GCSE

ENGLISH LANGUAGE
8700/2
Paper 2 Writers’ viewpoints and perspectives

Mark scheme
November 2022
Version: 1.0 Final

*22bg8700/2/MS*
 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of
assessment remain constant, details will change, depending on the content of a particular examination
paper.

Further copies of this mark scheme are available from aqa.org.uk

Copyright information

AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal
use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for
internal use within the centre.

Copyright © 2022 AQA and its licensors. All rights reserved.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

Introduction
The information provided for each question is intended to be a guide to the kind of answers anticipated
and is neither exhaustive nor prescriptive. All appropriate responses should be given credit.

Level of response marking instructions

Level of response mark schemes for GCSE English Language are broken down into four levels (where
appropriate). In the first column each level is identified with one or two key words that represent the
differences in the skills then described. These key words show the progression from Level 1 to 4 and
are:

Level 4 Perceptive, detailed

Level 3 Clear, relevant
Level 2 Some, attempts
Level 1 Simple, limited.

This is followed in the second column by a description of the different qualities required in the student’s
answer for that level. These are called the skills descriptors. In order to reach a given level, a student
must fulfil one or more of the skills descriptors for that level.

The third column of the mark scheme is the Indicative Standard. This is an important feature of the mark
scheme for GCSE English Language. It provides exemplification of the skills descriptors at each level
and offers a small number of different comments at the required standard to give an indication of the
quality of response that is typical for that level. It shows the progression from Level 1 to 4.

The Indicative Standard is not intended to be a model answer nor a complete response, and it does not
exemplify required content. Students may reach a given level by making one or more comments of the
quality demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that
level.

The standardising scripts will further exemplify each of the levels. You must refer to the standardising
material throughout your marking.

Step 1 Annotate the response

When marking a response you should first read through the student’s answer and annotate each section
using the comments from the statement bank to show the qualities that are being demonstrated, as
instructed during standardising. You can then award a level and a mark.

Step 2 Determine a level

Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptors for that level. The descriptors for the level indicate the different qualities that might be seen
in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the
lower levels of the mark scheme.

The Indicative Standard column in the mark scheme will help you determine the correct level.
Remember, students may reach a given level by making one or more comments of the quality
demonstrated by the Indicative Standard and do not have to meet all the skill descriptors at that level. It
is not the number of references, but the quality of the comments that will determine the level. The
annotation you added to the script at Step 1 will help you determine the correct level.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

Step 3 Determine a mark

Once you have assigned a level you need to decide on the mark. This requires you to fine tune within
the level to see how well each of the skills descriptors for that level has been met. A student only has to
meet a skills descriptor at a given level once to be awarded that level. Since responses rarely match a
level in all respects, you need to balance out the range of skills achieved and allow strong performance
in some aspects to compensate for other skills that may be only partially fulfilled. Again, the annotation
added at Step 1 will help you determine the mark.

Reference to the standardising scripts throughout the marking period is essential. This will help you
apply the level descriptors accurately and consistently. There will usually be an answer in the
standardising materials which will correspond with each level of the mark scheme. This answer will have
been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example
to determine if it is the same standard, better or worse than the example. You can then use this to
allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.

An answer which contains nothing of relevance to the question must be awarded no marks.

Advice

In fairness to students, all examiners must use the same marking methods. The following advice may
seem obvious, but all examiners must follow it closely.

1. Refer constantly to the mark scheme and standardising scripts throughout the marking period.

2. Always credit accurate, relevant and appropriate responses that are not necessarily covered by the
mark scheme or the standardising scripts.

3. Use the full range of marks. Do not hesitate to give full marks if the response merits it.

4. Remember the key to accurate and fair marking is consistency.

5. If you have any doubt about how to allocate marks to a response, consult your Team Leader.

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

SECTION A: READING – Assessment Objectives

AO1 • Identify and interpret explicit and implicit information and ideas.

• Select and synthesise evidence from different texts.

