Skellig by David Almond
!
I found him in the garage on a Sunday afternoon. It was the day
after we moved into Falconer Road. The winter was ending. Mum
had said we’d be moving just in time for the spring. Nobody else
was there. Just me. The others were inside the house with
Doctor Death, worrying about the baby.
He was lying there in the darkness behind the tea chests, in the
dust and dirt. It was as if he’d been there forever. He was filthy
and pale and dried out and I thought he was dead. I couldn’t
have been more wrong. I’d soon begin to see the truth about
him, that there’d never been another creature like him in the
world.
We called it the garage because that’s what the estate agent, Mr
Stone, called it. It was more like a demolition site or a rubbish
dump or like one of those ancient warehouses they keep pulling
down at the quay. Stone led us down the garden, tugged the
door open and shone his little torch into the gloom. We shoved
our heads in at the doorway with him.
‘You have to see it with your mind’s eye,’ he said. ‘See it cleaned,
with new doors and the roof repaired. See it as a wonderful twocar garage.’
He looked at me with a stupid grin on his face. ‘Or something for
you, lad – a hideaway for you and your mates. What about that,
eh?’
Why has the author decided to
call the doctor ‘Doctor Death’
Why is shoved a
good word to use?
How does the word tugged
reveal the condition of the
garage?
Why do you think the author
decided to give the Estate Agent a
little torch?
Skellig by David Almond
!
I looked away. I didn’t want anything to do with him. All the way round the
house it had been the same. Just see it in your mind’s eye. Just imagine
what could be done. All the way round I kept thinking of the old man, Ernie
Myers, that had lived here on his own for years. He’d been dead nearly a
week before they found him under the table in the kitchen.
That’s what I saw when Stone told us about seeing with the mind’s eye. He
even said it when we got to the dining room and there was an old cracked
toilet sitting there in the corner behind a plywood screen. I just wanted him
to shut up, but he whispered that towards the end Ernie couldn’t manage the
stairs. His bed was brought in here and a toilet was put in so everything was
easy for him. Stone looked at me like he didn’t think I should know about
such things. I wanted to get out to get back to our old house again, but Mum
and Dad took it all in. They went on like it was going to be some big
adventure. They bought the house. They started cleaning it and scrubbing it
and painting it. Then the baby came too early. And here we were.
The last few sentences are
simple and short. Why?
OF COURSE superheroes may be popular all
over the world, but that does not mean that
everybody likes them. Some people argue that
their adventures are far-fetched and unrealistic.
They are accused of having a harmful influence
on children who put themselves in danger by
copying their heroes’ impossible deeds. Others
enjoy the stories for their excitement, suspense
and escape from reality. Fans revel in knowing
every detail about their superheroes: their
individual powers, their intriguing costumes, their
unique physical features – even their family
backgrounds.
13. individual ... unique
What do these words on page 8 tell you about
superheroes?
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19. In the comic strip, two different
spellings are used!
– Superkid and Souperkid.!
Explain why these two spellings are
used.!
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19. In the comic strip, two different spellings are used
– Superkid and Souperkid.
13. individual … unique.
What do these words on
page 8 tell you about
superheroes?
Assessment focus 5: explain
and comment on the writers’
use of language, including
grammatical
and literary features at word
and sentence level.
Award 1 mark for responses
showing understanding of
unique and/or individual, eg:
● they are special;
● they are all different;
● one of a kind.
Do not accept:
■ individual or unique as
the explanation;
■ direct quotation from text
without explanation.
Explain why these two spellings are used.
Assessment focus 5: explain and comment on the writers’ use of language, including
grammatical!
and literary features at word and sentence level.!
Award 2 marks for answers which explain how the different spellings relate to the
different views of
the characters / writer or answers which refer to the debunking of the superhero, eg:
● the boy calls him Superkid because he thinks it is an ordinary superhero like
Superman, but it’s!
actually written as Souperkid, because he relies on soup to give him strength;!
● people call him Superkid but really he’s Souperkid because soup gives him energy;!
● the boy thinks Souperkid means super, as in amazing, but it just means soup;!
● it’s a way for the writer to let you know that the boy is wrong – that this is a different
type of!
superhero, one that actually needs soup.!
