M1.

          Award ONE mark for a written indication that the Earth is spinning on its axis
OR for a drawn explanation:

 
Give credit for answers which include reference to spinning
motion:
•    the Earth turns round so the Sun only shines on half the
Earth.
1

          Award ONE mark for a written indication that the part of the Earth facing
the Sun is in daylight and the part facing away from the Sun is in darkness
OR for a drawn explanation:

Give credit for answers which refer to the Sun as source of

light:
•    at night we are in shadow;
•    when the Earth spins round only half of it is lit,
     that is why there is day and night.
Do not give credit for any indication that Sun moves round
Earth or Moon and this is responsible for night:
•    because the Sun goes away;
•    Sun goes to the other side of the World so it turns dark;
•    because in the morning it rises up and in the night it
     gradually moves down;
•    the Earth moves round the Sun and creates night;
•    the day grows darker when the Sun begins to move on
     around the Earth - its light cannot reach us any more;
•    the Sun is one side of the World and the Moon is on the
     other side.
1

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          Award TWO marks (one for each part) for an answer which covers both a) and b) in one
sentence, e.g.

•    the Earth turns on an axis and at night we turn to the dark.
[2]

M2.          (a)     Award ONE mark for:

•    Five points which describe an arc (not necessarily symmetrical),

with the highest point shown at midday
Give  credit for:
•    five points which describe an arc (not necessarily
     symmetrical), where the Sun is drawn at the am
     height at midday and mid afternoon, ie the highest
     point would be between these two positions.
Do not  give credit for:
•    inverted arc.
1

(b)     Award ONE mark for:

•    the stick blocks the light

(from the Sun)
Do not  give credit for:
•    it is in the way of the Sun;
•    because the Sun shines behind the stick.
1

(c)     Award ONE mark for:

•    12 o’clock/midday/noon.
Give credit for:
•    1pm;
•    When the Sun is highest.
1

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 (d)     Award ONE mark for

•    Sun is highest in the sky;

•    Sun is high.

Do not  give credit for:
•    the Sun is strongest;
•    Sun is on top of stick.
1

(e)     Award ONE mark for:

•    the Earth spins on its axis;

•    the Earth rotates;

•    the Earth turns.

Do not  give credit for;
•    the Earth orbits (the Sun);
•    the Earth moves.
1
[5]

M3.          (a)     Award ONE mark for:

•    Sun AND Earth AND Moon all correctly labelled.

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 1

(b)     Award ONE mark for:

•    365 –366 (days).

Do not give credit for:
•    1 year.
1

(c)     Award ONE mark for:

•    28-29.5 (days)

Allow:

•    about 28 (days) [an accepted figure for ONE orbit of the moon is 29.3 days].
Do not give credit for:
•    (lunar) month.
1
[3]

M4.          (a)     Award ONE mark for:

•    the Earth moves around the Sun;

•    the Earth orbits;

•    the Earth revolves around the Sun;

•    orbits the Sun.

Allow:

•    reference to the movement of the Earth in an expanding universe [not in KS2
PoS].
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 Do not give credit for:
•    the Earth spins on its axis/rotates [given];
•    it revolves in space [incomplete].
1

(b)     Award ONE mark for:

                  

1

(c)     (i)      Award ONE mark for:

•    sunrise.
Do not give credit for words not given in question, eg
–   ‘morning’
1

(ii)     Award ONE mark for:

•    midday.
Do not give credit for words not given in question, eg
–   ‘lunchtime’.
1
[4]

M5.          (a)     Award TWO marks for all three time periods correct:
 
Movement Time taken (days)

Earth to spin on its •           1 (day).

axis.
Allow:

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 an equivalent time period, provided
the units are specified:

•           24 hours;

•           1 day and 1 night.

Earth to orbit the Sun. Answer within the range of 365–366

days inclusive.

Allow:

an equivalent time period, provided

the units are specified:

•           1 year;

•           12 months.