AO2 • Explain, comment on and analyse how writers use language and structure to
achieve effects and influence readers, using relevant subject terminology to
support their views.

AO3 • Compare writers’ ideas and perspectives, as well as how these are
conveyed, across two or more texts.

AO4 • Evaluate texts critically and support this with appropriate textual references.

SECTION B: WRITING – Assessment Objectives

AO5 • Communicate clearly, effectively and imaginatively, selecting and adapting

tone, style and register for different forms, purposes and audiences.

• Organise information and ideas, using structural and grammatical features

to support coherence and cohesion of texts.

AO6 • Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole).

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

Assessment
Section A
Objective

AO1 ✓

AO2 ✓

AO3 ✓

AO4 n/a

Section B

AO5 ✓

AO6 ✓

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 MARK SCHEME – GCSE ENGLISH LANGUAGE – 8700/2 – NOVEMBER 2022

0 1 Read again the part of Source A from lines 1 to 6.

Choose four statements below which are true.

• Shade the circles in the boxes of the ones that you think are true.
• Choose a maximum of four statements.
• If you make an error cross out the whole box.
• If you change your mind and require a statement that has been crossed out then draw a
circle around the box.

A The writer was confident from the start that she would beat her insomnia.
B The writer is surprised that she has a good night’s sleep.
C It is the first time that the writer has slept well for weeks.
D The writer’s mind is very active when she first gets into bed.
E The writer sleeps lying on her side.
F The writer has used the script before.
G The writer has black velvet sheets on her bed.
H The writer has suffered from insomnia since she was a child.
[4 marks]

AO1
• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
This question assesses the first bullet point identify and interpret explicit and implicit
information and ideas.

A The writer was confident from the start that she would beat her insomnia. [F]

B The writer is surprised that she has a good night’s sleep. [T]

C It is the first time that the writer has slept well for weeks. [F]

D The writer’s mind is very active when she first gets into bed. [T]

E The writer sleeps lying on her side. [F]

F The writer has used the script before. [T]

G The writer has black velvet sheets on her bed. [F]

H The writer has suffered from insomnia since she was a child. [T]

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0 2 You need to refer to Source A and Source B for this question.

In both sources, the writers try various ways to get to sleep, most of which fail.

Use details from both sources to write a summary of what you understand about the
different ways the writers try, but fail, to get to sleep.
[8 marks]

AO1
• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
This question assesses both bullets.

Level Skills Descriptors Indicative Standard

This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a complete
response, nor does it seek to exemplify any particular content.

Level 4 Shows perceptive or The writer in the modern text Source A says she tried lots
Perceptive, detailed synthesis and of ‘known cures’ like giving up ‘coffee, sugar and heavy
detailed interpretation of both texts: dinners’ to help her sleep. This shows that she had more
summary • Makes perceptive information about diet which helped her to make the right
inferences from both choices for her health. Scientists know that caffeine and
7–8 marks texts sugar are stimulants and are therefore likely to keep
• Makes judicious someone awake. Whereas in Source B they didn’t have
references/use of textual as much scientific knowledge to understand about
detail relevant to the nutrition. Instead, the writer in Source B is following her
focus of the question instinct that food will help her to sleep without any real
• Shows perceptive knowledge of the science. She says ‘You're hungry!
differences between Yes—that must be it’. She is responding to an instinctive
texts impulse to eat which shows she is being guided by her
own nature rather than science. However, despite using
science and nature, these methods were unsuccessful
which shows that insomnia is a very complex problem.
Level 3 Shows clear synthesis and The writer in Source A says she tried lots of ‘known
Clear, interpretation of both texts: cures’ like giving up ‘coffee, sugar and heavy dinners’ to
relevant • Makes clear inferences help her sleep. This shows that she had more
summary from both texts information about diets which helped her to make choices
• Selects clear references/ about her health. Whereas in Source B they didn’t have
5–6 marks textual detail relevant to as much scientific knowledge to understand about
the focus of the question nutrition. She says ‘You're hungry! Yes—that must be it.
• Shows clear differences You'll go to the cupboard and get a bit of cold
between texts chicken.’ This shows that the writer is following her
instinct that food will help her to sleep.