Award 1 mark for recognising that some misunderstanding / mismatch in interpreting the
name has
taken place or for indicating the humorous intent, eg:
● the boy calls him Superkid, the writer calls him Souperkid;!
● because Souperkid spells it Souper, but the boy hears it as Super;!
● there are two different people saying the name;!
● it’s meant to be a pun / joke.!
Do not accept answers that imply that there are two characters or one character with two
names for
different occasions, eg:
● it’s Super when he’s being a superhero and Souper when he needs soup.!
Or answers that make a simple association with super(hero) and soup, eg:
● it’s Super for being heroic and Souper because he needs soup.
The Woodbridge Arena was buzzing last night as this
year’s basketball championships reached their climax,
Goalball Scores!
Fast, furious, skilful and fun! That’s the
way people describe goalball, a sport
that is winning new fans every day. It’s
a thrilling indoor game for teams of
three. The aim is to score by getting
the ball over the opposing team’s goal
line.
6. Fast, furious, skilful and fun! (page 7)!
Why do you think the writer described goalball in this
way?!
Explain as fully as you can.
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The favourites made their mark early on and set the pace
for the game as the Eagles struggled against the superior
height of Johnson and Murray. The pair dominated the
passing and made sure the Arrows ended their second
quarter with an overwhelming 34 point lead. Rob Lane’s
long passes brought the Eagles back to life just after the
break and upset the opposition for a time. But the Arrows
kept their nerve to secure a narrow victory. Gomez, the
victorious captain, later praised the newly redesigned
wheelchairs the team are trying out. “We really noticed the
extra flexibility of the wheels. It made turning easier and
that helped our confidence.” The future of the game
certainly looks bright on the evidence of this final.
6. Fast, furious, skilful and fun! (page 7)
Why do you think the writer described goalball in this way?
Assessment focus 5: explain and comment on the writers’ use of
language, including grammatical and
10. Close Contest (page 8) is a sports report which
includes
literary features at word and sentence level.
specialist sports language.
Award 2 marks for answers which explain the positive impact of the
quoted sentence and refer to the
Explain the meaning of the phrases listed.
intended effect upon the reader, eg:
● the writer chose these words because it sums up the game in a few
words, making the reader
think it is an interesting sport;
● to make other people want to have a go and make it sound exciting;
● to encourage other people to play and to show it’s fun to play because
you’re moving about
a lot and it is very skilful.
One has been done for you.
up to 2 marks
Assessment focus 5: explain and comment on the writers’
use of language, including grammatical and
literary features at word and sentence level.
a) dominated the passing
Award 1 mark for answers which give a simple explanation of the positive
attitude expressed in
Award 1 mark for answers which show an understanding
of the word ‘dominated’ through an indication
the quoted sentences or the intended effect upon the reader, eg:
that one team was playing better than the other, eg:
● she enjoys it and thinks that it is fun;
● had the ball for most of the time / their passing was the
best / were in control of the ball.
● because she wanted to make it exciting for the person to read;
● so that more people will want to come and play it.
or which relate, in simple terms, the content of the first sentence to the
sport of goalball as described
in the article, eg:
● you’re not allowed to keep the ball for more than 8 seconds so the
game is quite fast;
Do not accept undeveloped answers which suggest that
one team played well, eg: passed to each other /
good passing.
b) the opposition
● because in no other game do you have to be blindfolded, and it’s fast
because you’re only
Award 1 mark for answers showing an understanding of
the word ‘opposition’ in the context of the
allowed the ball for a certain time;
sports report, eg:
● the writer described it as fast because the game moves quickly.
Furious because it is a team
● the other team / side / the opposite team.
game and you want to get the ball off the other team. Skilful because it
takes some practice.
6. Sharon compares learning to reverse a lorry to
trying to thread a needle with gloves on.
11. What features of the text tell you that it has only just
been written?!
!
Why is this a good way to describe what it is
like to reverse a lorry?
Find two.!
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11. Which features of the text tell you that it has only
just been written?
Find two.
up to 2 marks
Assessment focus 4: comment on the structure and
organisation of texts, including grammatical and
presentational features at text level.