Moon to orbit the Earth. An answer within the range of 27–

29 days inclusive.

Allow:

an equivalent time period, provided

the units are specified

•           1 month;

•           4 weeks.

or

          If you are unable to award two marks, award ONE mark
for any two periods correct.
Do not give credit for an insufficient response where the unit
of measurement has been changed but not identified:
•    24 [hours not given];
•    12 [months not given];
•    1 [year/month not given].
Do not give credit for a response that includes incorrect
science:
•    31 days.
1

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 (b)     Award ONE mark for:

• 6 o’clock (evening)

   

(c)     (i)      Award ONE mark for all three Suns unambiguously identified:

(ii)     Award ONE mark for a correct match of all three:

1
[5]

M6.          (a)     Award ONE mark for all three times matched to the correct lengths:

Page 7
 1(L5)

(b)          Award ONE mark for:

 

   

• The Earth spins on its axis.

1(L5)

(c)     Award ONE mark for:

 
The Moon is a sphere but appears
to change shape during the month.

1(L5)

(d)     Award TWO marks for two arrows showing the correct path [lines]
and direction of light [arrowheads]. The arrows must point from the
Sun to the Moon and from the Moon to the person/Earth:

2(L5)

or

          If you are unable to award two marks, award ONE mark for a response

Page 8
 showing two lines (or one continuous reflected line) indicating the
correct path:

OR

          a response showing two arrowheads pointing unambiguously in the

correct direction:

          Correct lines

•   

•   

          Correct arrows

•   

TWO marks may be awarded for a response showing one

continuous reflected arrow:
•

Do not give credit for an insufficient response showing only

one correct arrow:

Page 9
 •

1
[5]

M7.          (a)     Award ONE mark for all three objects correctly classified:

Object melon pea poppy seed

What it models Sun Earth Moon

1(L4)

(b)     Award ONE mark for an indication that they are spherical:

•    they are spheres.

ONE mark may be awarded for:
•    (like a) ball
•    3D circle.
Do not give credit for an insufficient response:
•    they are round/circles
•    (like a) melon/pea/poppy seed [given].
1(L4)

(c)     Award ONE mark for:

 

spin the Earth on its axis  

   

Page 10
 1(L5)

(d)     Award ONE mark for:

•    The Moon orbits the Earth once every 27–30 days (inclusive)/
month/four weeks.
ONE mark may be awarded for:
•    31 days.
Do not give credit for an insufficient response that does not
include units:
•    28.
1(L5)

(e)     Award ONE mark for correctly estimating the time at place A on the
globe as between 11.30am to 1.30pm inclusive:

•    midday/noon

•    12pm

•    12 o’clock.
ONE mark may be awarded for:
•    12am
•    12.
Do not give credit for a response that includes incorrect
science:
•    1am.
1(L5)
[5]

M8.          (a)     Award ONE mark for an indication that a shadow is formed because
the pole is opaque/blocks the light:

•    because it is opaque

•    the (sun)light cannot pass through the pole

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 •    the pole stops /blocks the light.
ONE mark may be awarded for:
•    the light is blocked.
Do not give credit for an insufficient response that does not
fully explain shadow formation:
•    light goes round the pole
•    light travels in straight lines
•    light cannot get past the pole [it passes on either side]
•    the pole is solid [a solid object can be transparent]
•    the pole is in the way of the light
•    light cannot get to the playground behind the pole
     [does not explain why].
Do not give credit for an insufficient response saying the
pole blocks the Sun without an indication of light:
•    the pole blocks the Sun/Sun’s rays/sunshine
•    it blocks the Sun’s path.
1(L4)

(b)     Award ONE mark for a vertical shadow starting at the base of the
pole that is four grid squares long or shorter:

    
ONE mark may be awarded for a straight line shadow that
falls within the shaded area under the pole as indicated
below:
•

Page 12
     

Do not give credit for a straight line shadow that falls entirely
between the grid lines indicated, but extends beyond four
grid squares:
•

    
1(L5)

(c)     Award ONE mark for:

 

   

• the Earth spinning  

1(L5)

(d)     Award ONE mark for:

 

•  the Moon orbiting the Earth  

Page 13
   

1(L3)

(e)     Award ONE mark for an indication that the tennis ball should be
moved around the football:

•    the football is still while the tennis ball goes around it

•    the tennis ball orbits the football.

