En English tests

KEY STAGE

3
LEVELS
Mark scheme
4–7
2003

3 3
2003

K E Y S TA G E

K E Y S TA G E

3 K E Y S TA G E
K E Y S TA G E

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk

 First published in 2003

© Qualifications and Curriculum Authority 2003

Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is
prohibited without prior written permission of the publisher, unless within the terms of licences issued
by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private
study, criticism or review, or by educational institutions solely for educational purposes, without
permission, providing full acknowledgement is given.

Produced in Great Britain by the Qualifications and Curriculum Authority under the authority
and superintendence of the Controller of Her Majesty’s Stationery Office and Queen’s Printer
of Acts of Parliament.

The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the
Charities Act 1993.

Qualifications and Curriculum Authority

83 Piccadilly
London W1J 8QA
www.qca.org.uk/

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk

Contents

Introduction 3

Reading paper: In Search of Treasure 4

Introduction 4
Assessment focuses for the questions 6
Reading paper mark scheme 7

Writing paper 21

Introduction 21
Writing task 24
Writing paper mark scheme 25
Exemplar responses 28

Shakespeare paper 40

Introduction 40
Henry V 44
■ Writing task 44
■ Writing mark scheme 45
■ Writing exemplars 48
■ Reading task 53
■ Reading mark scheme 54
■ Reading exemplars 55
Macbeth 63
■ Writing task 63
■ Writing mark scheme 64
■ Writing exemplars 67
■ Reading task 73
■ Reading mark scheme 74
■ Reading exemplars 75
Twelfth Night 83
■ Writing task 83
■ Writing mark scheme 84
■ Writing exemplars 87
■ Reading task 92
■ Reading mark scheme 93
■ Reading exemplars 94

2003 KS3 English test mark scheme 1

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
2 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Introduction

This document contains the complete set of mark schemes for the 2003 key stage 3 English papers – the
Reading paper, Writing paper and Shakespeare paper. It includes guidance on the overall structure of
the mark schemes and how they should be applied.

The markers of the 2003 key stage 3 tests will be trained to follow specific guidelines to ensure
consistency of marking in applying the mark schemes.

From 2003 separate levels will be awarded for Reading and Writing. The individual Reading and Writing
mark schemes are not level-related. The Reading level will be awarded on the basis of an aggregation of
the marks achieved on the Reading paper and the Shakespeare reading task. Pupil performance across
the two elements may vary and the marking criteria are designed to recognise and reward a range of
qualities in each. Similarly, the Writing level will be awarded on the basis of an aggregation of the marks
achieved on the Writing paper (longer writing task) and the writing section of the Shakespeare paper
(shorter writing task), and again pupil performance across the two tasks may vary. Pupils will also receive
an overall English level on the basis of the aggregation of the total marks for Reading and the total marks
for Writing.

Final decisions about the 2003 level thresholds, ie for the separate Reading and Writing levels as well
as the overall level for English, will be made on the basis of a review of a wide range of statistical and
qualitative evidence. Level threshold tables, showing the mark ranges for the award of different levels
for Reading, Writing and English, will be published on the QCA website on 23 June 2003.

2003 KS3 English test mark scheme Introduction 3

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Reading paper: In Search of Treasure

Introduction

This paper is a test of pupils’ reading skills. Evidence of pupils’ understanding of a text, in relation
to each question and the assessment focus targeted, is looked for, rather than the quality of their
written expression.

Texts
The Reading paper is a test of unprepared reading. The test is based on a Reading booklet which includes
three texts, covering a range of genres and styles, literary and non-literary, fiction and non-fiction.

Questions
Reading paper

Pupils write their answers in a Reading answer booklet, which includes a variety of questions. The formats
for the answers vary and include tables, short answers and continuous writing. The number of marks
allocated to each question varies between 1 and 5. All pupils within the target range for the test should
be able to access the questions, but not all questions are of equal difficulty. A 1-mark question is not
necessarily an easy question.

Assessment focuses
Each question has an assessment focus which indicates the aspect of reading being assessed. This focus
will help to inform the judgements markers make as they mark scripts. The assessment focuses used in this
paper assess pupils’ ability to:

AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation
and reference to text;
AF3 deduce, infer or interpret information, events or ideas from texts;
AF4 identify and comment on the structure and organisation of texts, including grammatical and literary
features at text level;
AF5 explain and comment on writers’ uses of language, including grammatical and literary features at
word and sentence level;
AF6 identify and comment on writers’ purposes and viewpoints and the overall effect of the text on
the reader.

AF1, use a range of strategies, including accurate decoding of text, to read for meaning and AF7, relate
texts to their social, cultural and historical contexts and literary tradition are not covered in this paper.

4 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Mark scheme
Low-tariff questions
For low-tariff questions (worth 1 to 3 marks), there is a marking key, which indicates the correct answers
for each question and how marks should be awarded. Although this is designed to be comprehensive,
there will be occasions when markers need to use their professional judgement as to whether a particular
response matches one of the specified answers in the marking key. In such cases, markers will check
whether what a pupil has written:

■ answers the question;

■ meets the assessment focus for the question.

Answers which say something sensible about the text but do not answer the question set, or are based on
parts of the text which are outside the specified section, will not be rewarded. Similarly, generic answers
which do not relate to the specific text in question will gain no marks.

For some questions, pupils are required to give textual evidence to support their answers. It is expected
that pupils will give quotations but they should not be penalised if they do not use quotation marks or if

Reading paper
they make a small slip in copying out. In some cases, quotations may be embedded in pupils’ answers
which is also acceptable.

Some questions have designated spaces for different parts of an answer. The principles for awarding marks
vary slightly, depending on the nature of the space provided, as indicated in the table below.

grid Questions 3, 9, 12 pupils can only gain credit if an answer is written

in the appropriate space.

a) and b) part questions Questions 2, 4, 8 pupils answers to a) or b) can only be credited

if they are written in the appropriate space.
An answer placed in the space for a) which is
wrong for a) but correct for b) cannot be
credited.

bullet points Questions 1, 2a, 5 where more than one bullet is given to indicate the
and 11 number of points to be made, answers can be
credited if they fulfil the requirements of the
marking key even if the points appear together
after the same bullet.

In the marking key for low-tariff questions quotations from texts are given in italics. In addition, the
following symbols are used:

/ alternative possible answers which are substantively the same

() parts of answers which pupils do not need to give to gain the mark

• specific/required answers

– examples of acceptable answers

5-mark questions
For 5-mark questions, a set of criteria is provided in three bands which describe the quality of answers
expected. Marks should be awarded according to the criteria using the accompanying sample answers to
confirm judgements. Responses which do not fulfil enough of the criteria for 1 mark should be awarded 0.

2003 KS3 English test mark scheme Reading paper 5

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Assessment focuses for the questions

In Search of Treasure

AF2 AF3 AF4 AF5 AF6

understand, deduce, infer identify and explain and identify and
describe, select or interpret comment on the comment on comment on
or retrieve information, structure and writers’ uses writers’ purposes
information, events or ideas organisation of of language, and viewpoints
events or ideas from texts texts, including including and the overall
from texts and use grammatical and grammatical and effect of the text
quotation and literary features literary features on the reader
reference to text at text level at word and
sentence level

1 2

2a 1

2b 1
Reading paper

Treasure-
3 2
hunting
4 2

5 2

Total 3 2 2 2 1 10

6 1

7 1

8 2
Treasure
Island 9 3

10 5

Total 0 4 5 2 1 12

11 2

12 3
Into the
Tomb of 13 5
Tutankhamun
Total 0 0 2 5 3 10

Total 3 6 9 9 5 32

6 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Reading paper mark scheme

Questions 1–5 are about Treasure-hunting (page 3 in the Reading booklet)

1. According to paragraph 1, what two desires motivate the majority of treasure-hunters?

(up to 2 marks)

AF2: understand, describe, select or retrieve information, events or ideas from texts and use
quotation and reference to text

Award 1 mark each for either of the following points, up to a maximum of 2 marks:

• (the desire) to get rich quick / the fulfilment of dreams;

• (the desire for) excitement.

Reading paper
2.

a) From paragraph 2, give two examples of historical events or stories that are mentioned.

(1 mark)

AF2: understand, describe, select or retrieve information, events or ideas from texts and use
quotation and reference to text

Award 1 mark for any two of the following events or stories:

• (the burial chambers of) Tutankhamun;

• Shi Huangdi (buried with models of his army) / Chinese emperor buried with models of his army;

• (the eruption of) Vesuvius / Pompeii;

• (the sinking of) the Titanic.

Do not accept the phrase burial chambers on its own.

2003 KS3 English test mark scheme Reading paper 7

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 b) Suggest one reason why the writer included a range of examples to support her ideas in paragraph 2.

(1 mark)

AF6: identify and comment on writers’ purposes and viewpoints and the overall effect of
the text on the reader

Award 1 mark for any one of the following reasons:

• to show that (lost) treasure can be found all over the world;

• to show that (lost) treasure has been associated with different times in history;

• to show that (lost) treasure can include big / important finds;

• to show the different kinds of (lost) treasure / different ways treasure can be lost;
Reading paper

• to enable readers to recognise at least one example.

8 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 3. Here are four sub-headings which could be used for the different paragraphs in this text.

Number each sub-heading 1–4 to show the order in which they should be placed in the text.

Number 3 has been done for you.

(up to 2 marks)

AF4: identify and comment on the structure and organisation of texts, including grammatical
and literary features at text level

Award 1 mark if one or two numbers are correct

Award 2 marks if three numbers are correct

The mystery of pirate treasure [3]

Why do people go treasure-hunting? 1

Reading paper
Getting ready to go 4

Adventure – with a sense of history 2

Do not accept any number which appears in more than one box.

4. Explain how the choice of language in the phrase shrouded in ever-greater secrecy (at the end of
paragraph 3) creates a feeling of mystery about pirate treasure.

a) shrouded suggests:

b) ever-greater secrecy suggests:

(up to 2 marks)

AF5: explain and comment on writers’ uses of language, including grammatical and literary
features at word and sentence level

a) Award 1 mark for:

• shrouded suggests covered up / hidden / a link with death.

b) Award 1 mark for:

• ever-greater secrecy suggests that the secrecy / mystery associated with the treasure keeps growing /
becomes more and more (difficult to uncover).

Do not accept:
– an explanation of a meaning of a word which does not relate to the way the word is used in the text;
– the same explanation used for more than one word.

2003 KS3 English test mark scheme Reading paper 9

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 5. The overall impression this text gives is that treasure-hunting is an exciting pastime.

How do you get the impression that treasure-hunting has a negative or less exciting side?

Explain two different ways this negative impression is given and support each answer with a quotation
from the text.

(up to 2 marks)

AF3: deduce, infer or interpret information, events or ideas from texts

Award 1 mark for each explanation, accompanied by a relevant quotation, up to a maximum of

2 marks, eg:

– people go on doing it (like the lottery), even though they know they won’t find anything, eg week
after hopeless week;
Reading paper

– very few people ever find treasure, eg Treasure-hunters sometimes do strike lucky … implies that
they mostly don’t;

– people often put a lot more into it than they get out of it, eg often the time, effort and money invested
are greater than the material rewards;

– treasure-hunting may be linked to other people’s misfortunes, eg the victims of the eruption of the
volcano Vesuvius or the unfortunate people who went down with the Titanic;

– treasure-hunting involves a lot of planning / the preparation for treasure-hunting can be dull or
routine, eg Careful planning is essential or researching the laws on different kinds of treasure;

– some people let treasure-hunting take over their lives, eg Some people ... end up devoting their
lives to it.

Do not accept:
– the same explanation more than once;
– a quotation without an explanation.

10 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Questions 6–10 are about Treasure Island (pages 4–5 in the Reading booklet)

6. Give one detail from paragraph 1 which shows that the narrator and his companions are walking on
high ground.

(1 mark)

AF3: deduce, infer or interpret information, events or ideas from texts

Award 1 mark for any one of the following points:

• lay a little downhill;

• under the shoulders of the Spy-glass Mountain;

• (ever wider) over the western bay.

Reading paper
Accept a quotation or a close paraphrase.

7. In paragraph 2, how is the importance of the third pine tree emphasised?

Explain one way.

(1 mark)

AF6: identify and comment on writers’ purposes and viewpoints and the overall effect of the text
on the reader

Award 1 mark for any one of the following points:

• by making it the third pine tree / the first two were ‘wrong’ / by writing more about the third pine
tree than the other two;

• by emphasising the height / size of the tree (in a number of ways);

• by using nearly a whole paragraph / including a lot of detail to describe the tree;

• by explaining it could be seen from a long way out to sea / it was large enough to be a sailing mark /
landmark for sailors.

Do not accept a quotation without an explanation.

2003 KS3 English test mark scheme Reading paper 11

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 8. In paragraph 3, explain how the choice of language in each of the following quotations shows the way
the men are affected by the thought of the treasure.

a) swallowed up their previous terrors suggests that:

b) Their eyes burned in their heads suggests that:

(up to 2 marks)

AF5: explain and comment on writers’ uses of language, including grammatical and literary
features at word and sentence level

a) Award 1 mark for:

• swallowed up their previous terrors suggests that the terrors / fears the men had before have
completely gone / disappeared.
Reading paper

b) Award 1 mark for:

• Their eyes burned in their heads suggests that the look in their eyes was one of single-mindedness /
determination / greed / anticipation.

Do not accept the men were excited in response to either part of the question.

12 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 9. In paragraph 4, what different impressions do you get of Long John Silver’s state of mind?

Complete the following table by writing down two more quotations from paragraph 4 and explaining
what each of the three quotations suggests about Long John Silver’s state of mind.

(up to 3 marks)

AF3: deduce, infer or interpret information, events or ideas from texts

Award 1 mark for a comment on the given quotation, eg:

Quotation What this quotation suggests about Long John Silver’s

state of mind

his nostrils stood out and quivered – he is impatient / determined to get to the treasure /
agitated

Reading paper
Do not accept excited

Award 1 mark each for a relevant quotation accompanied by an appropriate comment up to a maximum
of 2 further marks, eg:

– he plucked furiously at the – he is irritated at having Jim attached to him /

line that held me to him he is in an angry mood

– turned his eyes upon me – he feels hatred / murderous towards Jim

with a deadly look

– Long John Silver hobbled, – he is determined to get the treasure (although he is

grunting, on his crutch finding it hard to move)

Pupils may choose other relevant quotations.

Do not accept:
– a quotation without an explanation;
– the same explanation of Long John Silver’s state of mind more than once.

2003 KS3 English test mark scheme Reading paper 13

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 10. In the last section of the text, from the line Shaken as I was ... to the end, how is the reader prepared
for the discovery that the treasure has gone?

You should comment on:

– how Jim and the men’s approach to the thicket is described;

– the gradual revelation that something is wrong;
– the way the text ends.

(up to 5 marks)

AF4: identify and comment on the structure and organisation of texts, including grammatical and
literary features at text level

Award marks according to the criteria using the sample answers to confirm your judgements.
Reading paper

Criteria
Award 1 or 2 marks for an explanation which shows some understanding, in relation to the prompts, of how the
description of the approach to the thicket, the gradual revelation something is wrong and the ending of the text
prepare the reader for the fact the treasure has gone. The text may be paraphrased or referred to and the answer
may not address all the prompts. There may be some recognition of the structure of this section of the text but no
comment on its effect.

Award 3 marks for an answer which demonstrates some understanding of how the structure of this section of the
text prepares the reader for the ending. Some relevant features, suggested by the prompts, are clearly identified,
but all the prompts may not be equally fully addressed. Simple points are made about the sequence of ideas or use
of language that show how selected details contribute to the build-up to the discovery that the treasure has gone.
Reasonable references are made to support views.

Award 4 or 5 marks for a response which explores explicitly how the reader is prepared for the discovery the
treasure has gone. The increasing pace of the men, the ‘low cry’, the fact that Silver and Jim come to a dead halt
and the detailed description of the excavation are identified and commented on. Appropriate references are
precisely and concisely made and all the prompts should be addressed. Awareness of the perspective of Jim, or
the impact of the final exclamation at the end of the text, may be shown.

14 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Question 10 Sample answers

They start to run as their approach to the thicket. The writer tells you something is wrong. They see a great
excavation it is Flint.
Identifies a simple point in relation to the first prompt. The writer tells you … is a paraphrase of the second prompt
rather than a point. The third sentence conflates the rest of the text, implying some understanding of what happens.
Limited use of reference and not all the prompts are addressed.
1 mark

Their approach to the thicket is a rush but as the writer gets on to describing that the treasure has gone it slows
down and then ends with a short paragraph of that the treasure has gone.
Shows some understanding of the men rushing at the start, and the significance of the pace slowing down.
Some awareness of the structure of this section in the recognition that it ends with a short paragraph. All three
prompts briefly touched on but there is no use of reference.
2 marks

There approach to the thicket is describing the men as excited and they wan’t to get to the treasure quick.

Reading paper
Then they start to slow down as they realise something is wrong. They become tense and nervous. The passage
end with them looking to where the treasure should be and seeing nothing but packing cases at the bottem.
It ends with a statement so it is clear what happens.
Essential points made in relation to each of the three prompts, showing understanding of how the reader is
prepared for the fact the treasure is gone. No direct quotations but answer linked to the text. All three prompts
addressed but points undeveloped.
3 marks

The journey to the ‘thicket’ is described as being fast paced’ ‘with a sense of eagerness to get to the treasure. Long
John Silver had be going so fast that Jim said ‘it was hard for me to keep up with the rapid pace…now and again
I stumbled’. Long John Silver was obviously very anxious and was leading Jim. Then the breaking of the news
that something was wrong was when ‘Suddenly….we beheld them stop’ it must have been something wrong when
a ‘low cry arose’. The passage ends with the realisation that someone has beaten them to the treasure and they
had not found their riches, that the ‘seven hundred thousand pounds were gone.’
Some exploration of how the reader is prepared for the discovery that the treasure is gone. Some key points in
relation to the prompts are identified and some awareness shown of how sections are linked: Then the breaking…;
The passage ends. Appropriate references selected, especially in relation to the first two prompts. All prompts
addressed but comments on the third less fully developed.
4 marks

The writer describes how they are all stumbling towards the treasure, running as fast as they can and speeding
up to the spot, indicating a climax. Also, they all suddenly stop, indicating amazement and the word ‘suddenly’
shows something has gone wrong. The way Jim and Long John Silver get there is quite similar, ‘Silver doubled
his pace, digging away with the foot of his crutch like one possessed’ shows further that something has gone
wrong. Near the end, it shows how there is an excavation and that someone has beaten them to it, something was
very wrong indeed. The description of the excavation says that the treasure has gone. Finally the writer reveals
the fact that ‘seven hundred thousand pounds were gone!’
Focused response which identifies key points and comments on them. Ideas are linked and clear understanding is
shown of how this part of the text is structured, indicated by Near the end… and Finally. Recognition is also shown
of how linguistic features (suddenly) add to the impact. Appropriate references are precisely selected and all the
prompts are addressed.
5 marks

2003 KS3 English test mark scheme Reading paper 15

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Questions 11–13 are about Into the Tomb of Tutankhamun (pages 6–7 in the Reading booklet)

11. Explain two ways paragraph 1 creates an atmosphere of mystery and suspense at the beginning of
the text.

(up to 2 marks)

AF4: identify and comment on the structure and organisation of texts, including grammatical and
literary features at text level

Award 1 mark each for any of the following points up to a maximum of 2 marks, eg:

– the writer says he can’t see anything which creates a feeling of mystery / suspense;

– the writer says he gradually starts to see things which adds to the feeling of mystery / suspense;

– the fact that the writer sees strange animals creates an atmosphere of mystery because the reader
Reading paper

wonders what was strange about them;

– reference to gold (which is repeated) emphasises a feeling of mystery because the reader wonders
why there is so much of it;

– reference to hot air, the flicker of the candle flame / mist creates a mysterious or spooky scene.