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Level 2 Shows some interpretation In Source A, the writer says that she ‘tried giving up
Some, from one/both texts: coffee, sugar and heavy dinners’ because she thought
attempts at • Attempts some they were keeping her awake, but that didn’t work. On
summary inference(s) from the other hand, the writer in Source B thought that eating
one/both texts food was good for her and would help her to sleep. She
3–4 marks • Selects some says ‘You’ll go to the cupboard and get a bit of cold
appropriate references chicken.’ She thought it would be better if she wasn’t
/textual detail from hungry but there was no chicken left so that didn’t work
one/both texts either.
• Shows some differences
between texts

Level 1 Shows simple awareness In Source A, the writer gives up coffee and sugar
Simple, from one/both texts: because they are bad for her. She says “I tried giving up
limited • Offers paraphrase rather coffee, sugar and heavy dinners.” The other writer tries
summary than inference to get to sleep by eating food. In Source B she is hungry
• Selects simple so she tries to find some chicken to eat but it has all
1–2 marks reference(s)/textual gone. “You'll go to the cupboard and get a bit of cold
detail(s) from one/both chicken.”
texts
• Shows simple difference
between texts

Level 0 Nothing to reward.

No marks

Note:
• If the quality of the response is L1 but only deals with one text, the mark must be 1 not 2.
• If the quality of the response is L2 but only deals with one text, the mark must be 3 not 4.
• A candidate has to deal with both texts and address the correct focus of the question to achieve L3
or above.
The focus of this question is the difference between the ways the writers try but fail to get to sleep.

AO1 content may include ideas such as:

• counting
• reciting
• listing
• reading
• baking
• eating/drinking
• hypnosis
• moving about/changing position
• taking medication/drugs
• using gadgets/equipment.

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0 3 You now need to refer only to Source B from lines 23 to 30.

How does the writer use language to describe the mosquitoes and their impact?
[12 marks]

AO2
Explain, comment on and analyse how writers use language and structure to achieve effects and
influence readers, using relevant subject terminology to support their views.
This question assesses Language ie: Words/Phrases/Language Features/Language
Techniques/Sentence Forms.
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification
of the skills descriptors at each level. It is not a model
answer, nor a complete response, nor does it seek to
exemplify any particular content.

Level 4 Shows detailed and perceptive The writer metaphorically portrays the
Detailed, understanding of language: mosquitoes as soldiers at war as she
perceptive • Analyses the effects of the writer’s describes their ‘never-ceasing war-
analysis choices of language song.’ This suggests that there is an
• Selects a range of judicious textual ongoing battle between her and the
10–12 marks detail mosquitoes, and they are continuously
• Makes sophisticated and accurate taunting her with their tribal cry. In the
use of subject terminology same phrase she uses sibilance and long
vowel sounds to echo the endless, irritating
sound of the mosquitoes. The writer
exaggerates the impact of the mosquitoes
by personifying them as soldiers, creating a
sense of irony that something so tiny could
be so terrifying.
Level 3 Shows clear understanding of The writer uses alliteration in the phrase
Clear, language: ‘never-ceasing war-song’ to emphasise the
relevant • Explains clearly the effects of the repeated ‘s’ sound of the mosquitoes as
explanation writer’s choices of language they buzz noisily around her. It is also a
• Selects a range of relevant textual metaphor comparing the mosquitoes to
7–9 marks detail soldiers at war. This suggests that the
• Makes clear and accurate use of writer feels there is a battle going on
subject terminology between her and the mosquitoes. ’Never-
ceasing’ suggests the battle is ongoing and
the mosquitoes will never give up their
attack.
Level 2 Shows some understanding of The phrase ‘never-ceasing war-song’ is
Some language: used to describe the noise the mosquitoes
understanding • Attempts to comment on the effect make as they buzz around. The writer uses
and comment of language the word ‘war-song’ to show that the
• Selects some appropriate textual buzzing is a very annoying sound and it
4–6 marks detail feels as if the mosquitoes are attacking her.
• Makes some use of subject
terminology, mainly appropriately

