Year 7 English, Term 2, End-of-term Test

Timings This test is to be completed within one lesson.

Section A: Reading

Question Curriculum Answer Possible errors Guidance Marks

objective
1 R7.1A Read largely Award the mark for: Students may get distracted from Read the first paragraph of the 1
accurately and with • C – Uruk was a powerful, the correct answer by focusing on text again and think carefully
understanding. prosperous city. a single detail (for example, the about the picture of Uruk that
fact that there were ‘two ragged the writer builds up.
men’).
2 R7.1B Identify and Award 1 mark for each piece of Students may fail to distinguish Look for three distinct facts 3
retrieve key points of information from the points given three separate pieces of about different aspects of the
information in a text below, up to a maximum of 3 marks. information. city of Uruk.
or in spoken • It was peaceful. (1)
language. • Its people thrived. (1)
• Its flowers bloomed. (1)
• Its crops grew. (1)
• Trade was brisk. (1)
• Travellers came to admire the
buildings. (1)
Accept other wordings.
3a R7.1B Identify and Award 1 mark for each appropriate Students may focus on Read the question carefully, 2
retrieve key points of word selected, up to a total of 2 description of buildings other than ensuring you understand its
information in a text marks. For example: the city walls that are specified in focus.
or in spoken • strong the question.
language. • defiant
Year 7 English, Term 2, End-of-term Test

3b R7.1C Identify and Award 1 mark for identifying either of Students may quote the text Think carefully about what 2
paraphrase key the following two threats expressed without showing understanding of exactly the threats were, and
information in a text in the student’s own words. Award 1 what is meant. use your own words to
or in spoken mark for correct evidence drawn describe them.
language. from the text.
• War/armies/invasion/hostile
people, with the evidence
‘enemies’.
• Earthquakes/tremors/movements
of the ground, with the evidence
‘rumblings of the Earth itself’.
4a R7.1E Make broad Award the mark for: Students may not read the text in Read the text carefully. Think 1
inferences from a • D – He has been in Uruk before. sufficient detail and then make about why the man’s eyes were
text or spoken incorrect assumptions. ‘searching’.
language, supporting
them with a range of
evidence.
4b R7.1E Make broad Award the mark for reference to the Students may not refer closely to Read the text carefully, thinking 1
inferences from a man ‘searching for familiar features’, the text and offer a general about why the man’s eyes were
text or spoken for example: explanation. ‘searching’. Refer to vocabulary
language, supporting • He must have been in Uruk used in the extract in your
them with a range of before because ‘familiar features’ answer.
evidence. means he thinks he will
recognise someone or something
he has seen before.
Accept other wordings. Do not
accept answers that do not explain
the option chosen for question 4a.
Year 7 English, Term 2, End-of-term Test

5 R7.1C Identify and Award 1 mark for each point of Students may give a very brief Think about why the woman 2
paraphrase key explanation, up to a maximum of 2 response stating that the woman kept staring at the stranger,
information in a text marks. For example: thought she recognised the man and give some more detail to
or in spoken • The woman thought she without giving further detail about your answer.
language. recognised the man. (1) why she continued staring at him.
• The woman recognised the tilt of
the man’s head, the set of his
shoulders and the confidence in
his stride. (1)
• The woman couldn’t be sure the
man was who she thought
because too much time had
passed. (1)
• The woman couldn’t be sure the
man was who she thought
because he had become older
and worn by his adventures. (1)
• The woman couldn’t believe the
man was who she thought
because no one believed the
rumours about him. (1)
Accept any other valid responses.
6 R7.1F Read age- Award 1 mark for each piece of Students may use long text lifts Read the text carefully, looking 2
appropriate texts evidence given, up to a maximum of rather than distinguishing for two distinct clues that this is
from a range of 2 marks. For example: individual pieces of evidence. not a modern or true-life story.
genres and forms • ‘a terrible monster – Huwawa,
and from different Guardian of the Forests’ (1)
origins, and begin to • stone friezes carved to celebrate
develop personal heroes (1)
preferences. • heroes/adventurers/wise men (1)
Accept any other valid responses.
7a R7.2A Identify a Award the mark for: Students may not grasp the Read the text carefully, noting 1
writer’s or speaker’s • A – That the man feels sad when implications of the words ‘bowed the vocabulary that the writer
intention and he remembers his friend. his head’, ‘mourning’ and uses to show how the man acts
viewpoint. ‘murmured’. and speaks. Consider what the
words imply.
Year 7 English, Term 2, End-of-term Test