Accept two answers linked to hot air, the candle flame or the mist provided the explanation is
different for each one.

Do not accept:
– a quotation without an explanation;
– the same explanation more than once.

16 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 12. In paragraph 3, how does the writer try to make the reader feel involved in this part of the account?

Complete the following table.

(up to 3 marks)

AF6: identify and comment on writers’ purposes and viewpoints and the overall effect of the text
on the reader

Award 1 mark for any one of the points linked to each of the features of the paragraph:

Feature of paragraph 3 How it helps the reader to feel involved

• the use of the imperative / command / word imagine

at the beginning of the paragraph;

Reading paper
The way the paragraph • the fact the writer addresses / writes to / speaks to the reader
begins (directly) at the beginning of the paragraph;

• the writer asks the reader to put himself / herself in

his position.

• makes the reader wonder what they could see / what is

coming next;
The use of punctuation at
the end of the paragraph • makes the reader realise they were lost for words;

• leaves the reader to make up the next bit.

• makes the phrase in the middle seem like an aside / as though the
writer is talking to the reader / takes the reader with the writer
step-by-step;
The use of dashes in
the first sentence of
• creates a dramatic pause / breaks up the reading and so adds to the
paragraph 3
suspense;

• allows the writer to give more information to the reader.

2003 KS3 English test mark scheme Reading paper 17

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 13. In paragraphs 4 and 5, how does the writer’s use of language suggest the different impressions he gets
of the treasure?

(up to 5 marks)

AF5: explain and comment on writers’ uses of language, including grammatical and literary
features at word and sentence level

Award marks according to the criteria using the sample answers to confirm your judgements.

Criteria
Award 1 or 2 marks for an explanation which identifies one or two examples of what the writer says about his
impressions of the treasure, such as his amazement or his awareness of the beauty. The text may be paraphrased
or referred to but there may be more focus on the writer’s impressions than on how they are conveyed. There may
be some recognition of the language used but no comment on its effect.
Reading paper

Award 3 marks for an answer which shows some understanding of the writer’s use of language to suggest the
different impressions he gets of the treasure, eg the treasure is frightening and beautiful. There is some comment
on language, eg he shows he thinks its beautiful because it’s ‘exquisitely painted’. Relevant references are
included though there may be only limited comment on them.

Award 4 or 5 marks for a response which explores how the writer’s use of language suggests the different
impressions he gets of the treasure, eg he is overwhelmed at first, then finds it impressive and exquisite, and full
of gold. There may be some recognition of the contrasting impressions the writer gets of the treasure, eg it is
impressive but also ‘monstrous’ and ‘uncanny’ and appropriate references are precisely and concisely made.

18 Reading paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Question 13 Sample answers

The writer is constantly describing the things you saw with surprise. He explains that the objects that caught the
eye first were reasonably big objects there.
One or two simple points made in relation to the writer’s impressions of the treasure, in general terms. Limited
reference to the text but no explanation.
1 mark

The writer’s use of language suggest the different impressions he gets of the treasure saying how good they looked
‘brilliant’ to them being horrid and ugle ‘heads throwing grotesque distorted shadows.’
Identifies the fact the treasure looked good and horrid and ugle. These points, supported by references, amount to
a little explanation, with some recognition of the language used.
2 marks

He says that at times he thinks the treasure is quite scary. Also he says how ‘beautiful’ things by using words like
‘glistening’. A lot of the treasure is golden. Also he is overwhelmed by the amount of treasure that he has founed.
He also says that to start with he noticed only the larger objects but then later noticed the smaller objects which

Reading paper
he also found interesting.
Selects some essential points showing general understanding of writer’s impressions of treasure. Choice of
references, eg by using words like ‘glistening’, suggests some awareness of writer’s use of language to suggest
different impressions of the treasure.
3 marks

I think the writer was obviously amazed because it says he refused to believe what he was seeing like it was really
really amazing. And he was shocked by the way he used the adjective ‘monstrous’ about animals which could
mean they were really big and elaborate or scary. The way he says the two gold statues held his attention could
mean they were frightening or really amazing the way they sort of stare at you even though theyre just statues.
Countless other equisitly painted objects shows he thought they were beautiful and obviously he thought the king
was rich and powerful if he had this many belongings.
Some exploration of how the writer shows different impressions of treasure. The writer’s reactions, and how they
range from amazement to shock to intrigue are focused on, but not very precisely. Ideas are sometimes linked and
choice of references indicates awareness of writer’s use of language.
4 marks

The writers use of language suggests the different impressions he gets of the treasure because he use a lot of
contrasting descriptions between the different things in the room. He describes the couches as ‘monstrous’ and
throwing ‘grotesque shadows’, which contrasts with the ‘exquisitly painted’ caskets and the ‘beautiful’ lotus
shaped cup. This shows the different impressions he gets because uses lots of different words that mean exactly
the opposite of each other, showing how varied his impressions of the treasure. He also contrasts how the objects
look individually with how they are arranged in the room. He describes a ‘confused pile of overturned chariots,
glistened with gold’ which contrasts the richness sharply with the mess and clutter associated with the word
‘confused’.
Focused response which explores how different impressions of the treasure are shown. Notion of contrast is
effectively tracked through the text, linked to particular ideas or words. References are selected with some
precision and some linguistic features are commented on.
5 marks

2003 KS3 English test mark scheme Reading paper 19

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
20 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Writing paper

Introduction

The Writing paper is a test of extended writing. There is one writing task linked to one of the writing
purposes triplets in the English order, in this case inform, explain, describe.

Pupils are recommended to spend 15 minutes planning their writing and a planning page is provided for
them to use. This planning does not form part of the test and will not affect the marks awarded.

Assessment focuses
The assessment focuses used in this paper assess pupils’ ability to:

AF1 write imaginative, interesting and thoughtful texts;

AF2 produce texts which are appropriate to task, reader and purpose;
AF3 organise and present whole texts effectively, sequencing and structuring information, ideas
and events;
AF4 construct paragraphs and use cohesion within and between paragraphs;
AF5 vary sentences for clarity, purpose and effect;
AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences;
AF7 select appropriate and effective vocabulary.

AF8, use correct spelling, is assessed on the shorter writing task on the Shakespeare paper.

Mark scheme
For the purposes of marking the writing task on this paper, related assessment focuses have been drawn

Writing paper
together into three strands:

A Sentence structure and punctuation (AF5 and AF6) (8 marks)

B Text structure and organisation (AF3 and AF4) (8 marks)
C Composition and effect (AF1 and AF2) (14 marks)

Vocabulary (AF7) is relevant to all strands and is identified in the criteria where appropriate.

A set of criteria is provided for each strand, based on a common generic mark scheme which, from 2003,
will be used across all key stages and all tasks. The criteria have been customised to relate specifically to
the writing task in this paper and to take account of evidence from pre-testing.

Exemplar answers with marginal annotation and summary comment exemplify how the criteria should
be applied.

2003 KS3 English test mark scheme Writing paper 21

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 For the purposes of marking, the key ideas related to each strand and how these are reflected in the bullet
points in the mark scheme are clarified below:

A Sentence structure and punctuation

First bullet: variety, clarity and accuracy of sentence structures

Second bullet: variety and accuracy of punctuation

B Text structure and organisation

First bullet: coherence

– how the whole text hangs together, including order and
sequence, and structural features such as openings and closings

Second bullet: cohesion

– how different sections of the text are organised, including
grouping of material, connecting and elaborating within
paragraphs / sections

C Composition and effect

First bullet: adaptation to purpose, form and reader

Second bullet: viewpoint

– establishing and maintaining the position / stance of author,
narrator, characters and others
Writing paper

Third bullet: style

– rhetorical effect, choice of language and technical or literary
devices

Marking procedures
The criteria should be applied in the order in which they are given so that a picture of the strengths and
weaknesses of each response is built up cumulatively.

For each strand, a judgement has to be made about which description best matches each script. This
involves balancing those aspects of the performance which meet the criteria for a particular band against
those which do not. To make this judgement it is necessary to look at the description of performance both
above and below the band in question.

The exemplar responses should be referred to in order to clarify features of writing relevant to particular
bands and to help confirm the marks awarded in relation to each set of criteria.

22 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Table showing marks awarded to exemplar responses

Example A: Sentence B: Text structure C: Composition Page

structure and and organisation and effect
punctuation (TSO) (CE)
(SSP)

1 0 2 2 28–29

2 2 2 4 30–31

3 4 4 5 32–33

4 5 6 9 34–35

5 7 7 10 36–37

6 8 8 14 38–39

Writing paper

2003 KS3 English test mark scheme Writing paper 23

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Writing task
Writing paper

24 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Writing paper mark scheme

A Sentence structure and punctuation Marks

Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Simple connectives (and, but, so) link events in the newspaper report (He was fishing down at the
river and then … and then he …). Mostly simple past tense to recount events. Variation in tenses is
A1 0
not always controlled. Noun phrases simply expanded provide limited detail (the little boy, some
local people).
■ Sentences generally correctly demarcated. Some attempt to use other punctuation, such as some use
of inverted commas.

■ Subordinating connectives (when, if, because) establish links between what happened, when and why
(The teenager noticed this hurt dog when …). Some variation in subjects of sentences relating mostly
to people involved in the incident (An old lady … James a young lad …). Different points in the past
A2 signalled, mostly accurately, by varied past tense forms. Expanded noun phrases (quite a calm voice) 1,2
add appropriate detail, and adverbial phrases (after a few minutes) give clarity to the account.
■ Most sentences correctly demarcated with some use of other punctuation, such as inverted commas to
mark direct speech.

■ Sentence structure supports coherent account of events, eg connectives used to focus attention
(Although smoke was pouring out of the house, Jeff went upstairs and ran into the baby’s room …).
Adaptation of verb forms to purpose generally secure, eg tenses to distinguish between current
A3 situation and reported events (The little boy, David, is now in hospital. He and his mother were …), or 3,4
modals to suggest possibility or consequence (could cause an accident …). Placing of adverbial
phrases gives emphasis (Without thinking of the consequences …).
■ Almost all sentences correctly demarcated, with some use of a range of other punctuation, such as
the full punctuation of direct speech.

■ Subordination elaborates and develops sequence of events or relationship between cause and effect
(The fire was so fierce that firefighters were unable to approach …). Movement between tenses,

Writing paper
modals and indirect speech to clarify the shifts between events and comment is handled, mostly
A4 accurately (Jess rescued the dog safely but it could all have ended in tragedy). Objectivity conveyed 5,6
by impersonal constructions (it was an act of bravery …) and information given economically by
expanded noun phrases (the unconscious figure of John).
■ Range of punctuation used, generally securely, to mark structure of sentences and give clarity.

■ Variety of sentence structures used for emphasis and effect (As Simon approached the river, he
started to get concerned because he could not see Andrew anywhere. ‘I thought the worst,’ said
Simon). Secure shifts between tenses show links between the past, present and future (Jodie is a
happy, confident little girl but this wasn’t always the case … She will always be grateful …).
Complex verb forms, including modals, qualify meaning and convey attitude (If it hadn’t been for
A5 Chris, this toddler might have drowned …). Passive constructions foreground particular aspects (Miss 7
Leeves and Peter have both been treated for smoke inhalation …) or indicate what is claimed rather
than known (and they are said to be …). Embedded phrases and clauses and expanded noun phrases
contribute to succinctness.
■ Wide range of punctuation gives clarity, and is sometimes used for effect, such as semicolons to
balance ideas within a sentence.

■ Wide range of sentence structures deployed to control content of the report and to impact on the
reader. These may include short, simple sentences / complex / embedded sentences (Ben, because he
A6 8
acted so bravely, has become a real hero in the town), active / passive, reported / direct speech.
■ Wide range of punctuation deployed to enhance meaning and create particular effects.

2003 KS3 English test mark scheme Writing paper 25

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 B Text structure and organisation Marks
Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Simple overall structure of newspaper report with beginning and ending signalled, eg by headline or
opening reference to teenager, though may be narrative in approach (A fourteen year old girl was
B1 walking home from school with her friend …). Sections or paragraphs sometimes used to clarify 0
main ideas.
■ Within sections, ideas mainly linked through chronological account of events. Some confusion over
pronouns (The boy tried to stop the man and he kept on running), and cohesion may break down at
times.

■ Newspaper report has clear structure with some use of paragraphs or sections to give an account of
what happened and some limited comment, though there may be a lack of balance between the two.
■ Paragraphs often introduced by topic sentences (The bus driver lost his job …). Some development
B2 1,2
of ideas, eg detail in description (the girl had slipped down the bank of the fast flowing river …).
Shifts between the account and comment or reflection may be awkward (These are some of the
people I talked to …).

■ Paragraphs support structure of newspaper report, eg distinguishing between the account and
comment on the events. Some attempt to link paragraphs, eg by adverbials (Ten minutes later …),
or use of textual connectives (Although rescue did come at last …).
■ Within paragraphs or sections, main ideas developed by relevant detail or comment, perhaps from
B3 3,4
different sources (Jon is embarrassed by his fame. His mum says …). Some attempt to establish
effective reference chains, eg through connectives (Many of them panicked. But Clare …), pronouns
(His mother and father usually went … They …) and adverbials (At the other end of the
playground …).

■ Across the whole newspaper report paragraphs or sections vary in length and structure and are
linked in a variety of ways, including temporal (It was a few minutes later when …), causal (Because
of this …) or contrast (But, just as they thought it was safe …) to produce an integrated piece.
Writing paper

B4 ■ Ideas within paragraphs are linked using cohesive devices such as building up points for emphasis 5,6
(Mr Jones slipped on a broken pavement. A council spokesman said that it was due to be repaired.
Local residents claimed …). Reference chains establish effective links between sentences and
develop the explanation (A young boy from … This 15-year old pupil at …).

■ The whole newspaper report is shaped to give clarity and emphasis to meaning, eg ending refers
back to beginning or provides summative or reflective comment on events reported (What was an
ordinary day for teenager Will turned out to be far from that …).
B5 ■ Range of devices supports cohesion within paragraphs, eg summarising, moving from a generalised 7
statement to a specific comment (Anxious pupils, parents and teachers watched … One parent said:
‘He was as brave as brave …’). Variety of effective links between sentences, eg through adverbials,
connectives, pronouns, gives fluency and accuracy.

■ The whole newspaper report is shaped and controlled to achieve particular effects through
deliberately focusing the reader’s attention on the selected aspects reported.
■ Within paragraphs, a range of devices, eg concluding questions, interweaving of report, comment
B6 and reflection, contributes to effective cohesion. Varied sentence links achieved with economy and 8
precision (Early this morning a statement was issued by the hospital. This was the first comment
from doctors at Mannbridge Hospital, which is currently at the bottom of league tables for
hospitals …).

26 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 C Composition and effect Marks
Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Main features of form of newspaper report signalled for reader, although content often
predominantly narrative (A fifteen year old teenager was with his family having a picnic), with little
C1 focus on significance of story. 0
■ Some attempt to adopt reporter’s role but not sustained (I’ve spoken to John and this is what he had
to say …).
■ Some awareness of appropriate style for a newspaper report, eg focus on facts rather than thoughts
or feelings, or limited comment (It was amazing).

■ Main features of form established, eg headline, opening paragraph, conclusion. Selection of content
relevant. Some awareness of public readership in its presentation.
■ Reporter’s role adopted and maintained, eg in the opening (It was reported yesterday afternoon …),
C2 or in obvious journalistic comment (This is an incredible story. I hope it will not be forgotten for a 1,2,3
long time).
■ Some appropriate stylistic features of a newspaper report, eg comments from witnesses,
exaggerated language, but not sustained.

■ Maintains features of newspaper report form to engage reader’s attention, eg in summary of main
facts of the incident. Appropriate selection of detail establishes context and significance of events
reported.
C3 ■ Journalistic viewpoint established to present a particular slant on the story. 4,5,6
■ Stylistic features add emphasis and interest to newspaper report, eg contrast between style used for
reporting and more colloquial / emotional style of individual comments (Tim and I are very, very
grateful – I don’t know what else I can say …).

■ Exploitation of some aspects of form to engage reader’s interest, eg by offering an attention-

catching opening and then withholding information.
C4 ■ Chosen journalistic viewpoint sustained by integrating account of events and comment. 7,8,9
■ Range of stylistic features used to establish the significance of the events reported, eg rhetorical

Writing paper
questions, exaggeration (Could this terrifying ordeal have been avoided?).

■ Form adapted to manipulate reader, eg by deliberate selection and sequencing of material to lead to
focused ending.
■ Chosen journalistic viewpoint developed throughout newspaper report, reflecting an individual
voice, eg humour / moral stance (Jonny was late for school but this time he didn’t get a detention
C5 10,11,12
for it! The bravery of this young person shines like a light in the darkness …).
■ Appropriate style used to present chosen view of the incident. A well-judged range of stylistic
features used for effect, including shorthand descriptions (Anxious mother …) and emotionally
loaded phrases (It was a devastating experience for …).

