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KS3 · iLowerSecondary English · Practice papers · Paper 6: Discovery
A complete original achievement test modelled exactly on the format of LEH11/01. Theme: discovery. All three source texts are original works written by The English Hub - they are not taken from any past paper. Work through the paper first, then open the mark scheme to check your answers.
Total marks
70
Time allowed
1 hour 45 minutes
Section A: Reading
40 marks · 22 questions
Section B: Writing
30 marks · 1 task
Instructions
Read all three texts before you begin Section A. Paragraphs are numbered so you can refer to them in your answers.
Text 1 - non-fiction (magazine article (explanatory))
An explanatory article written for The English Hub · Purpose: inform / explain
Some of the greatest discoveries in science were never planned. They began with a mistake, an interruption, or a window left open on a warm afternoon. The discovery of penicillin - the medicine that has since saved an enormous number of lives - is one of the most famous examples of all, and it started with a dirty laboratory dish.
In 1928 a Scottish scientist named Alexander Fleming was working at a hospital in London, studying bacteria - the tiny living things that can cause illness. Before he went away for a summer holiday, he left a stack of glass dishes on his bench. Each dish held a thin film of the bacteria he had been growing. When he returned, the dishes were not as he had left them.
On one of them a blue-green mould had begun to grow, the kind of mould that sometimes appears on old bread. That alone was not unusual; laboratories are not perfectly clean places. What caught Fleming’s attention was the ring of clear glass around the mould. Wherever the mould had spread, the bacteria had simply died, as though the mould were defending the space around itself.
Fleming realised that the mould must be releasing a substance that killed the bacteria. He named that substance penicillin, after the mould’s scientific name. He published what he had seen, but he was not able to turn it into a usable medicine, and for several years the discovery was largely ignored.
More than a decade later, a team of scientists at the University of Oxford returned to Fleming’s work. Through long and difficult experiments they found a way to purify penicillin and produce it in far larger amounts. By the 1940s it was being used to treat wounded soldiers, and infections that had once been fatal could now be cured.
The story is often told as a piece of pure luck, and luck certainly played its part. But the open window only mattered because someone was paying attention. As Fleming himself suggested, chance favours the prepared mind: the accident was ordinary, and the discovery extraordinary, only because of the person who noticed it.
Text 2 - non-fiction (autobiography / recount (first person))
A recount by Nadia Okafor, an explorer (a fictional account written for The English Hub) · Purpose: recount / describe
I was seventeen the summer I found the cave, and I have never been quite the same person since. People imagine that explorers are brave. The truth is that I spent most of that expedition being frightened, and going on anyway, which I have come to believe is a different and more useful thing.
My grandmother had owned an old hand-drawn map of the valley where she grew up. One corner of it was missing, torn away long before I was born, and as a child I used to stare at the ragged edge and wonder what had been there. When she died, the map came to me. I decided, with the certainty that only the young have, that I would go and find out.
The valley was three days’ walk from the nearest road. I went with two friends, a guide who did not entirely trust my map, and far too heavy a bag. For four days we found nothing but steep grey slopes and a great deal of rain. I began to suspect that the missing corner had been missing for a reason.
On the fifth morning the guide stopped and pointed at a crack in the rock that I would have walked straight past. It was no wider than a door. Inside, the air turned cold and still, and our torches lit a passage that ran far further back than any of us had expected. We did not speak. The silence in that place was older than anything I had ever stood inside.
We did not find treasure, which is what my friends had secretly hoped. What we found were marks on the walls - simple painted shapes, hands and animals, made by people thousands of years before my grandmother was born. I sat down in the dark and understood, for the first time, that discovery is not about taking something away. It is about being allowed, for a moment, to see.
Text 3 - fiction (mystery narrative (third person))
An original short story written for The English Hub · Purpose: entertain / describe
The library had belonged to Theo’s great-aunt, and now, like everything else she had left behind, it belonged to nobody and to him. He had been told to sort the books into boxes. Instead he had spent the whole afternoon reading them, which his great-aunt, he felt sure, would have entirely understood.
It was the draught that gave it away. A thin, cold thread of air, moving where no air should move, slipping out from behind the tallest bookcase against the far wall. Theo pressed his hand flat to the shelf and felt it: a faint, patient breath of cold against his palm, as though the wall itself were exhaling.
He pulled the books down one by one, his heart going faster than the work deserved. Behind them the wood was not solid. There was a seam, a perfect dark line where two panels met, and a small brass catch worn smooth by some other hand, long ago. He looked over his shoulder, though he knew the house was empty, and pressed it.
The shelf swung inward without a sound, which was somehow worse than any creak would have been. Beyond it lay a room no larger than a cupboard, and in the centre of the room, on a plain wooden table, sat a single locked box and a letter addressed, in handwriting he did not recognise, to him.