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Level 1 Shows simple awareness of The writer describes the mosquitoes as if

Simple, language: they are making a noise like singing. She
limited • Offers simple comment on the says ‘never-ceasing war-song’ which is a
comment effect of language noun and shows how it never stops.
• Selects simple reference(s) or
1–3 marks textual detail(s)
• Makes simple use of subject
terminology, not always
appropriately

Level 0 Nothing to reward.

No marks

Note:
• If a student writes about language outside of the given lines or from about the wrong source (but
with the correct focus), the response should be placed in the appropriate level according to the
quality of what is written, but placed at the bottom of the level.
• A student has to address the correct focus of the question to achieve L3 or above.

AO2 content may include the effect of language features such as:

• metaphor: ‘never-ceasing war-song

• personification: ‘the pygmy-ness of your tormentors’
• made-up words/pun: ‘an “owdacious” bite’
• simile: ‘as nervous as a cat’
• repetition: ‘lain…’
• pattern of three: ‘lain on your side…’
• active verbs: ‘twisted’ ‘doubled’ ‘folded’ ‘flying’
• emotive language: ‘fiercely’ ‘dignity’ ‘resolutely’ ‘bewailing’
• metaphor: ‘twisted your feet into hard knots’
• battle or conflict vocabulary: ‘fists’ ‘suffered’ ‘war-song’ ‘fiercely’
• hyperbole: ‘bewailing the day you were born’.

And the effect of any other use of language from the given lines.

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0 4 For this question, you need to refer to the whole of Source A, together with the whole of
Source B.

Compare how the writers convey their different feelings and perspectives on their
experiences of sleep and sleeplessness.

In your answer, you could:

• compare their different feelings and perspectives on their experiences of sleep and
sleeplessness
• compare the methods they use to convey their feelings and perspectives
• support your response with references to both texts.
[16 marks]

AO3
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more
texts.
Level Skills Descriptors Indicative Standard
This indicative standard provides an exemplification of the skills
descriptors at each level. It is not a model answer, nor a complete
response, nor does it seek to exemplify any particular content.

Level 4 Compares ideas and In Source A, she experiences a long-lasting distress, affecting
Perceptive, perspectives in a all her senses, as well as her mental health. In the phrase
detailed perceptive way “sore eyes, itchy skin and a high-pitched sense of mental
hysteria” the listing intensifies the sensory range of her
comparison • Analyses how writers’
physical and mental reaction to insomnia, whilst the adjective
methods are used ‘itchy’ reinforces the scratchy, abrasive quality of her
13–16 • Selects a range of discomfort. Whereas A experiences the long-lasting impact of
marks judicious supporting insomnia, B experiences only a temporary annoyance which is
detail from both texts unpleasant but not life-changing; one is a serious medical
• Shows a detailed and condition, the other just an entertaining anecdote. In Source B,
perceptive the writer uses second person to switch the position of reader
understanding of the and writer; her experience becomes our experience. The
different ideas and soothing, reassuring tone she uses in the words ‘awaiting your
arrival’ suggests her relief at a return to normality. The fact that
perspectives in both
the insomnia has no long-lasting impact means her experience
texts is exaggerated and humorous, rather than a serious health
problem which needs treatment.