■ Skilled adaptation of form achieves purpose of the task, eg juxtaposition of account, comment and
reflection, and sequencing of information and ideas. Selection and ordering of material shows some
sophistication or originality to engage reader.
C6 ■ Chosen journalistic viewpoint effectively sustained to make newspaper report sound authoritative 13,14
and convincing, offering a clear perspective on events reported.
■ Particular style, eg campaigning / human interest / light-hearted, well sustained, and a range of
stylistic / rhetorical devices used to explore the incident and support chosen viewpoint.

2003 KS3 English test mark scheme Writing paper 27

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Exemplar responses
Longer writing task Example 1

6(17(1&( 7(;7
6758&785(DQG What was turning out to a normal Saturday 6758&785(DQG
381&78$7,21 663 morning has turned into an heroic story. 25*$1,6$7,21 762

Many people gathered today around the

Mannbridge market, as Mrs Earnist was coming
mostly simple past back home her tyre burst and the car went
straightforward account of
tense to recount events plouging into a wall. The car imediatly burst events (B2)
(A1)
into flames, as Mrs Earnist clambered out her 2
year old son was still in the back of the car.
It was only a matter of time until the car
exploded, as all the school children came
around, one teenager came out towards the car.
simple connective links
events (A1)
As the teenager made a run for the car the
flames got stronger, he carried on running out some detail in description
and opened the back door and pulling he baby (B2)
out.
The teenager Bob Higguns is known as a hero, paragraph introduced by
topic sentence (B2)
the whole of the Mannbridge school was
variation in tenses lacks cheering. As all the school and the crowd were
control and sentence
demarcation confused (A1) deligted. The headmaster of Bobs school had
said "It was very thoughtful of him and caring to
risk his life for that child." Most of the
Neighbours of Bobs had congratulated him.
"It was the nicest deed I’d seen in ages"
Writing paper

The main person the boy has had praise is from cohesion breaks down
the mother of the child. "I was so worried about because of confused word
order (B1)
him, and then that boy came out and saved him."

continued opposite

28 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 1 continued

6(17(1&( 7(;7
6758&785(DQG Another of the people to be surprised was Bobs 6758&785(DQG
381&78$7,21 663 parents, who were thrilled when they heard his 25*$1,6$7,21 762
FRQWLQXHG FRQWLQXHG
uncontrolled variation in
reactions. "Its just like him he helps others no
attempt to link paragraphs
tenses (A1) matter what the consiquences." As the fire by noun phrase (B3)
brigade have reached the scene they have started
cohesion breaks down as
to put out the fire. There has been news that the narration of events is re-
child has suffered very little injurys. introduced (B1)
simple noun phrase provides
limited detail (A1) As now many depart away from the scene many
people will remeber Bob Higguns’ name and
what a great deed that had been done today.

3XQFWXDWLRQ
• most sentences correctly
demarcated (A2)
• some correct use of other
punctuation: commas, an
apostrophe, capital letters
for proper nouns and
inverted commas (A2)

7626XPPDU\ Writing paper

6636XPPDU\ &20326,7,21DQG())(&7 &(
As a whole, the
The lack of consistent • main features of form for a report used, with an appropriate opening response has a
control over tenses, and conclusion (C2) straightforward
combined with the • journalistic viewpoint attempted with events and reactions structure offering a
overuse of the juxtaposed (C2) sequence of events with
connective ‘as’, prevents • some stylistic features appropriate to a report – heightened language limited comment.
the response being (heroic, ploughing, great deed) and inclusion of witness comments (C2) The attempts to link
placed in Band 2. In paragraphs, which
addition, although the &(6XPPDU\ would suggest Band 3,
response sometimes are counterbalanced by
uses punctuation within The response, although without a headline, establishes a sense of being the lack of detailed
sentences correctly, the a newspaper report, especially through its use of comments from witnesses. development, so that
errors in demarcation However, the reporter’s role is not maintained consistently strongly the response merits a
indicate that it should throughout. Also, exaggerated language is used but not sustained mark at the top of
be placed in Band 1. sufficiently for the piece to be given a mark higher than 2, within Band 2. Band 2.

Band A1 – 0 marks Band C2 – 2 marks Band B2 – 2 marks

2003 KS3 English test mark scheme Writing paper 29

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 2

6(17(1&( 7(;7
6758&785(DQG Young Boy Saved By Brave Teenager! 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
Yesterday a young boy was swimming in the sea
subordination helps at Western Super Mair when he got carried out straightforward structure
establish main topic (A2) with clear opening (B2)
to sea by waves.
A onlooker said "The boy was fine at first he
looked as if he was having fun but it soon
changed, when he looked back and saw how far
out he was, he started to panic", another
onlooker said "There was a family of two
expanded noun phrase teenage boys sitting next to us when the eldest of
provides detail (A2)
about 14 years old said to his mother how far out
the boy was, his mother replyed he must not be a
young boy as he seems to far out". The boy then clear structure, if overlong
with sections to give
appeared to be struggling to stay above the account of what happened
water When his mother shouted sombody help (B2)
adverbial clause clarifies
meaning (A2) my young son. As soon as the mother said this
three men and a teenage boy jumped in the sea
and started swimming, the three men were far
subordination establishes ahead for a while but it was the teenage boy who
temporal sequence (A2)
got to the youngster first. On lookers said "I
could not believe my eyes!" The teenager was
later named as Robbin Dobbson from Dudley in
the West Midlands. The boy was soon pulled to
safety but had to be given mouth to mouth to
revive him all of this was done by Robbin. We ambiguity impedes cohesion
Writing paper

spoke to the boy after his fabulous rescue and he (B1)

told us "It was nothing really, I saw the boy was
in trouble and so thought I could help him!" we
asked him How did you know what to do in that
situation? "I have just finished my life savers
course at my local swimming baths last week and
so I was lucky really I knew what to do. We
asked "Did you think about what could have
modals suggest happened to you?" "no not really, all I thought
possible consequence
(A3) was that boy needs help and when the men who
were trying to help to were slowing down, I was
still going strong. So I carried on and carried
out the normal rescue pracidures".

continued opposite

30 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 2 continued

6(17(1&( 7(;7
6758&785(DQG 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762

Introduction
FRQWLQXHG FRQWLQXHG

subordinating connective adds With a grant we could buy them a new playing paragraphs linked by referring
variety to sentence structures and back to previous sentence (B3)
gives more detail (A2) field where they could play all of their games. If
we build a community centre it could benefit
modals suggest possibilities (A2) everyone. The children could go to a youth club
and play sport and parents and other people
could use it as a meeting place.

3XQFWXDWLRQ
• most sentences correctly
demarcated (A2)
• commas separate clauses (A2)

7626XPPDU\ Writing paper

6636XPPDU\
&20326,7,21DQG())(&7 &( Introduction,
Some variation in the development and
subjects of sentences • appropriate form established, but lapses as information about the conclusion are logical
and verb forms, and the rescue is delayed until midway through the second paragraph; and interviewees’
use of inverted commas eye-witness accounts add contextual detail (C3) comments are
indicate this response is • journalistic viewpoint established, but not always well controlled (C3) incorporated with some
at the top of Band 2. It • stylistic features effectively used – a mix of reported comments, success. Therefore,
is kept in this band by narration and interview (C3) although the lengthy
repeated lapses in second paragraph lacks
sentence demarcation &( 6XPPDU\ clear organisation and
and the fact that cohesion breaks down
connectives largely Reasonable attempt at objective position and some awareness of purpose in places, the response
indicate time sequence and audience. However, the piece is presented mostly as a narrative gains a mark at the top
and place, rather than rather than report. This keeps the response at the bottom of Band 3, of Band 2.
focus attention (Band 3). with a mark of 4.

Band A2 – 2 marks Band C3 – 4 marks Band B2 – 2 marks

2003 KS3 English test mark scheme Writing paper 31

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 3

6(17(1&( 7(;7
6758&785(DQG GIRL, 4 RESCUED BY 14 YEAR BOY IN THE 6758&785(DQG
381&78$7,21 663 ZOO!! 25*$1,6$7,21 762

What seemed like a ordinary day at London Zoo

for everyone turned into a nightmare.
Mannbridge School, East London had decided to
take some boys from a year 9 English group on a
variety in tenses clarifies
sequence of events (A3)
trip after finishing their tests. Three days ago on
topic of paragraph
Monday 17th June the class went on a trip to developed by appropriate
London Zoo with thirty pupils. They arrived at selection of detail (B3)
10.30am and had been there for 10 minutes
sentence structures focus when … a pupil strolled off. No one had seen
attention on significance
of event; control of tenses him leave.
paragraphs clearly direct
shows secure adaptation of reader through major
verb forms to purpose (A3) Later on during the day Ms Clayton realised events in the report (B3)
there was a pupil missing after doing afternoon
register. She decided not to alarm the other
pupils but told the other teachers. Ms Clayton
sequencing of the report
noun phrase in apposition went off to look for Jamie Simon, 14 the missing supported by adverbial link
conveys information pupil. (B3)
succinctly (A3)
Ms Clayton had looked everywhere. This is what
she told us "I was terrified. I had looked attempt to direct reader’s
everywhere even in the mens toilets. What made attention by means of
paragraph structure (B3)
it worse was that it was a very busy day."
The zoo manager said "I saw him a few times
before the incident"
Writing paper

continued opposite

32 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 3 continued

6(17(1&( 7(;7
6758&785(DQG 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
FRQWLQXHG FRQWLQXHG
connective used to focus Whilst Ms Clayton was looking for Jamie, Jamie
attention (A3) sequencing of the report
came across a little girl walking into a lions supported by adverbial
cage. Jamie talked us through it and said "I clause (B3)

didn’t think when I saw her walking in. I just

suddenly ran over and went in. The lion was
awake and looking at her and licking his lips. I
saw the meat left for the lion out side, I picked up
two peaces and went straight in the lions face. within the paragraph, ideas
secure adaptation of verb
By this time the girl had found her doll and was developed by relevant detail
(B3)
form to purpose (A3) on her way out not noticing what was going on.
The lion ran and jumped on her back, I ran over
kicked the lion off her and picked her up and ran
out. I locked the gate be hind me just in the nick
of time. Everyone was aplauding me I was a
hero!!"
The little girl’s mum who will not be named said
3XQFWXDWLRQ
"He was outstanding"
• almost all sentences
correctly demarcated (A3)
• use of a range of other
punctuation: commas,
speech marks, apostrophes
for omission and
possession (A3)

6636XPPDU\ &20326,7,21DQG())(&7 &(

Writing paper
The response gives a • headline and opening paragraph used to gain reader’s attention;
coherent account of appropriate selection of detail presents the context (C3)
events, using • reporter’s viewpoint adopted in bringing focus to bear on the
subordination and rescuing hero (C3)
sentence structures • stylistic features effectively convey information, eg the economical
effectively. As all the presentation of essential information for clarity and emphasis
criteria for Band 3 are in paragraph 2; the appropriate style of eye-witness accounts 7626XPPDU\
met, this response (Ms Clayton’s comments) (C3)
merits the higher of the Paragraphs generally
Band 3 marks. It &(6XPPDU\ used effectively to
narrowly misses Band 4, support the
as it includes This response attempts to create a newspaper report and engages the organisation of the
subordination to clarify, reader, especially at the start, by using the necessary style and content. report, with the main
but lacks the greater However, this is not sustained (eg slips into TV report style, talked us ideas supported by
range of structures and through it) which prevents the response moving into the top of Band 3; relevant detail, placing
punctuation required. instead it is awarded a mark in the middle of that band. it firmly in Band 3.

Band A3 – 4 marks Band C3 – 5 marks Band B3 – 4 marks

2003 KS3 English test mark scheme Writing paper 33

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 4

6(17(1&( 7(;7
6758&785(DQG YOUNG GIRL RECEIVES BRAVERY AWARD 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
A young girl from the Boston area has just
received a bravery award. The 13 year old pupil
subordination clarifies
who attends Mannbridge School, Boston rescued cohesion within paragraph
supported by device of
events (A4) one of her fellow classmates who was trapped reformulation (B4)
when the school went up in flames.
The fire started mid afternoon in the cookery
rooms where there was a pan fire. As the fire
was quite big it spread quickly and within
minutes most of the kitchen areas were in flames. paragraphs linked by
impersonal
Peoples were evacuated from the school for references to the passing
construction establishes safety and were ordered to wait on the field of time (B4)
objective tone (A4) opposite the cookery rooms.
While the pupils were waiting a register was
taken for each class in the school to ensure
everyone was out of the building. After 5 minutes
teachers realised 1 pupil was trapped, Sarah
Mason was trapped in the cookery room and was
calling for help.
confident movement
between tenses (A4)
The fire brigade had been called but still hadn’t
arrived 10 minutes had passed. Danielle West
aged 13 went into the burning room to rescue
her friend. Teachers were unaware of Danielle
entering the building and at first didn’t notice
Writing paper

her absence.
Danielle says, ‘I knew Sarah was trapped and paragraphs varied in both
length and structure (B4)
that the fire brigade were taking a while so I just
subordination develops had to try and get her out. I saw that the back
sequence of events (A4)
entrance to the cookery room was open so I got
in through there. I saw Sarah straight away but within the paragraph,
there were flames separating us so I grabbed the cohesion achieved by
narrating events and then
successful movement
fire extinguisher from the canteen and put the commenting on them (B4)
between tenses and modals flames out that were separating us enough so
clarifies shift between that I could get to Sarah. Once most of the
events and comment (A4)
flames were out between us I made a run for it

continued opposite

34 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 4 continued

6(17(1&( 7(;7
6758&785(DQG 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
FRQWLQXHG dodging the flames that weren’t quite out. I FRQWLQXHG
immediatelty grabbed Sarah and dragged her
out through the back entrance. She was ok. At
first I couldn’t believe I had gone in there but
completely.
It was Danielles teacher who first recognised
Danielles bravery she says,
‘Danielle is a very brave girl, we are all proud
of what she has done although dangerous and
risking her own life, she saved Sarah. Sarah
could have died but thanks to Danielle shes still
alive. Congratulations on receiving this award
you deserve it, well done!’
Danielle received her bravery award a week after
the fire. Presenting the award was Chief
firefighter Mark Davies. Mark says,
‘I was honoured to present an award like that to ending links with
opening to produce
a young girl with such bravery, she deserves it!’ integrated piece (B4)
From all of us at the Standard office we would
all like to say well done!

3XQFWXDWLRQ
• almost all sentences

Writing paper
correctly demarcated (A3)
• use of direct speech,
exclamation mark,
apostrophe for omission
and commas within
sentences (A3)

663 6XPPDU\

In this response, &20326,7,21DQG())(&7 &(

subordination clarifies
and develops both • appropriate newspaper format established at outset and confirmed
events and the at end; build-up of detail and eye-witness accounts engage reader 7626XPPDU\
relationship between interest (C4)
various elements. • journalistic viewpoint maintained with events and interpretation At whole-text level,
However, there is some integrated successfully (C4) links are established
insecure demarcation of • range of features evident: information, quotation and concluding and maintained
sentences with comma reflections and comment (C4) effectively. However,
splicing as well as a lack cohesion within
of apostrophes, and &( 6XPPDU\ paragraphs is dependent
commas to mark clauses on content and
within sentences. The The response fulfils all the criteria for Band 4, engaging the reader’s narration rather than
errors in punctuation interest throughout, eg by building up suspense through the references on more sophisticated
would suggest the to the passing of time. It is successful in convincing the reader of its devices. On balance, the
response merits a mark newspaper style though it does not reflect an individual voice as required response is placed at
at the bottom of Band 4. for Band 5. Consequently it gains the highest mark in Band 4. the top of Band 4.

Band A4 – 5 marks Band C4 – 9 marks Band B4 – 6 marks

2003 KS3 English test mark scheme Writing paper 35

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 5

6(17(1&( 7(;7
6758&785(DQG SCHOOL BOY SAVES THE DAY!!! 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
Yesterday, Friday 7th June, Darren Smith, a
pupil from Mannbridge School, carried out a
expanded noun phrase couragous act of bravery.
gives emphasis (A5)
A school trip to the Lake District could have
complex modal conveys ended in disaster had it not been for Darren
both consideration of
possibility and a reflective Smith.
comment (A5)
Darren rescued his school friend Andrew
Davies, from a small lake, after he slipped and report shaped for clarity and
fell in. emphasis, by foregrounding
important information
Darren, who knew Andrew was not a strong (the immediate context and
embedded adjectival clause rescue) and withholding
conveys information
swimmer, saw that he was in trouble and pulled additional information until
effectively and concisely him to safety. Andrew was taken to the nearby the eye-witness response
(A5) hospital but was later discharged. (B5)

Andrew said later, "I can’t thank Darren enough

for what he did. If he hadn’t been there, who
knows what may have happened."
expanded noun phrase, The group of about twenty school children,
with accompanying
adjectival phrase, gives accompanied by two teachers, were on a field
information economically trip to take a look at the famous lakes.
(A4)
One of the teachers, Mrs Langton, who
accompanied the group said, "I heard a splash
and then turned around. I couldn’t believe my
Writing paper

eyes when I saw Darren pulling Andrew out of

the lake. Darren didn’t panic, but took control
of the situation. Well done!"
When asked about his act of bravery Darren
said,

continued opposite

36 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 5 continued

6(17(1&( 7(;7
6758&785(DQG 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
FRQWLQXHG "I just did what I hope anyone would do. I FRQWLQXHG
didn’t really think about what I was doing, I just
did it."
Too many people have accidents around lakes.
secure shifts between tenses We just hope that Darren’s act of bravery will sense of a shaped article,
created by closing, reflective
(A5) inspire others to do the same, if they ever find comments which relate back
themselves in that situation. to the opening (B5)

3XQFWXDWLRQ
• wide range of punctuation
used to give clarity, eg commas
to mark clauses, apostrophes,
exclamation mark and
punctuation of speech
(A5)

Writing paper
7626XPPDU\

The report is consciously

shaped for clarity,
emphasis and some
aspects of text
coherence, eg the
663 6XPPDU\ &20326,7,21DQG())(&7 &( selection and
foregrounding of
The response uses a • conscious and sustained adaptation of newspaper report format (C5) relevant information
variety of sentence • journalistic view sustained, with an individual voice at end (C5) in the first four
structures for effect, eg • compact style interweaving information and reaction effectively, paragraphs, which
in the final paragraph, to present a clear view of the event (C5) makes it close to Band
and also reveals a 6. However, the limited
confidence in handling &(6XPPDU\ length of paragraphs
a variety of tenses and restricts the
verb forms. Punctuation The response, from its attention-seeking headline to its more objective opportunities to apply
is accurate and used to commentary in the concluding paragraph, is designed to attract and a range of devices to
create clarity in different convince the reader. The concise style is effective though the lack of support cohesion, and
ways, justifying a mark developed detail indicates that the piece merits a mark at the bottom thus keeps the response
in Band 5. of Band 5. in Band 5.

