KS3 · iLowerSecondary English · Mark scheme

How your answers are marked

Every script for the iLowerSecondary English achievement test is marked using the same set of rules. Knowing them helps you see exactly what an examiner is looking for - and what wins or loses marks.

The general rules examiners follow

Positive marking

Examiners reward what you have shown you can do. They look for evidence of achievement and credit it - they do not deduct marks for things you have left out or for not reaching the very top of a level.

Best-fit levels

For levelled questions the examiner reads the whole answer, then chooses the level whose description fits it best overall. A single weaker sentence does not drag a strong answer down a level - the balance of the response decides.

Indicative content is illustrative

The points listed in a mark scheme are examples of creditable answers, not a compulsory checklist. Any valid, well-explained point that answers the question earns credit, even if the mark scheme does not list it.

Explain your evidence

A direct lift of words from the text with no explanation is not credited. Quote briefly, then say what it shows or how it works.

No vague references

A vague reference without expansion is not accepted. “The writer uses language” is not enough - name the choice and explain its effect.

One mark per developed point

On points-based questions, one mark is given for each clearly developed point supported by appropriate evidence from the text. Repeating the same point twice does not earn a second mark.

Closed questions

On closed questions (circling, ticking, crossing or underlining) any clear positive indication of the correct answer is accepted, even if it is not perfectly neat - as long as the intended choice is unambiguous.

Own words or precise quotation

For retrieval and inference, either your own accurate words or a precise short quotation can earn the mark. The reference must be specific, not a general gist of the text.

Section B: Writing: the writing grids

The single extended writing task is worth 30 marks. It is marked against two separate levelled grids that are added together: one for WAO1 (worth 18 marks) and one for WAO2 (worth 12 marks). Each grid runs from level S1 (lowest) to S4 (highest); the examiner picks the best-fit level for each, then totals the two.

WAO1: form, communication and purpose

Communicate appropriately according to form, audience and purpose; organise writing, sequencing and structuring information appropriately and coherently.

Level	Marks	Descriptors
S1	1-4	Some content linked to task with an awareness of audience. Form is sometimes maintained. Some paragraphs or sections logically sequenced, although transitions may be awkward. Some stylistic features are used to support purpose.
S2	5-9	Mostly appropriate to task with clear awareness of audience. Form mostly established and maintained. Organised with clear control of paragraphs or sections that supports coherence. Stylistic features used add emphasis and interest which mostly supports purpose.
S3	10-14	Appropriate to task with secure awareness of audience. Form established and maintained throughout. Organised with clear control of paragraphs or sections that supports coherence throughout. Stylistic features used add emphasis and interest which supports purpose.
S4	15-18	Sophisticated awareness of audience. Form adapted and controlled for purpose. Organised with complete control of paragraphs or sections with coherence throughout. Stylistic features used confidently fully supporting purpose.

WAO2: grammar, punctuation and spelling

Communicate meaning in writing through the use of accurate grammar, punctuation and spelling.

Level	Marks	Descriptors
S1	1-3	Some sentences grammatically sound with some complex connectives used. Some sentences correctly demarcated, with mostly correct use of internal punctuation. Spelling of common functional words is accurate with some lapses.
S2	4-6	Sentences mostly grammatically sound with an emerging range of complex connectives used to develop sentences. Most sentences correctly demarcated, with mostly correct use of internal punctuation. Spelling is mostly accurate including evidence of more ambitious vocabulary.
S3	7-9	Sentences are grammatically secure with complex connectives used to develop sentences. Sentences are correctly demarcated with appropriate use of punctuation. Spelling is accurate with more ambitious choices used appropriately.
S4	10-12	Sentences are grammatically assured and used effectively throughout. Sentences are demarcated correctly and with sophisticated use of punctuation. Spelling is accurate with ambitious choices used appropriately and confidently.

The Section A comparison grid

The extended comparison question in Section A - Reading is marked out of 6 using its own levelled grid. It assesses three reading objectives at once - RAO2, RAO4 and RAO5 - so the strongest answers move from an implicit comment to a clear, explicit explanation of the contrast.

Level	Marks	Descriptor
Level 1	1-2	Response is a simple comment with implicit contrast, referring to either one or two of: deducing, inferring or interpreting information, events or ideas; the use of language at word level; writers’ purpose and viewpoint / overall effect on the reader.
Level 2	3-4	Response is an explanation with explicit reference to the contrast, focused on two of: deducing, inferring or interpreting information, events or ideas; the use of language at word level; writers’ purpose and viewpoint / overall effect on the reader.
Level 3	5-6	Response is a clear explanation of the contrast, focusing on: deducing, inferring or interpreting information, events or ideas; the use of language at word level; writers’ purpose and viewpoint / overall effect on the reader.

Worked example: 1 mark vs 2 marks

Here is an original two-mark short open-response question - written by The English Hub, not taken from any past paper - that asks students to explain a writer's choice. The neutral topic is a notice about a school's new bicycle shelter.

Question (2 marks)

“The writer ends the notice with the sentence: “Lock it or lose it.” Explain why the writer chose to finish this way and the effect it has on the reader.”

Earns 1 mark

“The writer ends with ‘Lock it or lose it.’ It is a short sentence at the end.”

This identifies one true point (a short closing sentence) but it is mostly a lift of the text with a vague observation. There is no explanation of why the choice was made or its effect on the reader, so only one mark is available.

Earns 2 marks

“The blunt, snappy command ‘Lock it or lose it’ leaves the reader with a clear warning. Its short, punchy rhythm makes the advice memorable and pushes students to act, so the notice ends on a persuasive note.”

This makes one developed point with brief evidence, then explains both the writer's purpose (to persuade and warn) and the effect on the reader (a memorable call to act). Two clearly developed strands of explanation earn the full two marks.