ONE mark may be awarded for:
•    the Earth goes around the Sun
•    the football is still while the Earth goes around.
ONE mark may be awarded for a response describing the
Earth /tennis ball spinning as it orbits the Sun /football:
•    the tennis ball must go around the football,
     spinning as it goes.
Do not give credit for an insufficient response:
•    they must run around each other
•    move them slowly.
1(L5)
[5]

M9.          (a)     Award ONE mark for:

•    weight

•    gravitational pull/attraction.

ONE mark may be awarded for:
•    gravity.
Do not give credit for an insufficient response:
•    downward pull.
1(L4)

(b)     Award ONE mark for an indication that the Moon is spherical:

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 •    sphere.

♦   Give credit for a correct response that goes beyond the key stage
2 programme of study:

•    ovoid

•    geoid.
ONE mark may be awarded for:
•    (like a) ball.
Do not give credit for an insufficient response:
•    round
•    circular
•    oval.
1(L3)

(c)     Award ONE mark for:

 

   

• 28 days  

1(L5)

(d)     Award ONE mark for an indication that night and day are caused by
the spin of the Earth:

•        the Earth/it spins/rotates (on its axis)

•        the Earth/it turns on its axis.

ONE mark may be awarded for:
•    (the Earth moves) on its axis
•    it revolves (about its axis).
ONE mark may be awarded for a creditworthy response
accompanied by an insufficient response describing the orbit
of the Earth around the Sun:
•    the Earth spins as it orbits the Sun
•    the Earth turns on its axis and moves around the Sun.
Do not give credit for an insufficient response implying night
and day are caused by the orbit of the Earth around the Sun:
•    the Earth’s orbit
•    the Earth going around the Sun

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 •    the Earth spins/rotates/revolves around the Sun.
Do not give credit for an insufficient response:
•    the Earth/it moves around
•    the Earth/it turns
•    the rotation [does not indicate what is rotating]
•    during the day, the Earth faces the Sun, at night the
     Earth faces away from the Sun/faces the Moon.
1(L5)
[4]

M10.          (a)     Award ONE mark for:

•                                     

                                                    

1

(b)     Award ONE mark for an explanation that light cannot pass through Jack. The
response must make reference to the blocked light or opacity:

•        the light cannot go through Jack

•        Jack stops/blocks the light

•        the (sun)light is blocked

•        Jack is opaque.

ONE mark may be awarded for:
•    it cannot go through Jack.
Do not give credit for an insufficient response that does not
necessarily explain shadow formation:
•    the light goes around Jack
•    light travels in straight lines

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 •    the light cannot get past Jack [it passes on either side of
him]
•    Jack is solid [a solid object can be transparent]
•    Jack is in the way of the light [does not necessarily mean
he      is blocking the light]
•    light cannot get behind Jack
•    the Sun cannot get through Jack [does not refer to light]
•    Jack’s body blocks the Sun.
1

(c)     Award ONE mark for an explanation that Jack’s shadow changes position because
the Earth spins on its axis:

•        the Earth rotating (on its axis)

•        the Earth spinning (on its axis)

•        the Earth turns /moves on its axis.