Theo stood in the doorway for a long time. Part of him wanted to box the books, close the shelf, and tell no one. But his great-aunt had hidden this where only a reader would ever find it, and he understood, with a slow and certain feeling, that the discovery had been left for him on purpose - and that whatever it asked of him, he had already decided to answer.
All texts above are original works written by The English Hub for this practice paper. Factual content in Text 1 is well-known, verifiable history and science (the discovery of penicillin); the explorer Nadia Okafor and the cave expedition in Text 2 are fictional; Text 3 is original fiction.
Answer ALL questions. Read the three texts in the Source Booklet first. The texts are linked by the theme of discovery. Total for this section: 40 marks. Recommended time: 1 hour 10 minutes.
In Text 1, paragraph 1, the writer says some discoveries “were never planned”. Circle ONE word below that is closest in meaning to “planned” as it is used here.
Indicative answer: intended
Mark notes: Award 1 mark for “intended” only. Do not credit more than one circled word.
From Text 1, give ONE thing Alexander Fleming was studying at the hospital in London.
Indicative answer: Bacteria (the tiny living things that can cause illness). Accept any clear reference to bacteria / germs that cause illness.
Mark notes: 1 mark for a precise reference. Do not credit a vague gist such as “science”.
From Text 1, give TWO things the Oxford team did with Fleming’s discovery.
Indicative answer: Any two of: they returned to / built on Fleming’s earlier work; they found a way to purify penicillin; they found a way to produce it in far larger amounts; (by the 1940s) it was used to treat wounded soldiers.
Mark notes: 1 mark for each correct point, up to 2 marks.
In Text 1 the writer says the bacteria died “as though the mould were defending the space around itself”. Put a cross in ONE box to show what this comparison suggests.
Indicative answer: B - the mould was releasing something that killed the bacteria
Mark notes: 1 mark for B only.
In Text 1, why does the writer say the discovery “was largely ignored” for several years?
Indicative answer: Because Fleming was not able to turn it into a usable medicine, so others did not see its value / act on it. Accept any answer linking the neglect to it not yet being usable.
Mark notes: 1 mark for a clear inference.
In this sentence from Text 1, underline the VERB: “A blue-green mould had begun to grow on one of the dishes.”
Indicative answer: “grow” (also accept “had begun”)
Mark notes: 1 mark for clearly identifying the verb “grow” (accept “had begun”). Any clear positive indication (underline, circle) is accepted.
In the final paragraph of Text 1 the writer says: “the accident was ordinary, and the discovery extraordinary, only because of the person who noticed it.” What did the writer mean by this, and what is its effect on the reader?
Indicative answer: Meaning: the lucky event itself was unremarkable - what made it a great discovery was Fleming’s attention and curiosity in noticing and following it up. Effect: ends the article on a thoughtful note that credits the scientist rather than luck, leaving the reader admiring careful, prepared thinking.
Mark notes: 1 mark for explaining the meaning; 1 mark for the effect on the reader. Do not credit an unexplained lift of the quotation.
From Text 2, what was missing from the hand-drawn map that the writer inherited?
Indicative answer: One corner of the map (which had been torn away long before she was born).
Mark notes: 1 mark for the precise detail.
In Text 2 the writer says she decided to find the place “with the certainty that only the young have”. What does this suggest about her decision at the time?
Indicative answer: That her confidence came from being young and inexperienced - she did not yet realise how difficult or risky it would be. Accept any inference about youthful, untested certainty.
Mark notes: 1 mark for a clear inference.
In Text 2, paragraph 1, the writer uses a dash: “The truth is that I spent most of that expedition being frightened, and going on anyway, which I have come to believe is a different and more useful thing.” In paragraph 4 she also uses short sentences such as “We did not speak.” Explain the effect of the writer’s sentence choices here.
Indicative answer: Effect: the long, qualifying sentence in paragraph 1 makes her admission feel honest and reflective, as if she is thinking it through with the reader. The short sentence “We did not speak.” slows the pace and conveys awe, making the cave feel solemn and significant. Linked explanation: the contrast in sentence length controls how the reader feels at each moment.
Mark notes: 1 mark for naming an effect of the sentence choice (e.g. reflective tone / building awe). 1 mark for an explanation linked to the text content.
In Text 2 the writer states: “discovery is not about taking something away. It is about being allowed, for a moment, to see.” What is the writer’s purpose here, and how does this affect the reader?
Indicative answer: Purpose: to redefine discovery as something respectful and humble rather than greedy - finding meaning rather than treasure. Effect: makes the reader rethink what exploration is for, and admire the writer’s changed, thoughtful attitude.
Mark notes: 1 mark for the writer’s purpose; 1 mark for the effect on the reader.
In this sentence from Text 2, underline the PROPER NOUN: “My grandmother had owned an old hand-drawn map of the valley where Nadia grew up.”