Level 3 Compares ideas and The writer in Source A’s experience of not sleeping is that she
Clear, perspectives in a clear and is physically unwell with the effect being felt in every part of her
relevant relevant way body. She uses a list of three in the phrase “sore eyes, itchy
skin and a high-pitched sense of mental hysteria” to emphasise
comparison • Explains clearly how
how her senses are all affected, like her sense of
writers’ methods are touch, which reinforces how much she is suffering. The impact
9–12 marks used is different as the writer in Source A still feels physically unwell
• Selects relevant detail the next day whereas in Source B she is less affected by her
to support from both experience and forgets about what happened the night
texts before. Source B uses second person perspective to address
• Shows a clear the reader directly. She says “coffee and rolls are awaiting your
understanding of the arrival” to share her experience of how relaxing it is to have
different ideas and breakfast served. Her suffering from the night before was just a
temporary thing that she has recovered from quickly.
perspectives in both
texts

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Level 2 Attempts to compare ideas In Source A, she wakes up feeling really

Some, and perspectives uncomfortable because she says she has “sore eyes, itchy
attempts at • Makes some comment skin and a high-pitched sense of mental hysteria” which shows
she isn’t well. The method she uses is a list of three things
comparison on how writers’ methods
which all together makes it sound worse. When the writer in
are used Source A wakes up she feels ill but the writer in Source B is
5–8 marks • Selects some just hungry and ready for her breakfast. She says ‘your’ in the
appropriate textual phrase “coffee and rolls are awaiting your arrival” which means
detail/references, not she is talking to you so you know how she feels. When she
always supporting, from wakes up, the writer in Source B has forgotten that she was so
one or both texts tired and upset the night before.
• Shows some
understanding of
different ideas and
perspectives
Level 1 Makes simple cross In Source A, the writer feels bad when she wakes up.
Simple, reference of ideas and She says she’s got “sore eyes, itchy skin and a high-
limited perspectives pitched sense of mental hysteria”. This is a list of three
comment • Makes simple different things she feels. But in Source B, the writer is
identification of writers’ okay in the morning. When she wakes up she says
1–4 marks methods “coffee and rolls are awaiting your arrival” which is talking
• Selects simple to you and telling you that breakfast is ready. This shows
reference(s)/ textual that she is fine and she wants a cup of coffee.
detail(s) from one or
both texts
• Shows simple
awareness of ideas
and/or perspectives
Level 0 Nothing to reward.
No marks

Note:
• If the quality of the response is L1 but only deals with one text, the maximum mark is 2.
• If the quality of the response is L2 but only deals with one text, the maximum mark is 6.
• A student has to deal with both texts to achieve L3 or above.
• References to the writers’ methods may be implicit without specific mention of the writer.

AO3 content may include the comparison of ideas such as:

• the time frame

• the impact on their lives
• their response
• their actions
• their thoughts
• their feelings.

And comment on methods such as:

• structure – chronological, with flashbacks in Source A; chronological, diary-like in Source B

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• narrative viewpoint – first person, anecdotal in Source A; second person, interior monologue in
Source B
• tone – mostly serious and desperate in Source A; exaggerated and comic in Source B
• language features – metaphor, alliteration, facts, repetition in Source A; hyperbole, imagery, list of
three in Source B
• word choices.

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0 5 ‘Scientists say that teenagers are not like adults: they learn and socialise differently and
need sleep at different times. Education needs a radical re-think to meet the needs of
students.’

Write a letter to the Minister for Education explaining your point of view on this statement.

(24 marks for content and organisation

16 marks for technical accuracy)
[40 marks]

AO5 Content and Organisation

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for
different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and
cohesion of texts.
Level Skills descriptors

Level 4 Upper Content

Level 4 • Communication is convincing and compelling
19–24 marks • Tone, style and register are assuredly matched to purpose and
22–24 audience
Compelling, marks • Extensive and ambitious vocabulary with sustained crafting of
Convincing linguistic devices
Communication
Organisation
• Varied and inventive use of structural features
• Writing is compelling, incorporating a range of convincing and
complex ideas
• Fluently linked paragraphs with seamlessly integrated discourse
markers
Lower Content
Level 4 • Communication is convincing
• Tone, style and register are convincingly matched to purpose and
19–21 audience
marks • Extensive vocabulary with conscious crafting of linguistic devices