ONE mark may be awarded for:
•    the Earth revolves.
ONE mark may be awarded for a response correctly
indicating that shadows change position because of the spin
of the Earth, as well as describing the Earth’s orbit around
the Sun:
•    the Earth spins as it orbits the Sun
•    the Earth turns on its axis and moves around the Sun.
Do not give credit for a response that includes incorrect
science suggesting the Sun moves (across the sky).
Do not give credit for an insufficient response:
•    the Sun appears to move across the sky.
Do not give credit for an insufficient response implying
Jack’s shadow changes position because the Earth orbits
the Sun:
•    the Earth orbits/turns around the Sun
•    the Earth spins/rotates/revolves around the Sun.
Do not give credit for an insufficient response:
•    the Earth turns/moves (around)
•    the rotation [does not indicate what is rotating]
•    it spins on its axis [does not identify what ‘it’ is]
•    sometimes the Earth is facing the Sun and sometimes it
is      away from the Sun.
1

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 (d)     Award ONE mark for:
Jack’s shadow is
•   difficult to see

 
   

(e)     Award TWO marks for all four correct:

or      If you are unable to award two marks, award ONE mark for classifying any three
ideas correctly.
1
[6]

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E1.          Sun and light

This question required children to show an awareness of the spin of the Earth, as well as
the sun as a source of light as factors giving rise to night and day. More children
demonstrated understanding of the latter idea. Children could choose to write or draw
their answers and many did both. Children awarded Level 3 tended to draw more
frequently than those awarded higher levels.

Some children at the lower levels were confused about the role of the moon. They
suggested this caused night. Incorrect answers in terms of a personal perspective were
also given eg ‘If it was light we would not be able to sleep’ or If it was dark all the time we
would not be able to see’.

E2.          Sun Stick

The question asked children why the shadow of the stick was formed. About 15% of
children attaining Level 3, 40% of those attaining Level 4, and 70% of those attaining
Level 5 gave a correct answer. Children used a variety of ways to explain that the shadow
was formed because the stick did not let the light through, some described the stick as not
transparent or opaque.

Many children who did not answer correctly attempted to use scientific vocabulary.
However, some confused reflection and shadow formation, for example by stating that the
shadow is a reflection of the stick. Others referred to the sun shining on the stick,
silhouette and the fact that the back of the stick was not getting any light. However, the
most common incorrect response was a description of what was happening without any
explanation.

Page 19
-

The same question also assessed children’s understanding of Earth and beyond. Children
were asked to draw the position of the sun in the sky at different times of the day; to state
at what time of day a shadow would be at its shortest; to explain why a shadow would be
shortest at that time; and why the sun appears to move across the sky. These questions
were poorly answered. Only a quarter of children were able to explain why a shadow
would be at its shortest at a particular time in the day, indicating that this area of the
programme of study is still not well known or understood.

E3.          Children performed well in identifying the Earth, Sun and Moon in a diagram showing
their relative sizes and orbits. The time in days of the Earth’s orbit around the Sun and the
Moon’s around the Earth proved to be very much more demanding with many children not
being able to attempt a response.

E4.          (a)     The question entitled ‘The Earth’ provided the information that the Earth spins on
its axis and asked children to describe one other way the Earth moves in space.
Just over half of children gained the mark on this item, more girls (two-thirds) than
boys (half) having success. This gender difference in gaining credit was not in
evidence amongst those achieving level 3. The proportions gaining the mark
increased with final level achieved, almost one-third of those achieving level 3, half
of those achieving level 4 and four-fifths of those achieving level 5 offered no
response. Almost one-fifth of girls achieving overall level 3 omitted the item
compared with a third of boys.

(b)     This item asked children how many times the Earth spins on its axis during a day.
The multiple-choice format offered five options, all of which suggested some link to
the chronology of events on Earth. Just over half of children answered correctly, a
surprising result for what might be expected to be an everyday understanding of a
Page 20
 daily phenomenon. This item discriminated between children in terms of the overall
levels achieved: about one-third of those achieving overall level 3, half of those
achieving level 4 and almost nine-tenths of those achieving level 5 gained a mark.
The gender balance on this item was sharply in favour of boys at all three levels and
was particularly marked at level 4.