Band A5 – 7 marks Band C5 – 10 marks Band B5 – 7 marks

2003 KS3 English test mark scheme Writing paper 37

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 6

6(17(1&( 7(;7
6758&785(DQG Mannbridge Weekley News nd
2 May 2003 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
TEENAGER SAVES NEPHEW
Yesterday in an act of great bravery local
teenager, Lizzie (16), saved her nephew,
Alexander (2), from the wreckage of W H Smith
range of sentence structures
in Mannbridge Road.
evident: concise opening
sentence followed by more The store was set ablaze and destroyed by a gas
expansive complex explosion in a pipe across the road outside
sentences (A6) Argos. Miss Barnes and her nephew were
shopping in Smiths as she had a day off for study
expanded noun and leave. At approximately 10.20am yesterday Miss
adverbial phrases add detail Barnes and her nephew were in the rear of the
and create variety (A6)
store when the pipe burst. The explosion, which variety of length, structure
police say was the result of a slow gas leak, and content of paragraphs
ripped through Argos, W H Smith and the controlled for effect (B6)
surrounding shops resulting in 11 deaths and 42
major injuries.
Falling debris from the surrounding buildings
meant the emergency exits for the store were
blocked making escape even more difficult for
Miss Barnes. After a great struggle with piles of
masonry, concrete and brick Miss Barnes
managed to get herself, and her nephew and 4
others out of the building and to safety.
Writing paper

Eyewitnesses say that the girl showed "extreme

skilful juxtaposition of courage" and "acted more calmly than others
embedded quotations may have done in her situation." When
and comments, clearly interviewed the store’s manager said "Myself
indicated by punctuation
(A6) and my staff are eternally grateful to Lizzie. She
may not have moved tons of anything major but
she did open the exit and got us out. That is the
difference between us being here and me and my position of summative,
reflective comment for
staff all being dead". emphasis and to support
overall direction of report
(B6)

continued opposite

38 Writing paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Longer writing task Example 6 continued

6(17(1&( 7(;7
6758&785(DQG 6758&785(DQG
381&78$7,21 663 25*$1,6$7,21 762
FRQWLQXHG Miss Barnes is in Mannbridge County Hospital FRQWLQXHG
under close observation after her terrifying interweaving of report and
well-controlled ordeal. A family friend described her mood as comment (B6)
integration of report and
quotation (A6)
"upbeat, considering what she has been through
in the past couple of days".
The police have launched a formal investigation
into the explosion. It is hoped whoever is
well-controlled and responsible for this appalling tragedy will be
complex passive
construction used to lend held accountable for the deaths of all eleven
further authority to notion lives claimed.
of formal investigation (A6) counterpointing of ideas
After this great tragedy a small glimmer of used for emotive effect in
topic sentence (B6)
touching bravery shines through. The story of a
young teenager and her basic instincts to closing comment
incomplete sentence
structure creates dramatic preserve the life of her sister’s toddler son. deliberately and carefully
effect (A6) positioned for maximum
effect on the reader (B6)

3XQFWXDWLRQ
• range of punctuation used
accurately and for particular
effect, eg commas and
brackets to stack information
in opening paragraph
concisely; commas to help
clarify complex sentences
(A6)

Writing paper
7626XPPDU\

The response is totally

controlled with
structure enhancing
6636XPPDU\ &20326,7,21DQG())(&7 &( meaning throughout.
Comment on quotation
A wide range of • low-key but effective headline and opening made more memorable has been interwoven
sentence structures when enhanced by conclusion; report builds carefully and leaves with reporting of
conveys ideas succinctly reader to reflect at end (C6) events to give variety to
for emphasis and • convincing journalistic style, authoritative with a clear viewpoint (C6) the report. Throughout
impact. Punctuation is • style sustained throughout with convincing combination of reportage, this response, length,
used accurately to quotation and reflection (C6) structure and content
clarify the meaning of of the paragraphs have
complex sentences &(6XPPDU\ been deliberately
especially when giving controlled to create
quotations from A response which both convinces and engages the reader throughout. authenticity and
witnesses. It is therefore The last paragraph with its metaphor, exaggerated language and its maximum emotive
placed in the top of dramatic incomplete final sentence completes the effect of a newspaper effect. It merits the
Band 6. report. It therefore gains full marks at the top of Band 6. highest mark.

Band A6 – 8 marks Band C6 – 14 marks Band B6 – 8 marks

2003 KS3 English test mark scheme Writing paper 39

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Shakespeare paper

Introduction

The Shakespeare paper is a test of both Writing and Reading. Section A assesses pupils’ writing only: three
tasks are set, one linked to each of the three specified Shakespeare plays, Henry V, Macbeth and Twelfth
Night. Section B assesses pupils’ understanding of two extracts from the scenes or sections from each play
designated for study. One Reading task is set on each play.

Writing task
The Writing task on the Shakespeare paper is designed to elicit succinct responses. Each Writing task
relates to themes and ideas arising from pupils’ study of one of the set plays and is linked to one of the
designated writing purposes triplets in the English Order. For 2003 the Shakespeare Writing tasks relate to
the following triplets:

Henry V persuade, argue, advise;

Macbeth analyse, review, comment;
Twelfth Night analyse, review, comment.

The assessment focuses used in this task assess pupils’ ability to:

AF1 write imaginative, interesting and thoughtful texts;

AF2 produce texts, which are appropriate to task, reader and purpose;
AF4 construct paragraphs and use cohesion within and between paragraphs;
AF5 vary sentences for clarity, purpose and effect;
AF6 write with technical accuracy of syntax and punctuation in phrases, clauses and sentences;
AF7 select appropriate and effective vocabulary;
AF8 use correct spelling.

AF3, organise and present whole texts effectively, sequencing and structuring information, ideas and
events, is not assessed in this paper. Italicised text in AF4 is also not assessed. See below.

Writing task mark scheme

For the purposes of marking the writing tasks on this paper, related assessment focuses have been drawn
together into three strands:

D Sentence structure, punctuation and text organisation (AF4, AF5 and AF6) (6 marks)
E Composition and effect (AF1 and AF2) (10 marks)
F Spelling (AF8) (4 marks)
Shakespeare paper

Vocabulary (AF7) is relevant to all strands and is identified in the criteria where appropriate.

Because the tasks are designed to elicit succinct responses there is some change of emphasis in the
assessment focuses grouped to form strand D: AF3 is not assessed, nor is construct paragraphs or
cohesion between paragraphs from AF4.

40 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
A set of criteria is provided for each strand, based on a common generic mark scheme which, from 2003,
will be used across all key stages and all tasks. The criteria have been customised to relate specifically to
the writing tasks in the paper and to take account of evidence from pre-testing.

Exemplar answers with marginal annotations and summary comment exemplify how the criteria should
be applied.

For the purposes of marking, the key ideas related to each strand and how these are reflected in the bullet
points in the mark scheme are clarified below.

D Sentence structure, punctuation and text organisation

First bullet: variety, clarity and accuracy of sentence structures and

cohesion
– how different sections of the text are organised, including
grouping of material, connecting and elaborating within
paragraphs / sections

Second bullet: variety and accuracy of punctuation

E Composition and effect

First bullet: adaptation to purpose, form and reader

Second bullet: viewpoint

– establishing and maintaining the position / stance of author,
narrator, characters and others

Third bullet: style

– rhetorical effect, choice of language and technical or literary devices

F Spelling

use correct spelling

Marking procedures
The criteria should be applied in the order in which they are given so that a picture of the strengths and
weaknesses of each response can be built up cumulatively.

For each strand, a judgement has to be made about which description best matches each script. This
involves balancing those aspects of the performance which meet the criteria for a particular band against
Shakespeare paper

those which do not. To make this judgement it is necessary to look at the description of performance both
above and below the band in question.

The exemplar responses should be referred to in order to clarify features of writing relevant to particular
bands and to help confirm the marks awarded in relation to each set of criteria.

2003 KS3 English test mark scheme Shakespeare paper 41

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Reading task
The Reading task on the Shakespeare paper is a test of prepared reading via a single task. It tests the same
set of skills as are assessed on the unseen texts on the Reading paper. The emphasis is on pupils’ ability to
orchestrate those skills and demonstrate their understanding of and response to the Shakespeare text they
have studied and so the assessment focuses are not separately identified.

Each task targets one of the following areas related to the study of a Shakespeare play:

■ character and motivation;

■ ideas, themes and issues;
■ the language of the text;
■ the text in performance.

In 2003, the areas targeted for assessment are:

Henry V ideas, themes and issues;

Macbeth character and motivation;
Twelfth Night the language of the text.

Reading mark scheme

There is one set of criteria for each task. Exemplar answers with marginal annotation and summary
comment exemplify how the criteria should be applied.

The criteria for these tasks are based on a generic mark scheme. The criteria have been customised to
relate specifically to the tasks and to take account of evidence from pre-testing.

Pupils are required to write about both of the extracts printed on the question paper. Responses which
refer to one extract, or only refer to the second in the briefest way, should be judged initially in relation to
the quality of understanding shown and then awarded the mark at the equivalent marking point in the
band below. Uneven coverage of the extracts in a pupil’s response will be addressed by the normal
marking process: a best-fit judgement taking into account the quality of understanding shown and the
coverage of the extracts.

A response which does not fulfil enough of the criteria for Band 1 should be awarded 0.
Shakespeare paper

42 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Table showing marks awarded to exemplar responses

Writing

D: Sentence structure, E: Composition F: Spelling Page

punctuation and text and effect (SP)
organisation (SSPTO) (CE)
Henry V
Example 1 0 1 1 48
Example 2 4 5 2 49
Example 3 5 7 3 50–51
Macbeth
Example 1 2 1 1 67
Example 2 4 6 3 68–69
Example 3 6 10 4 70–71
Twelfth Night
Example 1 1 2 1 87
Example 2 3 5 3 88–89
Example 3 5 8 4 90–91

Reading

Mark Page
Henry V
Example 1 2 55
Example 2 5 56–57
Example 3 8 58–59
Example 4 13 60–61
Macbeth
Example 1 4 75
Example 2 9 76–77
Example 3 11 78–79
Shakespeare paper

Example 4 17 80–81
Twelfth Night
Example 1 1 94
Example 2 6 95
Example 3 11 96–97
Example 4 14 98–99

2003 KS3 English test mark scheme Shakespeare paper 43

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Writing task

In Henry V, Henry gives a number of speeches to encourage his troops into battle.

Give it all you’ve got!

Imagine you are:

• the captain of a sports team facing an important match;

or
• the director of a school play;
or
• responsible for organising a big charity event.

You want to speak to everyone just before the event starts, to persuade them
to do their best. These are your notes:

– this is the big day ........

– do your best ........

– last-minute advice ........

– thank you ........

Write your speech.

Henry V Writing

20 marks including 4 marks for spelling

44 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Henry V Writing mark scheme

D Sentence structure, punctuation and text organisation Marks

Band available
This band is included to help differentiate writing which, while showing some fluency
and accuracy, does not merit a mark.
■ Simple connectives (and, but, so) link clauses to support straightforward assertions (Today is going
to be a great day and we are going to enjoy it …). Mostly present tense (now is the time …) and
D1 0
imperatives (Play your best …), not always controlled, to encourage / exhort group. Simple expansion
of noun phrases adds limited detail (the big moment, your last match). Within sections or paragraphs,
some attempt to maintain links between ideas.
■ Sentences generally correctly demarcated. Some attempt to use other punctuation.
■ Sentences generally grammatically sound with some variation in structure to develop points, eg
subordinating connectives to express what to do in possible circumstances (If you make a mistake,
just carry on), or related to time (Before you go out there … when it’s all over …). Tense changes
D2 convey what lies before or after the event (after all the hard work you have done …). Within sections
1,2
or paragraphs, content is organised, eg around a key message of the speech.
■ Most sentences correctly demarcated with some use of other punctuation.
■ Some range in sentence structures varies the appeal made to the group, eg simple commands (beat
the opposition), subordination to develop exhortation (You will go out and win because you are the
best). Variation in verb forms gives clarity and emphasis, eg modals to express determination (we
D3 3,4
will win …) or to convey intention (I would just like to say …), obligation or possibility. Within
sections or paragraphs, main ideas developed by example or detail.
■ Almost all sentences correctly demarcated with some use of other punctuation within sentences.
■ Length and structure of sentences varied to support the appeal made to the group, eg short sentences
for impact, variation in word order to foreground particular points (Winning this last game of the
D4 season …), changes in subject for contrast (I’ve always believed … You know you …). Within 5
paragraphs, ideas linked or sequenced to give force to the exhortation.
■ Punctuation used, generally securely, to mark structure of sentences and give clarity.
■ Range of sentence structures contributes to impact of speech. Variety of verb forms, including
imperatives, tense changes and modals, underlines the significance of the occasion, eg by
emphasising shifts between past efforts and future consequences / intention (it’s been hard work …
D5 we must prove we can do it … if you … this show will be a success …). Controlled placing of 6
adverbial and expanded noun phrases gives concision. Within paragraphs a range of devices
supports links between ideas, eg connectives, summarising, reformulating.
■ Range of punctuation used to clarify meaning and create particular effects.
Henry V Writing

2003 KS3 English test mark scheme Shakespeare paper 45

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V

E Composition and effect Marks

Band available
This band is included to help differentiate writing which, while showing some fluency
and accuracy, does not merit a mark.
■ Some awareness of purpose and audience evident in some features of spoken language and
presentation of relevant key messages (Right everyone, this is your big day).
E1 0
■ Some attempt, not always sustained, to adopt the role of leader / captain / director, though some
awkwardness apparent (hello, I’m going to talk to you).
■ Shows awareness of appropriate style to encourage, though often limited to cliché. Vocabulary
generally relevant to topic (big match, first night).
■ Appropriate tone mostly maintained with selection and presentation of relevant material, eg key
messages are clear (I want to say first …). Attempt to engage audience’s interest shown in direct
address (You’re all here today to do your best …).
E2 ■ Adopted role maintained, mostly consistently. Speaker’s attitude to event / occasion clearly 1,2,3
conveyed, eg in the opening (At last this big day has come for us all …).
■ Some appropriate stylistic features help convey key messages, eg repetition (Do it for your mums,
for your dads …).
■ Speech maintains appropriate tone for purpose, eg by establishing level of formality appropriate to
context and audience (I know you guys will …), maintaining clear focus on key messages.
■ Role of leader maintained consistently and an appropriate voice used to convey significance of the
E3 occasion for him/herself and others (I just want to say again, and you’ve heard this before …). 4,5,6
■ Appropriate stylistic devices support the purpose of the talk, eg exaggeration (This is the biggest
moment of your life …).
■ Audience’s interest sustained by variation in tone and level of formality, eg through an arresting
opening (It’s the day and the moment we have been working towards …).
■ Chosen voice is effectively controlled to create rapport with the audience and establish convincing
E4 leadership (You have been the best group of people to work with. You all know how …) 7,8,9
■ Range of stylistic devices varies the appeal and gives emphasis, eg aphorisms (it’s not winning,
but …), emotive language (You’re just stars), building to a climax.
■ Purpose of task fulfilled with tone adapted to manipulate audience, eg by anticipating fears or
objections of audience, personal appeal (I know you are all both nervous and excited … All I ask of
you is …).
■ Voice used conveys sense of urgency or significance of occasion, taking into account different
E5 10
perspectives on potential outcomes (Now, on the day, at this moment we’ve all worked for, you may
think that winning is the only …).
■ Appropriate and individual style deployed to match the occasion and audience, eg rhetorical
questions, humour.
Henry V Writing

46 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Henry V

F Spelling Marks
Band available
Main criterion: the spelling of simple and common polysyllabic words is usually accurate.

Likely patterns of error:

F1 ■ There may be some confusion of more complex homophones (eg course / coarse, breaking / 1
braking), phoneme omission (eg rem[em]ber).
■ There may be errors in using suffixes and prefixes (eg tryed, familys, dissappear, hoping / hopeing
/ hopping).

Main criterion: the spelling of words with complex regular patterns is usually accurate.

F2 Likely patterns of error: 2

■ There may be incorrect hyphenation of some compound words (eg re-act, grand-father).
■ There may be errors in more complex suffix formations (eg responsable, physicly, basicly).

Main criterion: most spelling, including that of irregular words, is usually correct.

F3 Likely patterns of error: 3

■ Errors may occur with unstressed vowels (eg dependant, definately) or with consonant doubling in
some more complex words (eg embarrasement, occassionally, adress).

Main criterion: virtually all spelling, including that of complex irregular words, is correct. Any
F4 4
errors stand out as untypical or one-off slips.

A response which does not fulfil the criteria for Band F1 for spelling, should be awarded 0.

Henry V Writing

2003 KS3 English test mark scheme Shakespeare paper 47

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Writing Example 1

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21

regular use of simple Congratalations! You have worked so hard for

connectives (D1)
this play and the time you have spent has gone so
quickly. Now this is the moment we have all been
waiting for and just rember to practise evethink
we have leanted and to do your best. Now if you full stops used correctly,
forget anythink at all just think of somethink apart from one omission.
No use of commas. One
that make sence. I want to thank you for all the occurrence of exclamation
tense variation indicates
hard work and effort you have put in to this mark, used correctly (D1)
background and event you have given up most of your time these
immediate context (D2) last couple of weeks so go out there and show some attempt to link ideas
them what your made off. (D2)

6HQWHQFHVWUXFWXUH &20326,7,21DQG())(&7 &(

SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\ • some features of spoken language evident, but not developed;
awareness of audience is clear (E2) 6SHOOLQJ
Sentence structure • role adopted, but without much development; speaker’s feelings
Henry V Writing

shows some fluency, conveyed to some extent (E2) Omission of phoneme,

with simple connectives • some appropriate stylistic features (empathetic opening, eg: rember, errors in
favoured. Tense repetition of ‘now’ and focusing closure) (E2) common words, eg
variation evident, but somethink, and simple
punctuation confined to &(VXPPDU\ homophones, eg your /
full stops and single you’re, of / off, mean
exclamation mark so This response is clear with a degree of immediacy and an appropriate tone this response gains a
overall this response which suggests it merits a mark in Band 2. It is undeveloped which is why mark in Band 1 for
falls into Band D1. it gains a mark at the bottom of that band. spelling.