Organisation
• Varied and effective structural features
• Writing is highly engaging with a range of developed complex
ideas
• Consistently coherent use of paragraphs with integrated discourse
markers

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Level 3 Upper Content

Level 3 • Communication is consistently clear
13–18 marks • Tone, style and register are consistently matched to purpose and
16–18 audience
Consistent, marks • Increasingly sophisticated vocabulary and phrasing, chosen for
Clear effect with a range of successful linguistic devices
Communication
Organisation
• Effective use of structural features
• Writing is engaging, using a range of, clear connected ideas
• Coherent paragraphs with integrated discourse markers
Lower Content
Level 3 • Communication is generally clear
• Tone, style and register are generally matched to purpose and
13–15 audience
marks • Vocabulary clearly chosen for effect and appropriate use of
linguistic devices

Organisation
• Usually effective use of structural features
• Writing is engaging, with a range of connected ideas
• Usually coherent paragraphs with range of discourse markers

Level 2 Upper Content

Level 2 • Communicates with some sustained success
7–12 marks • Some sustained attempt to match tone, style and register to
10–12 purpose and audience
Some marks • Conscious use of vocabulary with some use of linguistic devices
successful
Communication Organisation
• Some use of structural features
• Increasing variety of linked and relevant ideas
• Some use of paragraphs and some use of discourse markers
Lower Content
Level 2 • Communicates with some success
• Attempts to match tone, style and register to purpose and
7–9 audience
marks • Begins to vary vocabulary with some use of linguistic devices

Organisation
• Attempts to use structural features
• Some linked and relevant ideas
• Attempt to write in paragraphs with some discourse markers, not
always appropriate

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Level 1 Upper Content

Level 1 • Communicates simply
1–6 marks • Simple awareness of matching tone, style and register to purpose
4–6 and audience
Simple, Limited marks • Simple vocabulary; simple linguistic devices
Communication
Organisation
• Evidence of simple structural features
• One or two relevant ideas, simply linked
• Random paragraph structure

Lower Content
Level 1 • Limited communication
• Occasional sense of matching tone, style and register to purpose
1–3 and audience
marks • Simple vocabulary

Organisation
• Limited or no evidence of structural features
• One or two unlinked ideas
• No paragraphs

Level 0 Students will not have offered any meaningful writing to assess.
No marks Nothing to reward

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AO6 Technical Accuracy

Students must use a range of vocabulary and sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for
each specification as a whole.)
Level Skills descriptors

Level 4 • Sentence demarcation is consistently secure and consistently accurate

• Wide range of punctuation is used with a high level of accuracy
13–16 marks
• Uses a full range of appropriate sentence forms for effect
• Uses Standard English consistently and appropriately with secure control of
complex grammatical structures

• High level of accuracy in spelling, including ambitious vocabulary

• Extensive and ambitious use of vocabulary

Level 3 • Sentence demarcation is mostly secure and mostly accurate

• Range of punctuation is used, mostly with success
9–12 marks
• Uses a variety of sentence forms for effect
• Mostly uses Standard English appropriately with mostly controlled grammatical
structures

• Generally accurate spelling, including complex and irregular words

• Increasingly sophisticated use of vocabulary

Level 2 • Sentence demarcation is mostly secure and sometimes accurate

• Some control of a range of punctuation
5–8 marks
• Attempts a variety of sentence forms
• Some use of Standard English with some control of agreement

• Some accurate spelling of more complex words

• Varied use of vocabulary

Level 1 • Occasional use of sentence demarcation

• Some evidence of conscious punctuation
1–4 marks
• Simple range of sentence forms
• Occasional use of Standard English with limited control of agreement

• Accurate basic spelling

• Simple use of vocabulary

Level 0 Students’ spelling, punctuation etc. is sufficiently poor to prevent understanding

No marks or meaning.

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