(c)     (i)      In this item children were required to identify point B as sunrise. Slightly under
half of children selected sunrise from the four options on offer. One-quarter of
those achieving level 3, almost half of those achieving level 4 and three-
quarters of those achieving level 5 gained the mark. The proportion of girls
and boys gaining credit was similar overall.

(ii)     This question required children to identify point C as experiencing ‘midday’

from the four alternative times of day offered in multiple-choice format. Overall,
two-fifths of children answered correctly. One-fifth of children achieving level 3,
two-fifths of children achieving level 4 and three-quarters of children achieving
level 5 gained the mark on this item – a slightly lower level of success than in
the previous item. There was no overall gender difference in performance.

E5.          (a)     This question required children to complete a table to show how many days
each of three movements of the Moon and Earth take. About half knew how long the
Moon takes to orbit the Earth and about two-thirds knew the time the Earth takes to
spin on its axis and the time it takes to orbit the Sun. Overall, about a half the
children, one tenth of those at level 3, a half at level 4 and four-fifths at level 5
gained two marks for three correct responses. Three-quarters of all children, a fifth
at level 3 and about two-thirds at level 4 gained one mark for giving two correct
times.

(b)     This question required children to look at a diagram of the Sun and Earth and select
one of four options giving the time in it would be in England. Just over half, a third
Page 21
 achieving level 3, half at level 4 and four-fifths at level 5 were successful. The three
incorrect options were selected almost equally frequently.

(c)     (i)      This question tested children’s understanding of the relationship between the
position of the Sun and the shadow cast by a stick. For each of the shadows,
children were required to tick one of three options to show the position of the
Sun. Almost two-thirds judged the position of the Sun correctly in each of the
three cases. Success was strongly linked to level achieved with a quarter at
level 3, two-thirds at level 4 and four-fifths at level 5 gaining the mark.

(ii)     In this question, three drawings showed the same shadows as in question 7ci.
In this question children were required to link the shadow to the time it was
made. Only a third gained credit. Again success was strongly linked to overall
level achieved on the test. Two-thirds of those achieving level 5 but only a
tenth of those at level 3 and a quarter at level 4 gained the mark.

E6.          The Earth and light

(a)     Just under a third of pupils were able to match the times of day to the correct
shadow lengths.

(b)     This question asks pupils to identify why shadows change length during the day.
Over two-fifths of pupils correctly ticked ‘The Earth spins on its axis.’ The least
chosen option (by just over a tenth of pupils) was ‘The Sun orbits the Earth’ which
was chosen by a greater proportion of pupils assessed at level 3. The remaining two
options were chosen almost equally by close to one fifth of all pupils assessed at all
levels.

(c)     Only a quarter of pupils correctly answered this question by indicating that ‘the Moon
is a sphere but appears to change shape…’ is the piece of evidence which shows

Page 22
 the Moon does not give out its own light. The most popular choice (for a little under
a third of pupils) was the second option ‘The Moon is nearer to the Earth than the
Sun.’ Pupils assessed to be working at levels 3 or 4 were more likely to select this
option than any other. Pupils assessed at level 5 who did not answer correctly
mostly chose the third option, ‘The Moon cannot be seen on cloudy days.’ The fourth
option ‘The position of the Moon in the sky changes’ was selected by twice as many
pupils assessed at level 4 compared with both levels 3 and 5.

(d)     This question asks pupils to show the direction in which light travels so that a person
on Earth can see the Moon. Under a half of all pupils gained two marks while less
than a tenth scored just one mark. Of the pupils who gained no marks, just under a
tenth drew one of the two arrows that were required. These pupils tended to be
assessed at levels 3 or 4. The same proportion of pupils drew an arrow from the
Sun to the Earth and another from the Earth to the Moon. This response type was
given by pupils of all abilities.

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