Band D1 – 0 marks Band E2 – 1 mark Band F1 – 1 mark

48 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Writing Example 2

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21

OK team, the day has come. We’re facing

Germany for the World cup final. This is a big
range of sentence day for us, a chance to show the World what we almost all sentences
structures varies the correctly demarcated
appeal (D3) are made of. Go out there and do your best, do (D3)
what you have trained so hard to do.

Be the best, do your best and most importantly

beat the best. Remember the plan, remember your
imperatives and
superlatives give emphasis
possitions, hold back their attacks, take away use of commas in
(D3) their goals and make them your own. If you get listing, in marking off
that ball, do with it what you know you have to. a subordinate clause,
and for emphasis (D4)
subordination to expand
ideas attempted (D3) One last thing that I would like to say to you
now. Keep up your defence but also keep
main ideas in each
modal conveys intention attacking. You have worked hard and trained paragraph developed
(D3) hard as a team. Now go out there and claim what with some supporting
you have worked so hard for. Hold the cup in detail (D3)
your hands, and be prowed to be British. Thank
you.

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\ &20326,7,21DQG())(&7 &(

A range of sentence • audience and purpose clearly established, with delivery of forceful,
structures and verb rather than well-considered messages (E3)
forms creates an urgent • role of leader consistently held, and significance of the event 6SHOOLQJ
Henry V Writing

sense of appeal. emphasised but not convincingly established (E3)

Structure aided by the • appropriate stylistic devices – repetition, building up to a climax – Secure in simple, and
secure use of the full support purpose (E3) common polysyllabic
stop and commas forms, but uncertain
within sentences. All &(VXPPDU\ with the more complex,
the criteria for D3 are eg possition, and
fulfilled so the higher A consistent attempt to motivate the team by focusing on key messages irregular, eg prowed,
mark in the band is (do your best, be prowed to be British), in a style of emphatic exhortation. forms which indicates
awarded. Some stylistic devices add an extra dimension, placing it firmly in Band 3. Band 2.

Band D3 – 4 marks Band E3 – 5 marks Band F2 – 2 marks

2003 KS3 English test mark scheme Shakespeare paper 49

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Writing Example 3

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21

This is the big day today as it is our first

changes in subject performance to the public. We have been working
for contrast (D4) on this for almost three months now and all of
you have put your hearts and souls into learning
the words and the preperation for the play. I almost all sentences
correctly demarcated
thank you all for this opportunity to perform this (D3)
structure of sentences play as you all added to this experience to make
varied to support appeal this happen. All your costumes look brilliant and
(D4) I hope you blow the audience away.

well-judged use of Do your best tonight and keep your mind on the
imperative (D4)
play and not how you look in front of your
mates. Everyone has been looking forward to this
day and I hope it all goes well so we can perform linked ideas give
force to exhortation
other plays in the future. This could be your 15 (D4)
minutes of fame tonight as scientific tests say.

inversion of word Some last minute advice I am going to give you

order to foreground a
particular point (D4) is have fun out there. It’s not like we are
performing at the Millenium Dome in front of
length and focus of thousands of stars and millions of viewers at
sentences quite varied (D4) home. It is a school play and people don’t expect
you to be as good as the movie stars, like Ben
Affleck and Julia Roberts! Like I said before just exclamation marks
have fun out there. Enjoy it! reinforce humour
(D4)
Shakespeare
Henry V Writing
paper

continued opposite

50 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Writing Example 3 continued

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21
FRQWLQXHG FRQWLQXHG

Once again thankyou for letting this dream come

true and giving me the pleasure of introducing
our play to the public. Thankyou! Now lets get
everything rolling!

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\
&20326,7,21DQG())(&7 &(
Sentence structure
shows some variety to • sustains audience’s interest by variation in tone from humorous to
support the appeal emotive (E4) 6SHOOLQJ
made to the group. • consistently positive, reassuring voice (E4)
Henry V Writing

Ideas are linked • some awkwardness of expression undermines the informality of the Most spelling, including
effectively and appeal (E3) opportunity,
punctuation is used experience, scientific, is
accurately, and &(VXPPDU\ accurate. Errors with
sometimes for effect, unstressed vowel,
but not specifically to This response does attempt to sustain interest through adoption of a eg preperation, and
aid clarity. Overall this particular voice and variation of tone, which suggests it should be placed consonant doubling,
response merits a mark in Band 4. The weaknesses in style / precision (like the scientific tests say) eg Millenium, place this
in Band 4. keep it at the bottom of the band. response in Band 3.

Band D4 – 5 marks Band E4 – 7 marks Band F3 – 3 marks

2003 KS3 English test mark scheme Shakespeare paper 51

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
52 Shakespeare paper 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Henry V Reading task

Henry V

Act 1 Scene 2, lines 234 to 297

Act 4 Scene 3, lines 88 to 125

In these extracts, how is the idea of strong leadership explored

through the character of Henry?

Support your ideas by referring to the extracts which are printed on

the following pages.

18 marks

Henry V Reading

2003 KS3 English test mark scheme Shakespeare paper 53

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading mark scheme

Reading criteria Marks

Band available
A few simple facts and opinions about what Henry says or does in these extracts, eg in the first,
he has an answer for the Dauphin, and in the second, he sends Montjoy away, though some
1 1,2,3
misunderstanding may be evident. Parts of the extracts are retold or copied and answers may be only
partly relevant.
A little explanation showing some awareness of the more obvious ways in which Henry is a strong
leader, eg in the first extract, he stands up to the French, and in the second, he does not agree to
2 be ransomed. Comments relevant, but mainly at the level of plot, eg Henry is not afraid to fight for 4,5,6
his country. Some broad references to how Henry speaks, eg in the first extract, he speaks calmly.
A few words or phrases are mentioned although the selection is not always appropriate.
Some general understanding of Henry’s strong leadership, eg in the first extract, he says the Dauphin
will regret his mockery, and in the second, he speaks of his men as heroes, although points may be
3 undeveloped. Some limited awareness of the language Henry uses, eg in the first extract, he does not 7,8,9
show any anger when he’s given the insulting gift of tennis balls, with points illustrated by relevant
references to the text.
Some discussion of how the idea of strong leadership is explored through the character of Henry, eg
in the first extract, he shows his strength through his control and confidence, and in the second, he
4 is unafraid and able to make a bad situation sound positive, though the same quality may not be 10,11,12
evident throughout. Awareness of Henry’s use of language and its effects, eg in the second extract, he
speaks proudly to raise the spirits of his army, with ideas developed by relevant references to the text.
Clear focus on how the idea of strong leadership is explored through the character of Henry in these
extracts, eg in the first, he is calm and determined in his response to the Dauphin’s insult, and in the
second, he is proud and not afraid to face death in battle. An understanding of Henry’s use of
5 13,14,15
language, eg in the first extract, he uses his wit to turn the insult of the tennis balls back onto the
sender, and in the second, he refers to himself and his men as ‘we’ to show support and strength.
Well-chosen references to the text justify comments as part of overall argument.
Coherent analysis of the idea of strong leadership showing insight into how the idea is explored
through the character of Henry, eg in the first extract, his calm self-control makes his declaration of
war more threatening, and in the second, his imagination is capable of presenting his soldiers as a
6 threat to France even when dead. Appreciation of the effects of language in presenting strong 16,17,18
leadership, eg in the first extract, his repetition of ‘tell the Dauphin’ emphasises his superiority and
strength, and in the second, his politeness to the herald actually emphasises his contempt. Comments
and precisely selected references to the text integrated into well-developed argument.
Henry V Reading

54 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 1

Strong leadership is explored through the

character of Henry by Henry making good
decision’s about what to do, and handling
situations well. He turns the Dauphins gift into generalised recognition
more of a joke than anything spiteful. He of features of Henry’s
declares war but doesn’t go flying of the rails behaviour, with
attempts at supportive
and demands everything, he sends a message to illustration
the army to prepare for war.

After war Henry talks of the he died fought well,

but doesn’t want them to have to be buried on response moves out
some misunderstanding of focus
the battle field where French will be.

He gives long but encouraging speeches that get

his men hyped up for battle.
simple comments not
clearly rooted in text
He encourages his men and doesn’t always act
like he’s better than them.

Henry V Reading

6XPPDU\

This response has some simple observations about Henry’s worth, but is only partly relevant. Task and
textual focus limited, particularly in relation to the second extract, and there is some misunderstanding.
The provision of only very generalised comments keeps this response in the middle of Band 1.

Band 1 – 2 marks

2003 KS3 English test mark scheme Shakespeare paper 55

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 2

Henry has been challenged in Act 1 scene 2. As

the Ambassador speaks, Henry is challenged to recognition of the
not let his country down. The first clash between challenge Henry
Henry and the Ambassador is when Henry says, faces as a test of
his leadership
‘Your greeting is from him, not from the King.’ selection of a
quotation, with a
This paragraph tells us that the Dauphin thinks little explanation
some general
his just as important, because he is the same age
awareness of as Henry, but he is not as important because
Henry’s situation Henry is a King.
In the next section where the King replies to the
Ambassador, Henry refers to a ‘christian King.’ appropriate
quotation with a
This shows us that Henry gets his leadership little explanation
from God. If a King was not a Christian, he was
refered to as a bad king. This tells us that Henry
is a strong leader.
Later on in the passages, Exeter says to Henry as
a reply of ‘what treasure, uncle?’
quotations not
well selected ‘Tennis balls, my liege’.
This sentence makes you think that Henry is broad references to
how Henry speaks
going to explode, instead, he replied calmly, ‘We
are glad the Dauphin is so pleasant with us …
We will in France, by God’s grace, play a set.’
This sentence is unbelievable, no-one can act as
calm as this!!!
In Act 4 scene 3 Henry proves that he does not
recognition of a give up easily, Montjoy asks him about being
relevant point, but ransomed, he does not say much about being
failure to provide
appropriate support
ransomed instead he gives examples,
Henry V Reading

continued opposite

56 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Henry V Reading Example 2 continued

‘There is not a piece of feather in our host …’ selected quotation

not explained
Then on the last sentence he says, ‘Tell the
constable.’
Henry has proved he is a good leader especially
when he says, ‘Come thou no more for ransom, point not explained
gentle Herald. They shall have none, I swear but
these my joint’ …

Henry V Reading

6XPPDU\

This response shows some awareness of the more obvious ways in which Henry is a strong leader. The selection
of quotations is not always appropriate, but the response offers enough explanation and broad reference to
language to place it in the middle of Band 2. Awareness is not sustained in response to the second extract,
where one generalised point is made, followed by quotations that lack explanation, which leads to the response
being given a mark of 5 rather than 6.

Band 2 – 5 marks

2003 KS3 English test mark scheme Shakespeare paper 57

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 3

In Henry V, Henry is given a strong sense of

leadership, how does Shakespeare do this?
In act 1 scene 2, Henry is presented with a
“present” from the Dauphin. The present is a
tun of tennis balls, which is presented in a way
as to mock and antagonize the king and get a
bad reaction.
But Henry doesn’t “lose it”, he respond’s in a
way that show’s how calm he can stay, and this general understanding
clear point but not
of how Henry shows
fully developed proves what a good leader Henry is. “we thank strong leadership
you” he thanks the Dauphin his speech in lines limited awareness of
259-297 and manages to portray the Dauphin as the language Henry
being an immature schoolboy. uses

The French do not see Henry as a great leader,

but he is just biding his time before he proves to
France what a good leader he is. “Tell the
Dauphin, I will keep my state, be like a king, and relevant references but
show my sail of greatness.” “but I will rise there comments undeveloped
with so full glory. The king’s people are
limited awareness
astounded at his ability to stay calm, while he
of Henry’s use of has all eyes on him waiting for a reaction.
language
Henry V Reading

continued opposite

58 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 3 continued

In Act 4 Scene 3, Henry “comforts” his men

before the battle of Agincourt. “Let me speak
proudly. Tell the constable we are but warriors expanded point with
for the working day.” He speak’s proudly of his appropriate quotation
and supportive
recognition that
warriors, this makes his warriors feel proud that comment
Henry addresses he is proud of them, and in this way he shows a
his men as much great sense of leadership. He try’s to relieve the
as Montjoy
soldiers of some there tension. Montjoy has
some awareness of come to ask the king if the will be ransomed and
language and its
effect
even though Henry know’s the chances of
winning the war are very slim, he will not allow
himself to be ransomed because he values his plot-based summative
men to much. This also shows how responsible comment
and reliable the king is and how good a leader
he is.

Henry V Reading

6XPPDU\

This response shows a general understanding of some aspects of Henry’s strong leadership in these extracts. It
recognises the nature of the Dauphin’s present and Henry’s reaction to it in the first extract and that Henry’s
speech is addressed to his army in the second extract, although points are mostly undeveloped. Awareness of
language and its effects is limited, with points illustrated but not discussed. Overall the response depends on
some retelling of the extracts but demonstrates sufficient general understanding of key points to be placed in
the middle of Band 3.

Band 3 – 8 marks

2003 KS3 English test mark scheme Shakespeare paper 59

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 4

When Henry meets the ambassador he has no

clear focus on qualities of
bias against the dauphin “Our fair cousin leadership, with
Dauphin” before he gets the message from the supporting references
ambassador showing he is fair, a good quality
for a leader. Henry says he isn’t a tyrant, but a
christian, showing his faith, which in
Shakespears time was a good sign of leader,
someone with beliefs.
Henry shows he just wants to get down to the
point and doesn’t like his time to be wasted by
clear understanding saying “Frank and with uncurled plainness”.
of Henry’s language
The Dauphin and other characters think Henry
is still a young boy and can’t really controll
Britain, this show how far Henry has grown into clear awareness of the
overall effect of Henry’s
his role as king of England since being a speech
“nimble galliard” in his “youth”.
Henry shows his strength and power in his
speech, as well a qualities, such as defeating an initial idea developed
army with words and terrifying people. This is
shown when he says “All the courts of France
will be disturbed” and “Mock mothers from
their sons, mock castles down”. He shows his understanding of Henry’s
quick thinking and wit with sarcasm and use of language

metaphors such as “We are glad the Dauphin is

well-chosen references
so pleasant with us” and “play a set shall strike
his father’s crown into hazard”. He shows his
exploration of brutal and uncompromising side by threatning to
aspects of Henry’s
character, with kill mothers, children and destroy France,
appropriate “thousand widows”
quotation
He shows his religious side again with “within
the will of God” and “by God’s grace”, in the commentary lacks full
next section he shows it again with “if God development
please”.
Henry V Reading

continued opposite

60 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Henry V Reading Example 4 continued

He shows his humility by saying he doesn’t want clear point with well-chosen
to be ransomed and would rather die fighting. supporting reference
“Bid them achieve sell my bones”. The French
will have to win the battle for him to give up
fighting. He calls his men valiant, famed, valour
focused, accurate in this and honoured. He also calls France a
summary
dunghill and that any English dead will cause a
plague in France. “The smell whereof shall
breed a plague in France.” This shows his
respect for his men and disrespect for France,
more so the arrogant French.
He calls his soldiers poor and just here working,
but they still are proud, and happy even
ideas only partially marching through rain on muddy fields “We are
explored
but warriors … in the painful field”. (lines 109-
111)
He shows he is a good leader when he says this
because he and his men are in the battle clear summation
together.

Henry V Reading

6XPPDU\

This is a clearly focused response, its more telling points made in relation to the first extract, with ideas
developed and well supported. There is some exploration of Henry’s character and powers of leadership as well
as an understanding of aspects of Henry’s use of language. Focus is not so sharp in the second extract but its
general effect is grasped. In addition, a selection of well-chosen references and arrival at a conclusion convey a
reasonably confident response to the task. However, textual referencing, though well managed, is not always
accompanied by sufficiently detailed comment. Hence the response achieves a mark of 13, just within Band 5.

Band 5 – 13 marks

2003 KS3 English test mark scheme Shakespeare paper 61

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
62 Shakespeare paper 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Macbeth Writing task

We all love to hate a villain!

Your English teacher has received the following request:

Zenith Publishers
May 2003

Dear English teacher

We are planning to publish a light-hearted book about villains.

For one section, we want short pieces that analyse why villains,
despite being threatening, can be so enjoyable to watch or read
about.

We would welcome contributions from your pupils, perhaps

commenting on a couple of particular villains!

Yours sincerely

Ros Payne
Commissioning Editor

Write a contribution for this book.

20 marks including 4 marks for spelling

Macbeth Writing

2003 KS3 English test mark scheme Shakespeare paper 63

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing mark scheme

D Sentence structure, punctuation and text organisation Marks

Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Simple connectives (and, but, so) link clauses to express opinion. Mostly first person and present
D1 tense with some third person, not always controlled, to explain views of villains. Simple expansion 0
of noun phrases adds limited detail (an evil man, a good film). Within sections or paragraphs, some
attempt to maintain links between ideas.
■ Sentences generally correctly demarcated. Some attempt to use other punctuation.

■ Sentences generally grammatically sound with some variation in structure, eg subordinating

connectives to explain ideas (As you watch a film it is good seeing …) or different subjects of
sentences to develop or clarify points made (Macbeth is … I think that …). Different verb forms
D2 1,2
support explanation of ideas (When villains are acting innocent, you know they will …). Within
sections or paragraphs, content organised around a main idea or topic sentence, eg a chosen villain.
■ Most sentences correctly demarcated with some use of other punctuation.

■ Some range in sentence structures supports development of the argument, eg linked connectives to
hypothesise (If there were no villains, books would be very dull and so …), modals to suggest
D3 possibility or consequence (It would be more exciting …) or to qualify opinions. Expanded noun 3,4
phrases (any special gadgets, an irritating hero) add relevant detail or convey attitude. Within
sections or paragraphs, main ideas in the argument supported by evidence and example.
■ Almost all sentences correctly demarcated with some use of other punctuation within sentences.

■ Length and structure of sentences varied to develop analysis, eg subordination to qualify ideas
(Although villains are evil and wicked they are also entertaining …), fronted clauses to emphasise an
aspect of the argument (Despite the fact that Macbeth knew he would die …), impersonal
D4 constructions to convey objectivity (One argument is that …). Within paragraphs ideas linked by 5
a range of devices, eg contrast or stacking points up for emphasis (Villains … Another way in
which … There is also …).
■ Punctuation used, generally securely, to mark structure of sentences and give clarity.