Indicative answer: “Nadia”
Mark notes: 1 mark for identifying “Nadia”. Any clear positive indication is accepted.
Tick ONE box in each row to show which text uses each feature. (Text 1 is the penicillin article; Text 2 is the explorer’s recount.)
| Feature | Text 1 | Text 2 | Neither |
|---|---|---|---|
| First-person narration using “I” | |||
| Specific dates and named scientists | |||
| A clear, factual explanation of a scientific process | |||
| Subheadings or numbered lists |
Indicative answer: Row 1 - Text 2; Row 2 - Text 1; Row 3 - Text 1; Row 4 - Neither.
Mark notes: 2 marks for all four rows correct; 1 mark for two or three rows correct; 0 marks for one or none correct.
How does the writer of Text 2 use language to make the discovery of the cave feel powerful and memorable? Make TWO developed points, each supported with evidence from the text.
Indicative answer: Indicative content (any two developed points): (1) sensory contrast - “the air turned cold and still” marks the threshold into the cave and signals something important; (2) the comparison of silence to age - “older than anything I had ever stood inside” / “The silence in that place was older” gives the moment scale and reverence; (3) the understated reveal - “simple painted shapes, hands and animals” lets the plainness of the marks carry deep meaning; (4) the reflective final sentence reframes the whole experience, making the discovery feel transformative.
Mark notes: Up to 2 marks per developed point: 1 mark for an appropriate point with evidence, 1 mark for explaining the effect on the reader. Maximum 4 marks.
Compare how the writer of Text 1 uses the quotation “chance favours the prepared mind” and how the writer of Text 2 uses the quotation “discovery is not about taking something away. It is about being allowed, for a moment, to see.” to reflect each writer’s purpose. In your answer you should comment on the writers’ use of language and the effect on the reader.
Indicative answer: Indicative comparison: Text 1’s writer uses the balanced, almost proverbial phrase “the prepared mind” to imply that discovery rewards attention and effort, not mere luck; the abstract noun “mind” reflects an explanatory, instructive purpose that leaves the reader respecting careful scientists. Text 2’s writer uses the gentle, humble phrasing “being allowed… to see” - where the passive verb removes any sense of ownership - to imply that true discovery is a privilege, not a prize; this reflects a reflective, personal purpose that moves the reader emotionally. Where Text 1 positions the reader to admire intellectual preparedness, Text 2 positions them to feel the wonder and humility of the moment.
Mark notes: Mark using the levelled comparison grid (COMPARISON_LEVELS). Top level: a clear explanation of the contrast that infers beyond the literal words, comments on language at word level, and identifies each writer’s purpose and effect on the reader.
Levelled grid
| 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. |
Which of the two non-fiction texts (Text 1 or Text 2) do you find more appealing to read, and why? Support your answer with evidence from the text you choose.
Indicative answer: Accept either text. Reward a reasonable explanation of preference (e.g. Text 1 is appealing because it turns a real scientific story into a surprising, well-paced narrative; Text 2 is appealing because its honest, personal voice and vivid description of the cave make the reader feel the experience).
Mark notes: 1 mark for a reasonable explanation of preference; 1 mark for appropriate supporting evidence from the chosen text.
In Text 3, paragraph 3, the writer says Theo pulled the books down “his heart going faster than the work deserved”. Circle ONE word below that is closest in meaning to “deserved” as it is used here.
Indicative answer: warranted
Mark notes: 1 mark for “warranted” only.
From Text 3, what first makes Theo notice that something is hidden behind the bookcase?
Indicative answer: A draught / a thin, cold thread of air moving where no air should move. Accept any reference to the cold draught.
Mark notes: 1 mark for the precise detail.
In Text 3, why does Theo look “over his shoulder, though he knew the house was empty”?
Indicative answer: Because he feels nervous / that he is doing something secret or forbidden, even though he knows no one is there. Accept any inference about instinctive guilt, fear or excitement.
Mark notes: 1 mark for a clear inference.
In Text 3 the writer says the shelf “swung inward without a sound, which was somehow worse than any creak would have been.” What is the effect of describing the silence as “worse”?
Indicative answer: It builds tension and unease - the unnatural silence feels deliberate and secretive, more unsettling than an ordinary creaking door. Effect: makes the reader share Theo’s nervous anticipation and sense that the discovery is significant.
Mark notes: 1 mark for explaining the meaning of the unsettling silence; 1 mark for the effect on the reader.
How does the writer of Text 3 use language and structure to build a sense of mystery and suspense? Make TWO developed points, each supported with evidence.