7b R7.2C Support ideas Award the marks for mention of the Students may use long text lifts or Read the text carefully, noting 1
with relevant words ‘bowed his head’, ‘mourning’ suggest that the man touching the vocabulary that the writer
evidence. and/or ‘murmured’. Enkidu’s foot is evidence of uses to show how the man acts
Do not accept evidence that does sadness. and speaks. Consider which
not support the option chosen for words imply how he is feeling.
question 7a.
8 R7.1C Identify and Award the mark for a clear summary Some students may not be Think carefully about the 1
paraphrase key of the man’s shadow falling onto the familiar with the words ‘silhouette’ context of any unfamiliar
information in a text stone frieze and its profile/shape or ‘replica’, or may use long text words, and try to work out what
or in spoken matching that of the carving exactly. lifts. they mean. Remember to use
language. Do not accept long text lifts. your own words.
9 R7.2A Identify a Award the mark for answers Students may not consider the Think carefully about the effect 1
writer’s or speaker’s acknowledging that withholding the writer’s intentions, but merely that the writer was trying to
intention and name of King Gilgamesh increases paraphrase the fact that the create for the reader.
viewpoint. tension and suspense. For example: stranger’s name is not mentioned
• Not knowing who the man is until the end.
keeps the reader interested.
• Not knowing the man’s name
makes the reader part of the
story, like the elderly woman who
didn’t know how she recognised
the man.
Total for Section A 18
Year 7 English, Term 2, End-of-term Test

Section B: Writing

Question Curriculum objective Indicative content Marks

10 Multiple objectives tested in these Purpose: To write a short, formal essay about revisiting a place after a time of WAO1
areas: absence. (12 marks)
W7.1 Writing processes. WAO2
W7.2 Whole text. Audience: The writing is for a general readership. The focus is on considering (8 marks)
W7.3 Language use. thoughts and feelings about a place from the past and reflecting on these. This may
involve a range of approaches.

Form: The response should be a short, formal essay (using Standard English).

Responses may include:

• a description of the visit or experience in the past
• a record of early feelings and responses to the place
• a description of a later visit
• a comparison of the thoughts and feelings recently evoked with those from
the past.
Total for Section B 20

Total for test 38

Year 7 English, Term 2, End-of-term Test

WAO1 descriptors and indicative marks (Form, communication and purpose)

Mark WAO1 descriptor

• Some content linked to task with an awareness of audience. Form is
sometimes maintained.
1–3 • Some paragraphs or sections logically sequenced, although transitions may
be awkward.
• Some stylistic features are used to support purpose.
• Mostly appropriate to task with clear awareness of audience. Form mostly
established and maintained.
• Organised with clear control of paragraphs or sections that supports
4–6
coherence.
• Stylistic features used add emphasis and interest which mostly supports
purpose.
• Appropriate to task with secure awareness of audience. Form established
and maintained throughout.
7–9 • Organised with clear control of paragraphs or sections that supports
coherence throughout.
• Stylistic features used add emphasis and interest which supports purpose.
• Sophisticated awareness of audience. Form adapted and controlled for
purpose.
10–12 • Organised with complete control of paragraphs or sections with coherence
throughout.
• Stylistic features used confidently fully supporting purpose.

WAO2 descriptors and indicative marks (Grammar, punctuation and spelling)

Level Mark WAO2 descriptor

• Some sentences grammatically sound with some complex

conjunctions used.
S1 1–2 • Some sentences correctly demarcated, with mostly correct use of
internal punctuation.
• Spelling of common functional words is accurate with some lapses.
S2 3–4 • Sentences mostly grammatically sound with an emerging range of
Year 7 English, Term 2, End-of-term Test

complex conjunctions used to develop sentences.

• Most sentences correctly demarcated, with mostly correct use of
internal punctuation.
• Spelling is mostly accurate including evidence of more ambitious
vocabulary.

• Sentences are grammatically secure with complex conjunctions

used to develop sentences.
S3 5–6 • Sentences are correctly demarcated with appropriate use of
punctuation.
• Spelling is accurate with more ambitious choices used
appropriately.

• Sentences are grammatically assured and used effectively

throughout.
S4 7–8 • Sentences are demarcated correctly and with sophisticated use of
punctuation.
• Spelling is accurate with ambitious choices used appropriately and
confidently.