■ Range of sentence structures gives pace to the argument. Variety of verb forms, including tenses,
modals, impersonal constructions, develops the analysis and comment. Controlled placing of
D5 adverbial and expanded noun phrases gives concision. Within paragraphs a range of devices clarifies 6
links between ideas, eg connectives, generalising or summarising.
■ A range of punctuation is used to clarify meaning and create particular effects.
Macbeth Writing

64 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Macbeth

E Composition and effect Marks

Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Some awareness of purpose and audience shown in selection of relevant example(s) though
comment often limited to simple likes and dislikes. 0
E1
■ Simple viewpoint conveyed, eg personal view of well-known villain(s), though with little
elaboration.
■ Shows awareness of appropriate style for light-hearted collection, eg through vocabulary choice
(baddie), though not always sustained.

■ Attempt to engage the reader’s interest through appropriate tone, eg by direct address (You know
when a villain comes on …).
■ Consistent viewpoint mostly maintained, with some use of evidence to support writer’s attitude to
E2 1,2,3
chosen villains.
■ Some appropriate stylistic features support the purpose of the contribution, eg comment on what
happens to villains (shows you can’t really get away with it!).

■ Reader’s attention engaged by consistently sustained tone, eg light-hearted, or appropriate level of

formality for public readership and appropriate organisation of material.
■ Clear viewpoint supported by taking different views into account or appealing to common view to
E3 4,5,6
gain consensus (Who doesn’t enjoy watching a villain?).
■ Appropriate stylistic features add interest to the article, eg colloquial asides to enlist support (the
best bit in the film in my opinion …).

■ Reader’s interest sustained by variation in tone and level of formality, eg moving from idiomatic
expression of personal opinion to more formal analysis of villains’ appeal.
■ Clear viewpoint developed and sustained, eg by distinguishing between personal and others’ views
E4 7,8,9
(Some people think that … I find that …).
■ Range of stylistic devices used to elicit particular response, eg repetition to build to climax,
question-and-answer format (what is the thrill of watching the Joker in Batman? Well, …).

■ Purpose of task fulfilled by adoption of varied tone designed to interest and challenge the reader,
eg by establishing a relationship or exploiting common ground.
■ Viewpoint adopted acknowledges and explores a range of views, eg by considering differing
E5 10
reactions to real life and fictional villains.
■ Appropriate and individual style deployed to convey the chosen viewpoint, eg humour, contrasts
(Grant Mitchell was ugly, one-dimensional and humourless – but made a good villain. Why?). Macbeth Writing

2003 KS3 English test mark scheme Shakespeare paper 65

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth

F Spelling Marks
Band available

Main criterion: the spelling of simple and common polysyllabic words is usually accurate.

Likely patterns of error:

F1 ■ There may be some confusion of more complex homophones (eg course / coarse, breaking / 1
braking), phoneme omission (eg rem[em]ber).
■ There may be errors in using suffixes and prefixes (eg tryed, familys, dissappear, hoping / hopeing/
hopping).

Main criterion: the spelling of words with complex regular patterns is usually accurate.

F2 Likely patterns of error: 2

■ There may be incorrect hyphenation of some compound words (eg re-act, grand-father).
■ There may be errors in more complex suffix formations (eg responsable, physicly, basicly).

Main criterion: most spelling, including that of irregular words, is usually correct.

F3 Likely patterns of error: 3

■ Errors may occur with unstressed vowels (eg dependant, definately) or with consonant doubling
in some more complex words (eg embarrasement, occassionally, adress).

Main criterion: virtually all spelling, including that of complex irregular words, is correct. Any errors
F4 4
stand out as untypical or one-off slips.

A response which does not fulfil the criteria for Band F1 for spelling should be awarded 0.
Macbeth Writing

66 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing Example 1

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21

People like watching villains on stage or on

different subjects screen because they make you want to watch to some use of reference
clarify points (D2)
see what the villians do. They add a sense of chains (people / you /
danger to storys. We love villains because they villain / they) to sequence
ideas (D1)
subordination are someone that we can hate. There is usually
supports limited someone that stops the villain, so we love them.
development of ideas
(D2)
It seems that, that person is a hero. Villains add
excitement to storys because you want to see if
they come back and take revenge on someone who
stoped them. They are always planning how
they can get what they want, like Macbeth some commas to
simple expansion of wanted to be king so he killed someone to get mark clauses (D2)
noun phrase adds there. He also killed his own friends so he could
limited detail (D1)
be King. But in the end Macbeth gets killed, sentences generally
modal form suggests which shows villians past catches up with them correctly demarcated (D1)
consequence (D3) sooner or later!

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\

Generally secure control

of sentence structure, &20326,7,21DQG())(&7 &(
with some variation to
support development • some attempt to interest reader through direct acknowledgement
of ideas. Sentence (you / we) (E2)
• consistent, personal viewpoint, with some explanation (E2)
Macbeth Writing

demarcation usually
secure and some use of • some use of comment (villians past catches up with them) (E2) 6SHOOLQJ
commas within
sentences. Simple &(VXPPDU\ Spelling of simple, eg
sequence of ideas in stoped, and common
single paragraph. The response shows clear awareness of purpose, with attempts to polysyllabic words
Overall, enough of the interest the reader through limited argument and a single example. usually, but not always,
criteria are fulfilled for The viewpoint offered moves beyond a simple expression of personal accurate, eg storys, so
the higher mark in opinion by trying to present a limited rationale in an appropriate this response is placed
Band 2 to be gained. register. in Band 1 for spelling.

Band D2 – 2 marks Band E2 – 1 mark Band F1 – 1 mark

2003 KS3 English test mark scheme Shakespeare paper 67

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing Example 2

6(17(1&(
6(17(1&( 381&78$7,21DQG
381&78$7,21
6758&785(
6758&785( 7(;725*$1,6$7,21
7(;7
25*$1,6$7,21

Villains are after all, normal people, just like you almost all sentences
or I. Villains are nasty people who like to take correctly demarcated
subordination (D3)
explains ideas (D2) from other people or hurt other people to make
themselves better. Many people however like
watching villains on television or reading about
them in a book because a villain adds suspense
and threat into a book. When a villain enters
you ‘love to hate them’.
expanded noun A prime example of ‘villains being loved’ is the inverted commas give
phrases add relevant clarity (D4)
detail (D3) pantomime. Like in Snow White there is the
wicked queen but Snow White wouldn’t exist
without her, or Jack and the beanstalk where the
giant steals all of Jack and his mother’s things!
some range in ‘He’s behind you’ is what everybody loves to
sentence structures
supports shout at the theatre when a villain enters on to
development of the the stage like Captain Hook in Peter Pan but the ideas supported by
argument (D3) evidence (D3)
second the ‘good-guy’ turns around the villain
has gone.
We can also read about villains from previous
time such as Macbeth where Macbeth is the Macbeth used as
supporting example
villain and kills the King but if Macbeth wasn’t (D3)
in the play/book then there wouldn’t be a story
line at all and it would just be people standing
around washing-up.
Macbeth Writing

continued opposite

68 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing Example 2 continued

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21
FRQWLQXHG FRQWLQXHG

If however a villain was in real life and any of

the previous happened then it would be
linked connectives
and modals support
extremely threatening and would be taken very
development of seriousely by the police and then the villain
argument and would not be at all loved by anybody. One
consideration of
consequences (D3) comparison here is when Macbeth kills Duncan
people want to read about it because it is good to
see what happens and to find out what happens
contrast in sentence
to the villain but in real life we can compare it to
lengths adds variety the murders of children. Nobody loves or even
(D4) likes the people who do this. In fact they are
hated and we are glad when they are sent to
prison.

&20326,7,21DQG())(&7 &(

6HQWHQFHVWUXFWXUH • reader’s interest sustained by variation in tone (E3)

SXQFWXDWLRQDQGWH[W
• assumption of a shared viewpoint with the reader maintained
throughout (just like you or I … we are glad when …) (E3)
RUJDQLVDWLRQVXPPDU\ • appropriate stylistic features employed, eg humour (E3) 6SHOOLQJ
paper

Some range in sentence &(VXPPDU\ Most spelling, including

Macbeth Writing

structures supports irregular words, is

development of This response engages the reader’s interest with its provocative opening correct, but seriousely
argument. Punctuation signals an error with a
Shakespeare

sentence and there is some attempt at broad analysis, with a mix of the
secure with some use of light-hearted and serious tone. There is a consistent assertion of a common suffix. There is
a range to give clarity. common view to gain agreement, but the piece ends on a more sombre insufficient evidence of
Ideas developed by note than perhaps indicated in the task. Overall, however, the response vocabulary with
evidence and example is sufficiently focused on purpose and audience to merit the highest complex irregular
so response gains the mark in Band 3. spellings for Band 4 to
higher mark in Band 3. be awarded.

Band D3 – 4 marks Band E3 – 6 marks Band F3 – 3 marks

2003 KS3 English test mark scheme Shakespeare paper 69

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing Example 3

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21

Villains are essential to a good book or TV

programme. Very often it is the villain who
makes the story, not the glamorous hero who range of punctuation
tries to thwart the villain’s dastardly, and very clarifies meaning, and
creates specific effects
range of sentence often stupid scheme to take over the world. (D5)
structures provides
effective opening
Would we have a Robin Hood without Prince
main topic identified,
(D5) John, or Batman without a Joker or Penguin? elaborated and
No! As the saying goes, good cannot survive clinched with a
generalised,
without evil. summative statement
(D5)
It is the villain who we all love to observe,
expanded noun
loving their insane laughs and waiting to see in
phrase provides detail what strange and incomprehensible way they
succinctly (D5) will rid themselves of the irratating heroes who
never put a foot wrong.
It is so enjoyable watching or reading about
embedded phrase
villains because, despite being very threatening
handled with with their insane cackling and dark,
assurance and to underground lairs, we know that eventually they
deliberate effect (D5) commas provide
will come crashing down to earth, and become
secure scaffolding in
one of life’s great losers. It may be that we pity closely argued and
and sympathise with them, because it is only a complex sentence
(D5)
modals to frame a
matter of time before they become that loser,
hypothesis (D5) never the victor. It might not be the villains
themselves that are so enjoyable, but more their
over-elaborate downfall.
Macbeth Writing

continued opposite

70 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Writing Example 3 continued

6(17(1&( 381&78$7,21DQG
381&78$7,21
6758&785(
6758&785( 7(;725*$1,6$7,21
7(;7
FRQWLQXHG 25*$1,6$7,21
FRQWLQXHG

Sometimes villains add an air of mystery to

the book or film. You can spend the entire book
or programme trying to figure out who is this
mysterious villain. Unconsciously maybe, you points stacked up for
are always trying to guess who the villain is, emphasis (D4)
trying to see which prime suspect matches the
well-placed expanded criteria of a vicious, greedy villain. A good, if
noun phrase provides
compact information somewhat light-hearted example, is Scooby Doo,
(D5) which combines mystery with humour.
As you can see, the villain is the true hero,
and often wins the sympathy of the audience, summative comment
gives effective closure
meaning everyone loves the nasty villain! (D5)

&20326,7,21DQG())(&7 &(
6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W • opening paragraph indicates balance of light tone and perceptive
RUJDQLVDWLRQVXPPDU\ comment, showing clear awareness of purpose and audience (E5)
• viewpoint acknowledges complexities of issue (E5)
A wide range of • careful directing of reader response (rhetorical question to introduce
sentence structures idea), contrast of light-hearted and thoughtful analysis (paragraphs 3
and 4) (E5)
Macbeth Writing

conveys complex ideas

with assurance. A range 6SHOOLQJ
of punctuation clarifies &(VXPPDU\
meaning and creates Virtually all spelling,
particular effects. Ideas This response confidently engages the reader and follows the brief of including complex
effectively linked by producing a light-hearted, but perceptive analysis. The writer assumes a irregular words, correct,
variety of devices. All shared viewpoint with the reader, and gives a sense of objectivity by the irratating standing out
criteria fulfilled so this use of impersonal constructions. Humour is modulated into thoughtful as untypical. Hence this
response gains the insight, but the light-heartedness is never lost. Appropriate and response gains 4 marks.
highest mark. individual style conveys chosen viewpoint.

Band D5 – 6 marks Band E5 – 10 marks Band F4 – 4 marks

2003 KS3 English test mark scheme Shakespeare paper 71

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
72 Shakespeare paper 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Macbeth Reading task

Macbeth

Act 1 Scene 7, line 28 to the end of the scene

Act 5 Scene 1, lines 16 to 58

What impressions might an audience get of Lady

Macbeth from the different ways she speaks and
behaves in these extracts?

Support your ideas by referring to the extracts which are printed

on the following pages.

18 marks

Macbeth Reading

2003 KS3 English test mark scheme Shakespeare paper 73

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading mark scheme

Reading criteria Marks

Band available

A few simple facts and opinions about what Lady Macbeth says or does in these extracts, eg in the first,
1 she is angry with Macbeth, and in the second, she is sleepwalking, though some misunderstanding may 1,2,3
be evident. Parts of the extracts are retold or copied and answers may be only partly relevant.

A little explanation showing some awareness of the more obvious ways Lady Macbeth speaks and
behaves, eg in the first extract, she is persuading Macbeth to kill the king, and in the second, she has
gone mad and talks in her sleep. Comments are relevant but mainly at the level of plot, eg Lady
2 4,5,6
Macbeth is involved in the murder of Duncan. Some broad references to how Lady Macbeth speaks, eg
in the first extract, she speaks angrily and gets at him. A few words or phrases are mentioned although
the selection is not always appropriate.

Some general understanding of the different ways Lady Macbeth speaks and behaves in these extracts,
eg in the first, she is in control and persuades Macbeth to kill the king, and in the second, she keeps
3 rubbing her hands because she sees blood on them, although points may be undeveloped. Some limited 7,8,9
awareness of the language Lady Macbeth uses, eg in the first extract, it is shocking for the audience
when she says she would kill her own baby, with points illustrated by relevant references to the text.

Some discussion of the impressions an audience might get of Lady Macbeth from the different ways she
speaks and behaves, eg in the first extract, she is an aggressive and ruthless character, determined to
succeed in persuading Macbeth to kill the king, and in the second, she is weak and afraid of what she
4 and Macbeth have done, though the same quality may not be evident throughout. Awareness of Lady 10,11,12
Macbeth’s use of language and its effects, eg in the second extract, she talks in her sleep and reveals
her guilt, saying ‘What, will these hands ne’er be clean?’ showing she can’t stop feeling guilty, with
ideas developed by relevant references to the text.

Clear focus on the impressions an audience might get of Lady Macbeth from the different ways she
speaks and behaves in these extracts, eg in the first, she is powerful and manipulative when she insults
Macbeth and questions his love for her, and in the second, she is regretful and afraid of the
5 consequences of her actions. Clear understanding of Lady Macbeth’s use of language, eg in the first 13,14,15
extract, she uses aggressive questions to control Macbeth, and in the second, she rambles in broken
sentences and repeats words from earlier in the play – ‘To bed, to bed; there’s knocking at the gate.’
Well-chosen references to the text justify comments as part of overall argument.

Coherent analysis of the impressions an audience might get of Lady Macbeth’s character, showing
insight into the different ways she speaks and behaves, eg in the first extract, her violent, assertive
behaviour and language may conceal her own fears, and in the second, she is tormented by the memory
of what she and Macbeth have done, revealing not just weakness but her humanity. Appreciation of the
6 16,17,18
effects of language in creating impressions of Lady Macbeth’s character, eg in the first extract, her verse
speaking stresses her confidence and control, and in the second, she speaks in broken prose, emphasising
her mental collapse as she rubs her hands – ‘Out, I say! One, two.’ Comments and precisely selected
references to the text integrated into well-developed argument.
Macbeth Reading

74 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 1

The audience might get the impression that Lady a little explanation showing
some awareness of the way
Macbeth is the more domanent one in the Lady Macbeth behaves
relevant, plot-based relasionship but in Act 5 Scene 1 she is the one
comment
that goes mad but she told macbeth he would but
in the end it was her.
At the begining of Act 1 Scence 7 Lady Macbeth
treats her hustband horrible she bullies him more obvious ways Lady
Macbeth behaves with
phrases selected "Lady Macbeth: Was the hope drunk … And attempt to illustrate
but not explained wakes it now to look so green and pale"
further on in the scene she is at it again
some attempt to "Macbeth: ‘If we should fail?’ Lady Macbeth:
expand on previous ‘We fail? But screw your courage to the repeats point from
point
sticking-place" paragraph 1

In Act 5 Lady Macbeth starts to go mad "Lady

Macbet: ‘The Thane of Fife had a wife. Where is
she now?’" and also "Lady Macbeth: ‘Here’s
the smell of the blood still; all the perfumes of
Arabia will not sweeten this little hand. O, O,
quotations not explained
O’" then later on she comes out with "Lady
Macbet: ‘Wash your hands, put on your night-
recognition of central gown look not so pale. I tell you yet again,
point apparent through
choice of reference, but
Baquo’s buried; he cannot come out on’s
quotations not clearly grave"’
linked by explanation
Lady Macbeth comes out with all this when she
simple understanding of
is sleep walking and she tells the Doctor and a context of extract
Gentlewoman.

Macbeth Reading

6XPPDU\

This response shows some awareness of some of the more obvious aspects of Lady Macbeth’s behaviour. There
are broad references to how she behaves in the first extract, with some attempt at exemplification. The second
extract is dealt with less capably, consisting mainly of simple references not linked to comments. Phrases
selected suggest an implicit awareness of the way Lady Macbeth speaks, but there is no explanation of her use
of language. The simple and very limited amount of explanation keeps this response at the bottom of Band 2.

Band 2 – 4 marks

2003 KS3 English test mark scheme Shakespeare paper 75

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 2

During act 1 scence 7 Lady macbeth is all for

killing duncan , she wants to become queen
general understanding of
more than anything at the moment. When Lady Macbeth’s character
macbeth tells her he does not wish to go through
with the killing "We will proceed no further in
this," macbeth says that duncan has been good focus on question not secure
to him + the past few weeks.
When Lady macbeth hears this she throws a fit
recognition of the way and starts shouting abuse at macbeth "Was the
Lady Macbeth speaks, with
relevant quotation hope drunk wherein you dressed yourself" , The
audiance get the impression that lady macbeth is attempt to respond to

lacks explicit understanding

very angry with her husband and wants him to question

of language change his mind imeadiatly.