Award 1 mark for each answer that refers to a
relevant feature of the text, up to a maximum of 2.
The following are examples of common acceptable
responses:
● the heading ‘Latest Sports Report’;
● the web page menu ‘Sports News’;
● the report includes the words ‘last night’;
● the date is recent / the date / 19/03/2004;
● it’s this year’s.
If two answers from the same category are given, the
second answer should not be credited.
Do not accept answers where a whole sentence is
quoted from the text unless target words are
emphasised in some way.
6. Sharon compares learning to reverse a lorry to
trying to thread a needle with gloves on.
Why is this a good way to describe what it is
like to reverse a lorry?
up to 2 marks
Assessment focus 5: explain and comment on the writers’
use of language, including grammatical and
literary features at word and sentence level.
Award 2 marks for responses which recognise that the
writer has compared reversing a lorry with
another difficult task to show how difficult it is, eg:
● threading a needle with gloves on is hard so she’s saying
it’s very difficult;
● because they’re both hard things to do.
Award 1 mark for responses which recognise that the
description shows how difficult one of the tasks is,
eg:
● because reversing a lorry is very difficult;
● because it’s very hard to thread a needle with gloves on;
● because it’s very hard and almost impossible;
● it’s a good way to describe what it is like to reverse a lorry
because it is difficult to thread a
needle with gloves on.
Also award 1 mark for references to the use of figurative
language and the impact of this, eg:
● Sharon is using a simile and is trying to get across the
difficulty of what she is doing.
She decided to get a box to put the
photographs in. She twisted round and
ran to the stairs.
‘Those who hurry fastest are the first to
fall’ was one of her Grampa’s sayings,
and it was as if she heard him saying it
now, right out loud in her ear as she
stumbled on the top step. Seconds
later she landed with a crash at the foot
of the stairs. Her head hurt, her bottom
hurt and her legs throbbed painfully.
19. Grampa said to Fiona,
‘Those who hurry fastest are the first to fall.’ (page 11)
Explain what he meant.
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Fiona was quite alone in the big empty
house. She started to get up. Her legs were
caught underneath her body and she tried to
heave herself up and straighten them out.
‘Oww,’ she yelped. A stabbing pain flared in
her knees. She moved again, this time more
carefully.
20. … pain flared in her knees. (page 12)
Why is this an effective way of describing how Fiona
felt after she fell down the stairs?
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20. … pain flared in her knees. (page 12)
19. Grampa said to Fiona,
‘Those who hurry fastest are the first to fall.’ (page 11)
Explain what he meant.
up to 2 marks
Assessment focus 5: explain and comment on the
writers’ use of language, including grammatical and
literary features at word and sentence level.
Award 2 marks for answers which show an
understanding of the metaphorical significance of the
phrase, eg:
● if you like to be first you will pay in a way;
Why is this an effective way of describing how
Fiona felt after
she fell down the stairs?
up to 2 marks
Assessment focus 5: explain and comment on the
writers’ use of language, including grammatical and
literary features at word and sentence level.
Award 2 marks for answers which make explicit or
implicit reference to the impact of ‘flared’ through
● people who rush things never get them done.
references to speed or suddenness, to the
intermittent nature of the pain or to fire / flames, eg:
Award 1 mark for answers which give a literal
interpretation of the phrase, eg:
● it’s like pain rushed round her legs very fast;
● people who rush will trip over;
● it was like her knees were on fire.
● you shouldn’t hurry or you might fall.
Award 1 mark for answers which refer in general
terms to severe pain or which identify authorial
Also award 1 mark for explanations which go beyond a
literal interpretation of the sentence but which
do not refer to the consequences, eg:
● he meant don’t rush what you are doing, take your
time.
Do not accept answers which refer specifically to Fiona
falling down the stairs without generalisation.
technique but do not relate it to ‘flared’, eg:
● because the pain was everywhere in her knees;
● because it helps you to imagine the pain.
Music isn’t just a question of sounds. The thing
about playing percussion is that you are not just
creating sound, not just playing notes or beating out
a pattern. You are creating emotions from inside
yourself that can be sometimes beautiful and
uplifting but are, sometimes, ugly or disturbing. To
be a good musician, music has to come from deep
inside you, from a seed growing in your heart.
