Level of thinking skills on the subject “English language”, Grade 6

Strand	Level of thinking skills	Description	Recommended type of question
Listening	Knowledge and comprehension	Understand longer sequences of supported classroom instructions; recognise more complex supported questions which ask for personal information; identify more complex supported questions on a growing range of general and curricular topics; recognise with limited support the main points of extended talk; understand most specific information and detail of supported, short talk; recognise supported narratives including some extended talk, on a range of general and curricular topics; understand narratives including some extended talk	Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer.
	Higher order thinking skills	recognise the opinion of the speaker(s) in supported extended talk; deduce meaning from context in supported short talk on a range of general and curricular topics.
Speaking	Application	Ask simple questions to get information about a growing range of general topics; use appropriate subject-specific vocabulary and syntax to talk;	Questions that require short answers. Questions that require detailed answer.
	Higher order thinking skills	provide basic information about themselves and others at discourse; give an opinion at sentence and discourse level on an increasing range of general and curricular topics; respond with limited flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics; keep interaction going in longer exchanges on a range of general and curricular topics; communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges; recount some extended stories and events on a limited range of topics.
Reading	Knowledge and comprehension	Understand the main points in a growing range of short, simple texts;  understand independently specific information and detail in short, simple texts; understand the detail of an argument, including some extended texts; recognise the attitude or opinion of the writer in short texts on a growing range of general and curricular topics;	Questions with multiple choice answers. Questions that require short answers. Questions that require detailed answer.
	Application	read independently a limited range of short simple fiction and non-fiction texts; use independently familiar paper and digital reference resources to check meaning and extend understanding;
	Higher order thinking skills	deduce meaning from context, including some extended texts; recognise typical features at word, sentence and text level in a range of written genres; recognise the difference between fact and opinion in short, simple texts on a wide range of general and curricular topics.
Writing	Application	Write with some support topics with some paragraphs to give basic personal information; link sentences into coherent paragraphs using basic connectors on a range of familiar general topics and some curricular topics; use with some support appropriate layout at text level; spell most high-frequency vocabulary accurately for a limited range of familiar general topics and some curricular topics; punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy;	Questions that require short answers. Questions that require detailed answer.
	Higher order thinking skills	plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics; write with some support about real and imaginary past events, activities and experiences; write with some support about personal feelings and opinions; develop with support coherent arguments supported when necessary by examples and reasons for a limited range of written genres.
Use of English	Application	Use: basic abstract nouns and compound nouns and noun phrases describing times and location; quantifiers including more, little, few less, fewer not as many, not as much; common participles as adjectives and order adjectives correctly in front of nouns; a variety of determiners including all, other; questions including questions with whose, how often, how long and a growing range of tag questions; a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody, no one. Simple perfect forms to express indefinite and unfinished past [with for and since]; future form will to make offers, promises, and predictions; appropriately an increased variety of present and past simple active and some passive forms. Present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions; common impersonal structures with: it, there; an increased variety of adverbs, including adverbs of degree too, not enough, quite, rather; modal forms including mustn’t (prohibition) need (necessity) should (for advice); an increased variety of prepositions of time, location and direction; by and with to denote agent and instrument; prepositions before nouns and adjectives in common prepositional phrases; common verbs followed by infinitive verb / verb + ing patterns; infinitive of purpose; conjunctions if, when, where, so, and, or, but, because, before, after to link parts of sentences in short texts. Subordinate clauses following think, know, believe, hope, say, tell; use subordinate clauses following sure, certain: defining relative clauses with which who that where.

Administration rules

During the Assessment cover all visual materials like, diagram, schemes, posters and maps that can serve as prompts for the learners.

At the beginning of the Assessment read out the instructions and inform the learners about the assessment duration. Remind learners that they are not allowed to talk with each other during the Summative Assessment. After the instructions, make sure they have understood given instructions and ask if they have any questions before the start of the assessment.

Ensure that the learners are working individually and not helping each other. During the Summative Assessment learners should not have any access to additional recourses that can help them, for example, dictionary, and calculator (excluding the cases when it is allowed in specification)

Recommend learners to cross the wrong answers instead of using an eraser.

During the assessment you can answer learners’ questions, regarding the instructions and the assessment duration. You should not spell, paraphrase or provide any information that could give the learner an advantage.

If learners finish listening (reading) section earlier than 10 minutes they can feel free to come to next section.

Tell the Learners to stop writing and put down their pens/pencils on the desks at the end of the Summative Assessment.

 

Moderation and marking

 

All teachers use the same version of the mark scheme. During the moderation process it is necessary to check learner sample papers with the marks awarded to ensure there are no deviations from the standardized mark scheme.