Lady macbeth is gradually persuading macbeth
point requires to go through with the murder, But macbeth still
development
has his doughts "If we should fail!"

clear comment on Lady macbeth again takes a stand and says if

behaviour, reference you are detirmind and not scared we will not fail
lacks explanation "Screw your courage to the sticking-place , and
we’ll not fail."
Eventually macbeth caves in and goes along with some reliance on plot
his wifes plan to kill duncan.
Lady macbeth shows the audiance that she is
general understanding, strong and in charge, she’s not affraid of whats
attempting to focus on in front of them , she is also confident that she
question
and her husband will succeed in this business.
Act 5 scene 1
This scene is a while after the killing of Duncan
and lady macbeth has changed her attitude
entirly , she has gone from confident to the recognition of change in
Lady Macbeth’s behaviour
complete opposite.
Macbeth Reading

continued opposite

76 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 2 continued

Lady macbeth has been unwell and her servent

narrative
approach
calls in the doctor to take a look at her during
her sleep.
Lady macbeth begins to sleep walk and she general understanding evident
dreams she still has the blood of Duncan on her
hands "Yet here’s a spot", she begins to try and
rub it off but she fails misserably, she complains
that it will never come out and the smell will general understanding of how
Lady Macbeth speaks and
remain with her for a long time to come. behaves shown by paraphrase
with little comment
The Audiance get the impression that lady
macbeth is insucure and scared of what comment not supported by
reference
happened , she is going mad.
The doctor is very interested in this and starts to
narrative write all of what she is saying down, he fears
approach that she cannot be saved , the gentle woman acts
as though she has heard it all before.
Eventually lady macbeth returns to bed and the
doctor has taken most of what lady macbeth said
down.
The audiance get the impression that lady
macbeth regrets what she and her huspand have
re-focus on
question
done and now she is paying the consiquence ,
she is scared and insicure, she will not be able to previous point repeated, not
expanded
cope for much longer.

Macbeth Reading

6XPPDU\

This response shows a secure general understanding of the impressions an audience might get of Lady Macbeth
by describing how she behaves. References to the text and quotations are relevant but comments are
undeveloped, particularly in response to Lady Macbeth’s language. There is recognition that Lady Macbeth
changes during the play and limited awareness that her use of language changes accordingly. The partial
reliance on plot and lack of developed ideas keep this response within Band 3, but at the top of it.

Band 3 – 9 marks

2003 KS3 English test mark scheme Shakespeare paper 77

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 3

Act 1 Scene 7
In this extract Lady Macbeth is trying to
pursuade Macbeth to kill Duncan. The scene
focused introduction
with immediate awareness starts of with many questions from Lady
of language and its effects Macbeth to Macbeth, indicating that she is
annoyed and angry. She becomes very violent in
awareness of key aspects
this scene and calls Macbeth a coward. She has of behaviour and use of
become the more dominant one in the appropriate quotation
relationship, and lines such as ‘Have plucked my
nipple from his boneless gums,
And dashed the brains out’ show that she has
some discussion of
impressions created by become violent and unmaternal. She reassures
Lady Macbeth’s language Macbeth they will not fail in the murder, and
and behaviour
will get away unsuspected. She is now the
fearless one, and the language she uses is graphic development of idea with
further awareness of
and frightening in places. At the beginning the language
audience percieved her as a kind welcoming
character, but this scene proves them wrong.
Line 69 shows Lady Macbeth telling Macbeth
that she will kill Duncan if he won’t. This is to referencing and explanation
show Macbeth he is a coward, and try to has become generalised
pursuade him into changing his mind.
Macbeth Reading

continued opposite

78 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 3 continued

Act 5 Scene 1
This scene is the complete opposite to Scene 7
Act 1, because we see a different side to Lady
some further discussion Macbeth. She is sleepwalking, which indicates
of impressions and
awareness of comparison her conscience is telling her she is doing
with first extract something wrong. She imagines that she has
blood on her hands which she cannot remove, a
sign of guilt. Her character is weak in this scene,
and she is telling her innermost thoughts and comments not supported by
feelings to the Doctor and Gentlewoman. She reference
acts fearless and strong around Macbeth, when
she is actually not. The line,
‘Here’s the smell of the blood still; all the
perfumes of Arabia will not sweeten this little awareness of Lady
hand. O,O,O" shows her more femenine and Macbeth’s use of language
and its effects
delicate side. The ‘O,O,O at the end is like she is
weeping, the opposite of the unmaternal, violent recognises the audience’s
impressions will change
woman in the other scene. She cannot wash away
her guilt, and at the end of the scene, she recalls
Banquo’s murder and Duncan’s. The scene is
ironic, because after she murdered Duncan she
some discussion of Lady
told Macbeth, ‘a little water will clear us of this Macbeth’s behaviour with
deed, ‘ Yet she is dreaming about there still being contextual reference
blood on her hands which she cannot remove.
The audience now know something only two
other characters do. That Lady Macbeth is guilty
and insecure.

Macbeth Reading

6XPPDU\

This response provides some discussion of the impressions an audience might get of Lady Macbeth from the
ways she speaks and behaves. Ideas are developed and some relevant references included. There is a sense of
an emerging discussion of the way in which extracts are related to each other and to the broader context
of the play. There is also an awareness of the effects of Lady Macbeth’s use of language, though discussion and
exemplification are not fully developed. The reading of both extracts is sufficiently secure to place this response
firmly in Band 4.

Band 4 – 11 marks

2003 KS3 English test mark scheme Shakespeare paper 79

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 4

coherent, focused From act 1, scene 7, the audience would get lots
introduction of hints about Lady Macbeth’s character.
Firstly, she seems very bossy and domineering
because of the way she chastises and orders
Macbeth about. – "Why have you left the / exploration of possible
chamber?". She speaks in abrupt sentences as impressions of Lady
insight into effects of shown above, showing her short temper and Macbeth gained by the
language audience
perhaps her nervousness to the audience.
Lady Macbeth often attacks Macbeth and
comments on his manhood – "When you durst do
it, then you were a man". She comes across as
awareness of the task’s vicious and acid-tongued to the audience. She development of analysis of
focus on an audience’s
impressions
often dismisses him like this, showing her Lady Macbeth’s speech and
dismissive and cruel nature. behaviour

Lady Macbeth plays with Macbeth’s emotions in

order to try and persuade him to commit the task
further development of a
–"From this time, / Such I account thy love.", focused analysis, with
this conveys to the audience how determined she precisely selected reference
is, and how persuasive she can be.
Lady Macbeth is cruel and heartless in this
scene. This is conveyed to the audience when
appreciation of character she says "I would while it was smiling in my
derived from effects of
face, / …
… the brains out". She doesn’t sound
language
feminine or sensitive at all.
Another line that shows her immense
determination is "But screw your courage to the
sticking-place, / And we’ll not fail." – She seems
always sure of herself and more sure of Macbeth
than he, himself is.

development of a less The audience also would get the impression that
obvious point about Lady Lady Macbeth is two-faced and sly – "False face
Macbeth’s behaviour
must hide what the false heart doth know". This
impression of her has been carried throughout ability to contextualise
the play – earlier, she said "Act like th’ innocent commentary
flower ….. under it".
Macbeth Reading

continued opposite

80 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Macbeth Reading Example 4 continued

In Act 5 scene 1, it is conveyed to the audience

that Lady Macbeth is actually not as strong as clear indication of shift in
we once thought. While sleepwalking, she says focus of analysis

"What will these hands ne’er be clean?",

showing the audience that she does, in fact, feel
guilt and sorrow.
Lady Macbeth also carries a taper "Enter LADY
[MACBETH], with a taper", showing that she is
actually afraid of the dark – the darkness insightful interpretation of
representing the evil she has previously made Lady Macbeth’s behaviour
Macbeth commit. She seems to have been
putting on an act, all this time. She isn’t strong,
her conscience is still very much working and
making her weak.
Lady Macbeth is conveyed as a tormented soul –
"all the per- / fumes of Arabia will not sweeten
evidence of coherent this little hand. O, O, O.". This makes the
argument
audience see how she really feels inside, and
how much she was putting on an act.
In this act, the audience will see that Lady
Macbeth is actually full of desperation and
sorrow and she obviously has trouble in her
further contextualised sleep, when all along she was the one who
commentary
wasn’t afraid of sleep, when Macbeth was. This
shows how guilty she feels, as sleep represents awareness of symbolic
innocense. aspects of text

Macbeth Reading

6XPPDU\

This response provides a focused and developed analysis of the impressions created by Lady Macbeth’s
behaviour and language. There is some insight into the less obvious aspects of the text and an ability to
contextualise ideas. An appreciation of the effects of language is well supported by integrated references.
Overall, this is a coherent response which begins to recognise the possibility of different interpretations of the
text. However, the argument, though coherent, could be more fully developed with more detailed comment
on the two extracts. Hence the response achieves a mark in the middle of Band 6.

Band 6 – 17 marks

2003 KS3 English test mark scheme Shakespeare paper 81

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
82 Shakespeare paper 2003 KS3 English test mark scheme
Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Twelfth Night Writing task

How important is what you wear?

You read the following editorial in a teenage magazine:

We’re looking for young people’s comments on style

and image to include in an article in next month’s
magazine.

Do you worry about your image?

Is fashion all a fuss about nothing?

Does the style of clothes you wear affect how

people react to you?

What do you think about these issues?

Write your views for the teenage magazine.

20 marks including 4 marks for spelling

Twelfth Night Writing

2003 KS3 English test mark scheme Shakespeare paper 83

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing mark scheme

D Sentence structure, punctuation and text organisation Marks

Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Simple connectives (and, so, but) link clauses to convey straightforward assertion (I think it is
important to look good and …). Mostly first person and present tense to give opinions on fashion
D1 0
with limited use of third person for generalisations (all teenagers …). Simple expansion of noun
phrases adds limited detail (the new haircut, some stupid clothes). Within sections or paragraphs,
some attempt to maintain links between ideas.
■ Sentences generally correctly demarcated. Some attempt to use other punctuation.

■ Sentences generally grammatically sound with some variation in the subjects of sentences (People
think … My mum) and their structure, eg coordination to link or contrast points asserted (I don’t like
fashion, but most of my friends …) or subordinating connectives to develop or explain ideas (when
D2 people dress in …). Tense changes develop ideas, eg indicate the difference between timeless effect 1,2
(teenagers always worry about what they look like …) and recount of a specific occasion (Once I
wore a …). Within sections or paragraphs, content organised around a main idea or topic sentence.
■ Most sentences generally correctly demarcated with some use of other punctuation.

■ Some range in sentence structures supports the elaboration of views expressed, eg connectives
(however, although) to develop explanations / comment, or variation in word order to build up detail
or give emphasis (Walking into a room in trendy clothes …). Expanded noun phrases add relevant
interest and detail (average male teenager, brightly coloured clothes). Modals convey preference
D3 3,4
(I think people shouldn’t care what they look like …) or consequence (If nobody cared about clothes,
we could all get on with our lives). Within paragraphs or sections, main ideas are developed by
relevant example and illustration, eg reasons for opinions / ideas.
■ Almost all sentences correctly demarcated with some use of other punctuation within sentences.

■ Length and structure of sentences varied to elaborate views, eg subordination to speculate

(Although many teenagers think … I believe that if they …) or explore consequences (If you go to
an interview looking untidy, then people will judge you …). Impersonal constructions and modals
D4 (In our society it should be …) give support / weight to the views expressed. Within paragraphs ideas 5
linked by a range of devices, eg summarising or contrasting different ideas (for some people …
others think …).
■ Punctuation used, generally securely, to mark structure of sentences and give clarity.

■ Range of sentence structures conveys views with clarity and emphasis. Variety of verb forms,
including different tenses, modals and impersonal structures, supports the development of the
argument. Controlled placing of adverbial and expanded noun phrases gives concision. Within
D5 6
paragraphs a range of devices reinforces links between ideas, eg connectives, generalising,
summarising.
■ Range of punctuation used to clarify meaning and create particular effects.
Twelfth Night Writing

84 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Twelfth Night

E Composition and effect Marks

Band available

This band is included to help differentiate writing which, while showing some fluency and
accuracy, does not merit a mark.
■ Some awareness of purpose and teenage magazine audience shown in selection of material, though
E1 comment often limited to simple opinion (I like to choose what I wear …). 0
■ Simple viewpoint conveyed, eg personal views of fashion / style, though with little development.
■ Shows awareness of appropriate style for a teenage magazine, eg through vocabulary choice (casual
clothes, new haircut), though not always sustained.

■ Attempt to engage teenage reader’s interest through appropriate tone for article, eg direct address
(You know what I mean when I say …).
■ Consistent viewpoint mostly maintained with some development of ideas to support writer’s
E2 1,2,3
response to questions about fashion.
■ Some appropriate stylistic features of a teenage magazine article, eg conversational style (It’s not
that big a deal what you wear really …).

■ Reader’s attention engaged by consistently sustained tone, eg informal, or by establishing a relationship

with the teenage readership, maintaining clear focus on task.
■ Clear viewpoint supported by evidence (for example, I know a girl who …) and recognition of others’
E3 4,5,6
views (some people worry far too much …).
■ Appropriate stylistic features add interest, eg rhetorical questions (Do I care about fashion?) or
references to specific brand names to establish rapport with reader.

■ Reader’s interest sustained by variation in tone and level of formality, eg switching from idiomatic
expression of opinion to wider analysis or comment.
■ Clear viewpoint developed and sustained in relation to the three ideas, eg by acknowledging how
E4 their own ideas differ from those of others. 7,8,9
■ Range of stylistic devices gives variety and interest to article, eg colloquial phrases, humour,
antithesis (most adults wouldn’t notice the make of a sweatshirt whilst most teenagers would know
which shop it came from).

■ Purpose of task fulfilled and reader engaged and entertained by variation of level of formality, eg
shifting from diatribe to more reflective / analytical comment.
■ Viewpoint adopted which is individual while recognising a wider, more impersonal view of the
E5 topic (fashion is both important and completely trivial …). 10
■ Appropriate and individual style adopted to present chosen viewpoint, eg humour, irony, contrasts
(clothes are just pieces of fabric to keep us dry … some people don’t even have that …) or deliberate
use of formal and informal language.
Twelfth Night Writing

2003 KS3 English test mark scheme Shakespeare paper 85

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night

F Spelling Marks
Band available

Main criterion: the spelling of simple and common polysyllabic words is usually accurate.

Likely patterns of error:

F1 ■ There may be some confusion of more complex homophones (eg course / coarse, breaking / 1
braking), phoneme omission (eg rem[em]ber).
■ There may be errors in using suffixes and prefixes (eg tryed, familys, dissappear, hoping / hopeing /
hopping).

Main criterion: the spelling of words with complex regular patterns is usually accurate.

F2 Likely patterns of error: 2

■ There may be incorrect hyphenation of some compound words (eg re-act, grand-father).
■ There may be errors in more complex suffix formations (eg responsable, physicly, basicly).

Main criterion: most spelling, including that of irregular words, is usually correct.

F3 Likely patterns of error: 3

■ Errors may occur with unstressed vowels (eg dependant, definately) or with consonant doubling
in some more complex words (eg embarrasement, occassionally, adress).

Main criterion: virtually all spelling, including that of complex irregular words, is correct. Any errors
F4 4
stand out as untypical or one-off slips.

A response which does not fulfil the criteria for Band F1 for spelling should be awarded 0.
Twelfth Night Writing

86 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing Example 1

6(17(1&( 381&78$7,21DQG
6758&785( Sometimes I worry about my image but then I 7(;725*$1,6$7,21
co-ordination links points think that everyone is there own person and can
(D2)
wear what they like. Sometimes I think people sentences generally correctly
subordinating connectives are look at what I’m wearing but it doesn’t really demarcated (D2)
develop ideas (D2) matter as long as I feel comfterbale.
mostly first person and I don’t think fashion is all a fuss about apostrophe for contraction
present tense (D1) nothing. I think alot of the fashion these days is used consistently and
correctly (D2)
really nice. But I think you have to like the
subordination develops fashion to understand why people buy it.
ideas (D2)
I think the style of clothes you wear does affect
expanded noun phrase
adds detail (D3) how people react to you because if you meet no attempt to use commas
(D1)
someone for the first time and they come dressed
simple expansion of
in an old pair of trousers with holes in and an
noun phrase (D2) baggy t-shirt you would probaly think that they
modality to express both
don’t have alot of money or that they might not
probability and possibility be bothered about their looks.
(D3)

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\

Sentences are generally

grammatically sound,
but there is little variety &20326,7,21DQG())(&7 &(
Twelfth Night Writing

of sentence types.
Within paragraphs, • attempts to engage reader by direct personal tone (E2) 6SHOOLQJ
content is organised • maintains viewpoint, expressing attitude towards fashion (E2)
simply around a main • mostly conversational style appropriate for teenage magazine (E2) Occasional spelling
idea. These features, errors include a
together with the lack &(VXPPDU\ common homophone
of range of (there/their) and
punctuation, indicate This response is a clear piece of writing, in which opinions are expressed phoneme omissions
the response should within an orderly framework. There is a little straightforward support for (comfterbale, probaly)
be at the bottom of the views expressed. The comments are direct, but unfocused with little which places this
Band 2. development, which puts this piece in the middle of Band 2. response in Band 1.

Band D2 – 1 mark Band E2 – 2 marks Band F1 – 1 mark

2003 KS3 English test mark scheme Shakespeare paper 87

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing Example 2

6(17(1&( 381&78$7,21DQG
6758&785( From my point of view, the youth of today 7(;725*$1,6$7,21
worry far too much about their image.

variety of sentence
It’s all about who’s got the best make of jeans
structures supports the or the most revealing top, when really it’s all comma within sentence
elaboration of ideas (D3) about who’s the most foolish for spending helps convey meaning (D3)
seventy pounds on a piece of material anyway.
expanded noun phrase adds
detail and interest (D3)
We are being sucked into this false pretense
called fashion, in my eyes the bell of the ball comma-splicing (D1)
isn’t the one in the Gucci dress, its the one thats
put themself out to look different.
For me personally,I find it much more
exciting waking up each morning and having a relevant examples develop
series of participle phrases whole fantasia of bright coloured, wacky ideas (D3)
gives emphasis (D3)
clothing, just waiting to be assorted into a
pick’n’mix style outfit, being different and apostrophes for contraction
individual gives you a character, but all used correctly (D2)
following fashion does is make you a Sheep of
expanded noun phrases society and at the same time adds you onto the
add interest (D3)
list of stereotypical humanity.

form of verb gives

Many of my peers I find do follow the craze,
emphasis and varies and tend to comment on whether my clothes are
sentence structure (D3) brand names or not.
They, however, do care about their image way
to much, I mean I dont go around looking like a
scruffbag, I do take pride in my appearance, but commas within sentences
their thoughts are on whether a strand of hair give clarity and force (D3)
should be on the left or right, or whether black
or pink t-shirts go better with denim jeans.
Twelfth Night Writing

continued opposite

88 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing Example 2 continued

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21
FRQWLQXHG FRQWLQXHG

Sometimes I get hassled for being different

but Ive learnt to dismiss it and carry on, at the
end of the day Im the one with more money,
because im not spending hundreds of pounds on
clothing each week.