10. What do you think Evelyn meant by
a seed growing in your heart?
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Not far under the surface of the Earth, it
is hot. The further down you go inside
the Earth, the hotter it becomes. Deep,
deep down below our feet, it is so hot
that even the rock melts and is nine
times hotter than boiling water. In places
where the Earth’s surface is weak, this
liquid rock can bubble up and burst
through. These weak spots are the
world’s volcanoes.
6. ... this liquid rock can ... burst through
What does the word burst tell us about the
movement of the lava?
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6. … this liquid rock can … burst through
10. What do you think Evelyn meant by
a seed growing in your heart?
1 mark
Assessment focus 5: explain and comment on
writers’ use of language, including grammatical and
literary features at word and sentence level.
Award 1 mark for answers that give a plausible
interpretation of the image with reference to at least
one
of the following ideas:
■ emotion / passion
■ creation
■ talent / practice
■ inspiration.
Examples:
● music comes from a deep place in your heart and
soul
● you’re like a seed growing into a tree and that
means your musical talent is growing
● she means that you have to have the talent and if
you go on with it, you’ll get better
● you have to use your heart to play good music.
Do not accept answers that are very close to the
original text without further interpretation, eg:
music isn’t just a question of sounds / music has to
come from deep inside you.
What does the word burst tell us about the movement of the
lava?
up to 2 marks
Assessment focus 5: explain and comment on writers’ use of
language, including grammatical and
literary features at word and sentence level.
Award 2 marks for answers referring to explosiveness / building
up of pressure, eg:
● it’s like it blows the top of the mountain off and comes squirting
out from inside the Earth
● it tells us that the lava is going to break through in something
like spring-like action
● it moves with force and speed and finally overcomes the
restraint of the rock itself.
Award 1 mark for answers referring to speed, suddenness or
power, eg:
● it comes out fast
● it tells us that the lava is strong and powerful
● fast and can demolish anything in its way.
Do not accept answers that simply present an analogy, or refer to
eruption, without explaining the effect of
the word burst, eg:
● it bursts like a balloon
● it erupts.
On that fateful day in AD 79, the town nearest
the volcano was completely smothered under
a layer of ash and rock. This unusual blanket
protected the remains of the town of Pompeii
for hundreds of years. Gradually it has been
uncovered and many fascinating discoveries
have been made. By studying these remains
experts have found out about life in the area
near the volcano and about the day the
volcano erupted. They found scenes
preserved exactly as the people had left them:
tables laid for meals with loaves of bread,
baskets of eggs and nuts, all now solidified.
Today, thousands of tourists flock to see the
remains of this unique town, trapped in time.
People are fascinated by the opportunity to see
what life was like two thousand years ago. Many
also make the difficult climb up Mount Vesuvius
to peer into the smouldering crater. The huge
number of visitors who visit Pompeii every year
is bringing a large set of problems. Parts of the
ruins are being worn away just by the large
numbers of people who pass through.
Furthermore, not all visitors treat the site with
respect. There has been vandalism, some
treasures have been stolen and some people
just don’t realise the danger of clambering over
the remains – both to themselves and to the
ruins. One archaeologist has gone as far as to
describe what is happening now as ‘the
seconddeath of Pompeii’.
18. ... trapped in time.
19. Explain why the archaeologist believes that he is watching!
Why do you think Pompeii was described in this way?!
the second death of Pompeii.
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18. … trapped in time.
Why do you think Pompeii was described in
this way?
1 mark
Assessment focus 5: explain and comment
on writers’ use of language, including
grammatical and
literary features at word and sentence level.
Award 1 mark for answers which refer to the
fact that the town was hidden / frozen /
preserved for
2000 years, eg:
● nothing changed / it stood still for 2000
years
● all the valuables were hidden under the
rubble
● it was preserved by the layer of ash and
rock
● it’s like it was in 79 AD.
Do not accept references to people being
trapped, eg:
● the people couldn’t move.
19. Explain why the archaeologist believes that he is
watching
the second death of Pompeii.
up to 2 marks
Assessment focus 5: explain and comment on writers’
use of language, including grammatical and
literary features at word and sentence level.