Indicative answer: Indicative content (any two developed points): (1) the personification of the cold air - “as though the wall itself were exhaling” - makes the house feel alive and secretive; (2) the gradual structural reveal - the draught, then the seam, then the catch, then the room - delays the discovery and builds suspense; (3) sensory and tactile detail - “a small brass catch worn smooth by some other hand, long ago” - hints at a hidden history; (4) the cliff-hanger ending - the locked box and the letter “addressed… to him” - leaves the reader needing to know more.
Mark notes: Up to 2 marks per developed point: 1 mark for a point with appropriate evidence, 1 mark for explaining the effect. Maximum 4 marks.
In Text 3, the writer says Theo “understood… that the discovery had been left for him on purpose”. What does this suggest about his great-aunt?
Indicative answer: That she had planned this deliberately and knew Theo well - she hid it where only a reader like him would find it, suggesting trust and a personal message for him.
Mark notes: 1 mark for a clear inference about the great-aunt’s deliberate, personal intention.
Answer the ONE question in this section. You should spend about 35 minutes on it. Total for this section: 30 marks.
The texts in Section A all explore the theme of discovery - an accidental scientific discovery, a young explorer’s discovery of an ancient cave, and a character’s discovery of a hidden room left for him on purpose.
Write the opening of a mystery story in which a character discovers something hidden that was never meant to be found - or perhaps was meant to be found by them alone.
WAO1 indicative content (18 marks): Reward (against the WAO1 grid, 18 marks): a strong narrative form with an intriguing hook; a vivid, controlled sense of place that creates atmosphere; a character whose curiosity and situation engage the reader; deliberate structural choices (e.g. a gradual reveal, a build of suspense, a controlled ending or cliff-hanger); writing fully appropriate to the audience and purpose (entertain). Higher marks for sophisticated audience awareness and stylistic features that fully support purpose.
WAO2 indicative content (12 marks): Reward (against the WAO2 grid, 12 marks): a range of sentence structures and openings used for effect; accurate and increasingly sophisticated punctuation (including commas, dashes, speech marks where used); largely accurate spelling with ambitious vocabulary choices used appropriately and confidently. Penalise frequent errors that impede meaning.
WAO1 - Form, communication and purpose (18 marks)
| S1 | 1-4 |
|
| S2 | 5-9 |
|
| S3 | 10-14 |
|
| S4 | 15-18 |
|
WAO2 - Grammar, punctuation and spelling (12 marks)
| S1 | 1-3 |
|
| S2 | 4-6 |
|
| S3 | 7-9 |
|
| S4 | 10-12 |
|
This paper mirrors the real spread of question types. Use this table to see what each one demands.
| Question type | AO | How to answer |
|---|---|---|
| Circle / select the synonym | RAO4 | Read the word in context. Choose the option that could replace it without changing the meaning. Only one answer; do not circle more than one. |
| Short retrieval / "Why…?" | RAO1 | Locate the exact place in the text. Answer in your own words or with a precise short quotation. Mark schemes reward a clear, specific reference, not a vague gist. |
| Multiple choice (A/B/C/D) | RAO2/RAO4 | Re-read the quoted phrase, then test each option against the meaning in context. If you change your mind, put a line through the box and mark the new answer with a cross. |
| Effect of a punctuation mark | RAO3 | One mark for naming the effect of the mark (e.g. an exclamation mark adds emphasis / surprise / excitement). One mark for an explanation linked to the text content. |
| "What did the writer mean…?" / explain the impact | RAO5 | Explain the deeper meaning and the effect on the reader. Avoid lifting the words directly from the text without explanation - the mark scheme does not credit unexplained lifts. |
| Underline the word / verb class | RAO3/RAO4 | Apply grammatical terminology precisely (e.g. imperative, modal, auxiliary, irregular). Any clear positive indication is accepted. |
| Tick which text uses a feature | RAO3 | Scan each text for the named features (e.g. question marks, apostrophes for possession, dashes, brackets). Partial credit is usually available for most rows correct. |
| Compare how two quotations reflect each writer’s purpose | RAO2 + RAO4 + RAO5 | Make an explicit, developed comparison. Move beyond an implicit comment: explain the contrast, comment on language at word level, and state each writer’s purpose and the effect on the reader. |
| Which text is more appealing - with evidence | RAO4 + RAO5 | One mark for a reasonable explanation of preference and one mark for appropriate textual evidence that supports it. |
| Inference ("Why…?") | RAO2 | Read beyond the literal. State the implied reason clearly; a single accurate inference earns the mark. |
| How does the writer show…? (language / structure) | RAO4 + RAO5 | Make two developed points, each with appropriate evidence from the text and an explanation of the effect. Two marks per developed point with evidence. |
| Section B extended writing task | WAO1 + WAO2 | Plan briefly. Match form, audience and purpose. Organise with controlled paragraphs and linked sections. Vary sentences and openings; use accurate grammar, punctuation and spelling. Marked on WAO1 (18) + WAO2 (12). |