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W &20326,7,21DQG())(&7 &(
RUJDQLVDWLRQVXPPDU\
• reader’s attention engaged by direct opening statement setting a
Twelfth Night Writing

Sentence structures are tone which is sustained (E3)

varied, but not always • well-developed argument, set in opposition to the popular view (E4) 6SHOOLQJ
controlled. There is • uses stylistic features: balances ideas within sentence in paragraph 2,
some development of to emphasise different attitudes; then echoes early reference to costs Most spelling, including
ideas within paragraphs. at the end of the piece (E3) irregular words, is
Punctuation lacks correct, eg fantasia,
control, with several &(VXPPDU\ stereotypical, though
examples of comma there are occasional
splicing, which places This response addresses the task with some conviction. The style of the errors, eg pretense, to
this piece at the bottom piece is over-colloquial in several places, weakening the effect of the piece much. Overall, it merits
of Band 3. so that it is placed in the middle rather than at the top of Band 3. a mark in Band 3.

Band D3 – 3 marks Band E3 – 5 marks Band F3 – 3 marks

2003 KS3 English test mark scheme Shakespeare paper 89

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing Example 3

6(17(1&( 381&78$7,21DQG
6758&785( Fashion is everywhere. Everyone is becoming 7(;725*$1,6$7,21
more fashion conscious and more people are
length and structure of
sentences varied to give
affected by it everyday. Society has always been all sentences correctly
emphasis to views (D4) into whatever the new look is and this is making demarcated. Commas used
more teenagers aware of how they look. sparingly, but discriminately,
in complex sentences (D4)
impersonal construction My image doesn’t worry me because it is my
gives a sense of authority
(D4) own personal style. I don’t wear skirts very inverted commas highlight
often, not because its ‘fashionable’ but because it key word (D4)
is comfortable, and that is a main factor for me.
Models on the catwalk are getting smaller and
skinnier. Many teenage girls want to look like
them and its becoming very unhealthy.
Designers are becoming more adventurous
with daring styles that the public cannot afford
fronted subordinate clause
to buy. As the designs become more risqué, the
foregrounds important idea dressing habits of people are changing. Even
(D4) boys are beginning to care about how they look
and dress, and are kitted out in the latest
designer gear.
Some believe that fashion is a fuss about rhetorical questions create
cohesion within the
nothing. If so, then why do designers produce paragraph (D4)
rhetorical questions give really outrageous clothes? Why not create
emphasis to idea and create
cohesion within the
‘normal’ clothes for the public to wear?
inverted commas clarify
paragraph (D4) meaning (D4)
Twelfth Night Writing

continued opposite

90 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Writing Example 3 continued

6(17(1&( 381&78$7,21DQG
6758&785( 7(;725*$1,6$7,21
FRQWLQXHG FRQWLQXHG

6(17(1&( 7(;7
6758&785( I believe that the style of clothes you wear 6758&785(
381&78$7,21 does affect how people react to you because it 25*$1,6$7,21
stereotypes you as a person. If you are wearing a
‘casual’ look in designer labels then people treat
conditional sentences you as if you have money and with respect. If
repeated for effect (D4) you wear the ‘peasant’ look then you are treated
as a tramp.
The future of fashion is looking very sceptical.
Fashion could be made for everyone or it might
just carry on as it is.

6HQWHQFHVWUXFWXUH
SXQFWXDWLRQDQGWH[W
RUJDQLVDWLRQVXPPDU\

There is a good variety

of sentence structures
and lengths throughout
the response to explore &20326,7,21DQG())(&7 &(
the issue. Ideas within
paragraphs are linked • reader’s interest sustained after initial concise statement by switching
to create cohesion. In from generalisation to personal experience (E4)
addition, punctuation • well argued, acknowledging different views and developing a
Twelfth Night Writing

is secure and there viewpoint (E4)

is evidence of a good • range of stylistic devices, eg pairing of rhetorical questions,
range, including balancing sentences for effect, gives interest to the article (E4) 6SHOOLQJ
inverted commas and
apostrophes. The &(VXPPDU\ All spelling is correct,
response just misses including irregular
being in Band 5 There is a consistent style which keeps the reader engaged through words such as risqué,
because of under- appropriate vocabulary, and a range of stylistic devices. However, the outrageous, sceptical,
development of the response lacks the focus of a close analysis or forceful argument as might which means this
argument in places, eg be expected for Band 5, which means that it is more appropriately placed response merits
paragraph 3. in Band 4. Band 4.

Band D4 – 5 marks Band E4 – 8 marks Band F4 – 4 marks

2003 KS3 English test mark scheme Shakespeare paper 91

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading task

Twelfth Night

Act 2 Scene 4, lines 75 to 117

Act 3 Scene 1, line 81 to the end of the scene

Viola is not always able to say everything she is thinking

and feeling.

In these extracts, how does Viola use language to hide her true
feelings from Orsino and Olivia?

Support your ideas by referring to the extracts which are printed on

the following pages.

18 marks
Twelfth Night Reading

92 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
Twelfth Night Reading mark scheme

Reading criteria Marks

Band available

A few simple facts and opinions about what Viola says or does in these extracts, eg in the first, she
is in love with Orsino, and in the second, she is giving Olivia a message from Orsino, though
1 1,2,3
some misunderstanding may be evident. Parts of the extracts are retold or copied and answers
may be only partly relevant.

A little explanation showing some awareness of the more obvious ways Viola hides her feelings,
eg: in the first extract, she hides her love for Orsino, and in the second, she doesn’t give away
2 that she is a woman. Comments are relevant, but mainly at the level of plot, eg Viola loves Orsino. 4,5,6
Some broad references to how Viola speaks, eg: in the first extract, she talks about love. A few
words or phrases are mentioned although the selection is not always appropriate.

Some general understanding of some of the various ways Viola hides her feelings, eg in the first
extract, when she is talking about her sister she is really talking about herself, and in the second,
3 she hints about her feelings when she refuses Olivia’s love, although points may be undeveloped. 7,8,9
Some limited awareness of the language Viola uses, eg in the second extract, she begins to get
annoyed and snappy, with points illustrated by relevant references to the text.

Some discussion of the ways Viola hides her true feelings, eg in the first extract, she wants Orsino
to give up his love for Olivia but does not say so directly, and in the second, she is trying to be polite
to Olivia but is finding the situation difficult, though the same quality may not be evident
4 10,11,12
throughout. Awareness of Viola’s use of language and its effects, eg in the first extract, she
speaks in riddles: My father had a daughter loved a man, meaning herself loving Orsino, with
ideas developed by relevant references to the text.

Clear focus on how Viola uses language to hide her feelings in these extracts, eg in the first,
she is tempted to reveal her feelings and gives many hints but disguises her love as her sister’s,
and in the second, she gives short answers to Olivia’s questions in order to protect her identity.
5 Clear understanding of the effects of some features of language Viola uses, eg in the first 13,14,15
extract, her language creates dramatic irony because the audience know she loves Orsino, and
in the second, her attempts to deal with the awkward situation are amusing. Well-chosen
references justify comments as part of overall argument.

Coherent analysis of Viola’s speech and behaviour showing insight into how she uses language to hide
her feelings, eg in the first extract, she reveals her love so that the audience can understand her while
concealing her love from Orsino, creating dramatic irony, and in the second, she pleads Orsino’s
6 case to deflect attention from herself. Appreciation of the effects of features of language, eg in the 16,17,18
first extract, the use of imagery when Viola describes her ‘sister’s love’ exaggerates her suffering, and
in the second, she creates humour through her clever replies and ambiguous language. Comments
and precisely selected references to the text integrated into well-developed argument.
Twelfth Night Reading

2003 KS3 English test mark scheme Shakespeare paper 93

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 1

For Orsino she hides her true feelings for him by

simple fact saying masculine things to him, ‘We men say
more, swear more,’ she is making sure that he
doesnt suspect her of being a woman. Also I opinion supported
by textual reference
think that she just wants to say, ‘I love you!’, but
generalised that would be strange if she was still in man understanding that
statement not Viola is in disguise
clearly focused on form.
question
Also Viola wants Olivia to stop going on about
how she loves Cesario because it is really getting attempts to
comment on second
on her nerves. extract but gives no
textual evidence
Twelfth Night Reading

6XPPDU\

This brief response gives one simple fact and some opinions about Viola, but coverage of the second extract is
minimal. The response has one direct textual reference, the rest of the response being simple assertion. There is
a lack of clarity of understanding and the range of points is very limited. The simple opinions stated are
sufficient to gain one mark.

Band 1 – 1 mark

94 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 2

In these scenes Viola uses her language wisely to

generalised make people think she is a man and her feelings
statement, showing
awareness of Viola’s from Orsino and Olivia.
disguise
In act 2 scene 4 she is trying her hardest not to
say anything to Orsino and tries to put Orsino
relevant comment
off sending her with messages of love to Olivia. and a supporting
“But if she cannot love you, sir?” This shows quotation
that she is trying to put Orsino off Olivia
because she is giving him doubts about Olivia’s
lack of explicit
feelings therefore eliminating the opposition. reference to Viola’s
This is also a subtle hint that she likes him use of language
some awareness of because she is trying to get all the attention onto
what Viola is doing,
and why, and of her herself.
feelings
In act 3 scene 1 Viola hides her true feelings and comment
unsupported by
thoughts from Olivia. Olivia declares her love textual evidence
for Cesario and Cesario is trying his hardest to
not say anything. Viola keeps her identity secret
and so her feelings for Orsino. We can tell that reference to how
Viola speaks, with
a little explanation she her wits about her by “I am not what I am.” relevant reference
of how Viola hides To any person it seems like she is saying
her feelings something like “you don’t know the real me” but
it is a subtle hint that she is really a female in
disguise. She is also relieved when Olivia
unsubstantiated
doesn’t want to hear what Orsino has sent Viola assertion
to say but doesn’t show it.

Twelfth Night Reading

6XPPDU\

This response shows some awareness of the more obvious ways Viola hides her feelings in both extracts.
Comments are mainly relevant, although not always supported by textual evidence. There are some broad
references to how Viola speaks using some appropriate phrase selection, but the range of ideas and references
is not sufficient to take this response into Band 3.

Band 2 – 6 marks

2003 KS3 English test mark scheme Shakespeare paper 95

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 3

When Viola is with Orsino she is kind of upset

that Orsino is deeply in love with Olivia. Viola
has to hide her true feeling from Orsino because clear understanding
of Viola’s position
for one she is disguised as a man and she is and feelings
madly in love with him while being his towards Orsino
messenger. I think that the language she uses to
attempt to focus on hide her true feelings is normal, it is not too
language, but idea formal. Orsino speaks to Viola as a good friend,
lacks clarity they both do that. In the scene Orsino says to
Viola “Come Hither boy, how dost thou like this not clearly focused
on task
tune?” Orsino is acting casually there, with
Viola. In the play when Orsino ask’s Viola to sit
with him she has this look on her face like
embarassment or shyness. Sometimes that’s
what women do! As Orsino and Viola get
talking she kinds of let’s her true feelings out by
saying that she had a sister that loved a man, but
she is really talking about the love she feels for
Orsino. In the passage it says “My father had a
awareness of Viola’s daughter loved a man.” Now that daughter she
use of language to
disguise her mentioned is her. As she tells the story of that
feelings, with daughters love Orsino does not realise that she
relevant quotation attempt to explain
is talking about herself and the true feelings
how Viola’s
about herself. The passage says “And what’s language hides her
her history?” that shows how interested Orsino feelings
is about that daughters love. Most of the
conversations they have together is about love
generalisation but and the different ways that love is between a man
attempted discussion
and a woman. In the scene when she describes
the love of that daughter she begins to change
the subject because she hurts when she says her well-observed point
but requires
true feelings her love when he does not realise it. support

When Viola is with Olivia it is a different story.

Olivia knows that she is in love with Viola but
focus on Viola does not know that Viola is really a woman.
maintained with
awareness of link Viola tries to convince Olivia that she is only statement requires
between extracts visiting her to declare Orsino’s love. Olivia supporting
Twelfth Night Reading

does not want to hear about Orsino but she reference

makes excusses to have Viola to visit her again.

Olivia is very in love with Viola and wants to
marry. Olivia asks Viola if she has got feelings
for her .

continued opposite

96 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 3 continued

Viola says “I pity you.” Viola is really trying to

say that she has no feelings for her only for he awareness of literal
meaning of words
love Orsino but she cannot say that. Viola. can masking Viola’s
only say “I have one heart, one bosom, and one feelings
truth, and that no woman has.” Viola is saying
awareness of Viola’s
to Olivia that she has only one heart that she will
use of language not share with any woman. It is very hard for
Viola to keep disguising herself and hiding the
truth because she already feels sorry for Olivia some discussion of
because Olivia is just fallen in love with the Viola’s methods of
hiding her true
wrong person. Olivia still loves Viola and will feelings, but lapses
not give up. Viola can only say no because she into narrative
really loves Orsino and she is really a woman
seeking for her brother.
Personally I think she acts differently towards
Orsino and Olivia. She obviously acts summing up of key
attentively to Orsino because she loves him and ideas with a little
to Olivia she acts as a messenger to declare comparison
understanding of
the different Orsino’s love to Olivia but Olivia really loves
feelings Viola has
towards Orsino and
Viola. Viola cleverly hides her feelings well for
Olivia, but focus on them not to know but to know at the wright
use of language not moment.
sustained

Twelfth Night Reading

6XPPDU\

This response provides some discussion of ways Viola uses language to hide her true feelings, supported by
relevant references. There is some lapse into narrative and generalisation, but also a clear attempt to focus on
the task and develop a range of ideas. A secure grasp of both extracts with some exemplification of how Viola
uses language places this response firmly in Band 4.

Band 4 – 11 marks

2003 KS3 English test mark scheme Shakespeare paper 97

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 4

Act 2 Scene 4
In this scene Viola almost forgets who she is
pretending to be because she is actually trying to focus on Viola in
explain to Orsino that Olivia really does not love disguise and the
difficulty of her
him. She tells Orsino that Viola’s (her) “father situation
had a daughter loved a man” When Viola talks
clear focus on about her “father had a daughter” she is really
language used to
hide feelings,
talking about herself and how she loves Orsino.
supported by textual She is basically telling Orsino a story of her
reference father’s daughter and as the truth is that she is
awareness of actually talking about herself all the things she
dramatic irony says about her father’s daughter is really what
she is feeling for herself. Viola uses words and
sentences eg. “We men may say more, swear
more, but indeed
Our shows are more than will: for still we prove
Much in our vows, but little in our love. “When focus on detail in
she says these lines and when she says “we” she Viola’s use of
actually means Orsino. We make a lot of language

promises but fufill very little. understanding

We say a lot of lovely things about love in our of features of
language with
promises to it, but we fufill very little when it is well-chosen
really time to fufill the promises. Viola is putting reference
herself and Orsino into stories and trying to hint
understanding of
to Orsino (very faintly) that she really loves him.
effect of language She is hiding her true feelings from Orsino by
telling stories about her feelings for Orsino.
Act 3 Scene 1
In this scene Viola is in quite a mess because just
when she goes to Olivia again to say about
Orsino’s love for Olivia, Olivia suddenly
declares her love to Viola. Now it is quite
difficult for Viola to explain about Orsino
because Olivia would not listen anymore about
Orsino’s love for her. Viola tries to use words
which means she is a lower standard than Olivia sense of Viola
adapting language
feature of
to keep Olivia at a distance eg. “your servant’s to suit situation
Twelfth Night Reading

language explained name, fair princess”, but this does not really
and justified work because Olivia does not accept it. Each
time Olivia says something about not wanting to
hear about Orsino, Viola would try a say

continued opposite

98 Shakespeare paper 2003 KS3 English test mark scheme

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 Twelfth Night Reading Example 4 continued

“And he is yours, and his must needs be yours.”

No matter what Olivia would not listen to her.
Viola says ‘Dear lady’ but Olivia interrupts and focus on Viola’s use
refuses to listen. Viola is trying to be polite but of langauge

lack of detailed
she starts to get frustrated. Viola starts to get
explanation of quite angry because Olivia is not listening to
Viola’s response her. Viola says “I pity you.” But Olivia takes
that as a good thing (“That’s a degree to love).
Viola:”That very oft pity enemies.” quotations require
further comment
I think Viola’s language was getting quite
abrupt to hide her true feelings because nothing
actually seemed to work. Whatever she said to
Olivia she did not seem to care. So Viola thought
point needs that probably speaking abruptly would make
explanation to
clarify idea
Olivia go away. I think Viola was trying very
hard to keep her feelings in because she was understanding that
getting quite irritated trying to tell Olivia to love Viola’s short
responses are a
Orsino. She even accidentally spilled out who method of hiding
she was “Then think you right: I am not what I her feelings
am.
Even when Viola was angry Olivia thought she
looked really handsome. This situation is quite
funny because the audience know Olivia loves a
woman. Viola is in a difficult situation and
nearly reveals, the truth when she says, “I have
one heart, one bosom, and one truth, and that no awareness of how
Viola’s situation
appropriate
woman has; nor never none shall mistress be of affects her use of
quotation but it, save I alone.” Viola used abrupt language to language
requires further hide her feelings in this scene. But she still did
comment
not stop trying for Orsino. I think she kept
telling herself to keep repeating Orsino’s love for deduction made
about effect of
Olivia (another way to hide her feelings). language
Twelfth Night Reading

6XPPDU\

This response focuses clearly on how Viola uses language to hide her feelings in both extracts. There is an
understanding of the effect of some features of language, though the discussion fails to pin down some points
in places. A range of well-chosen references is used to justify comments and the response sustains its focus
sufficiently to achieve a mark in the middle of Band 5.

Band 5 – 14 marks

2003 KS3 English test mark scheme Shakespeare paper 99

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk
 EARLY YEARS

NATIONAL
CURRICULUM
5 –16

GCSE

GNVQ

GCE A LEVEL

NVQ

OTHER
VOCATIONAL
QUALIFICATIONS

Further teacher packs may be purchased (for any purpose other than statutory
assessment) by contacting:
QCA Publications, PO Box 99, Sudbury, Suffolk CO10 2SN
(tel: 01787 884444; fax: 01787 312950)

Order ref: QCA/03/988 254707

Sourced from SATs-Papers.co.uk https://www.SATs-Papers.co.uk