro

ud. [

AP7

+ e

vide

nce,

AP1

]•

You

can

tell

that

Bill

y th

inks

Kes

is g

reat

and

he

show

s hi

s kn

owle

dge

abou

t bi

rds

by t

he w

ay h

e te

lls t

he b

oy K

es

is n

ot a

n ow

l and

sou

nds

like

a te

ache

r. [A

P6, A

P4 +

evi

denc

e]

Aw

ard

2 m

arks

for

eit

her

tw

o a

ccep

tabl

e po

ints

, or

on

e ac

cept

able

poi

nt s

uppo

rted

with

evi

denc

e, e

.g.

• Yo

u ca

n te

ll he

love

s K

es a

nd f

eels

pro

ud. [

AP6

and

AP1

]•

Billy

act

s lik

e a

grow

n-up

and

war

ns t

he b

oy. [

AP5

+ e

vide

nce]

Aw

ard

1 m

ark

for

on

e ac

cept

able

poi

nt, e

.g.

• he

’s p

roud

of

Kes

[AP1

]•

he s

how

s th

at h

e an

d K

es a

re f

riend

s. [A

P6]

3


Qu

esti

on

n

um

ber

&

con

ten

t

do

mai

n

Qu

esti

on

An

swer

& m

arki

ng

gu

idan

ceM

ark

27 2bLo

ok a

t th

e la

st p

arag

raph

of

the

stor

y.

The

haw

k’s

beha

viou

r ca

uses

the

litt

le b

oy t

o…

Tick

on

e.

sm

ile w

ith jo

y.

bu

rst

into

tea

rs.

rid

e aw

ay f

ast.

sc

ream

with

fea

r.

Aw

ard

1 m

ark

for:

smile

with

joy.

burs

t in

to t

ears

.

ride

away

fas

t.

✓

scre

am w

ith f

ear.

1

28 2bLo

ok a

t th

e w

hole

tex

t.

Com

plet

e th

e ta

ble

to s

how

wha

t K

es d

oes

whe

n sh

e is

ala

rmed

.

One

has

bee

n do

ne f

or y

ou.

Wh

en K

es is

ala

rmed

sh

e...

Tru

eFa

lse

thra

shes

her

win

gs.

✓

puff

s up

her

fea

ther

s.

clos

es h

er e

yes.

lash

es o

ut w

ith h

er c

law

s.

Aw

ard

1 m

ark

for

all t

hre

e co

rrec

t:

Wh

en K

es is

al

arm

ed s

he.

..Tr

ue

Fals

e

thra

shes

her

win

gs.

✓pu

ffs

up h

er

feat

hers

.✓

clos

es h

er e

yes.

✓la

shes

out

with

her

cl

aws.

✓

1

nts assessments · nts assessments were all standardised on a sample of over 1000 children per...

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