Award 1 mark for reference to any of the following
points, to a maximum of 2 marks:
■ destruction of Pompeii (outcome)
■ tourism / people stealing treasures, etc (cause)
■ again / for the second time.
Examples:
● it’s going to be destroyed again because of all the
damage done by tourists (2 marks)
● he believes that it’s going to be ruined like it was by
the volcano (2 marks)
● because everything is being vandalised and stolen.
(1 mark)
Do not accept references to Vesuvius / the volcano
erupting again.
Dear All, Italy,
May 18th
Nature peacefu
l? Forget it! M
ount
Vesuvius is the
most threatenin
g
thing I’ve ever
seen. Yesterday
, it
was huffing an
d puffing cloud
s of
smoke. So it w
as closed to vis
itors.
Today we were
in Pompeii. The
ruins
are impressive
and feel as tho
ugh
the Romans ha
ve only just left
.
Mind you, I don
’t think the ruin
s will
be here for eve
r. I saw an idio
t
hacking off an
d stealing a pie
ce of
mosa ic. I only to
ok photos.
22. Neena could have written!
Cheers, Neena
. ‘A
e ironing
th
h
it
w
said
other
lp her m ay like this,’ she en
e
h
to
d
a ha
nad
e kitch
Citronell
e to do o melt all over th
v
a
h
to
g
ll
fine thin sly. ‘I bet you I’
.
s
her way
o
r
’
n
c
r.
o
r
e
d
e
tt
u
te
th
r
b
ra
f
ta
re a n d s
a lump o
floor like gled at this pictu
ig
Garnet g
as
y. It was for weeks.
k
s
e
…
th
id
t
ed up a as it had been
oard,’ sa
k
b
o
g
lo
in
e
n
h
o
S
ir
,
as empty
precious
smooth, get back to my
to
‘I’ve got grimly.
a
Citronell
9. Citronella said:!
I saw someone taking a ...
‘I’ve got to get back to my precious ironing board.’
but instead she wrote!
How can you tell that she really did not like ironing?!
I saw an idiot hacking off and stealing a ...
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What does Neena’s choice of words tell you about the way
she felt?!
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22. Neena could have written
I saw someone taking a …
but instead she wrote
I saw an idiot hacking off and stealing a …
What does Neena’s choice of words tell you
about the way she felt?
1 mark
Assessment focus 3: deduce, infer or interpret
information, events or ideas from texts (simple
inference).
Award 1 mark for answers referring to anger /
disapproval, eg:
● they show that she’s angry / mad / disgusted
● it shows she didn’t approve
● she thought it was as bad as stealing from
someone’s home
● she thought it was wrong.
Do not accept answers which refer to
disappointment / surprise or to the implication
that the thief
was stupid.
9. Citronella said:
‘I’ve got to get back to my precious ironing board.’
How can you tell that she really did not like ironing?
up to 2 marks
Assessment focus 5: explain and comment on
writers’ use of language, including grammatical and
literary features at word and sentence level.
Award 2 marks for answers which refer to the ironic
use of the word precious, eg:
● she was being sarcastic / she meant the opposite
of what she said
● because when she said ‘precious’ she meant it in a
‘sarcy’ way
● because it wasn’t precious, it was a horrible job
she had to do.
Award 1 mark for answers which refer to her manner
of speech or draw attention to the word precious,
eg:
● she said it grimly / grumpily
● she sounded sulky
● the way she said ‘my precious ironing board’
● she said ‘got to’
● she uses the word precious.
Do not accept references to crossness / melting on
the floor like butter (ie references to the top
of the page), eg:
● she said it crossly
● she said ‘a fine thing to do on a day like this’.
Garnet hastily pushed the bills behind the calendar
on the shelf over the sink.
!
The door opened with its own particular squeak
and her father came in. He went to the sink and
washed his hands. He looked tired and his neck
was sunburned. ‘What a day!’ he said. ‘One more
like this –’ and he shook his head.
!
It was too hot to eat.
13. It was too hot to eat.
Why is this short sentence on page 7 so effective?
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How beautiful is the rain!
After the dust and heat,
In the broad and fiery street,
In the narrow lane,
How beautiful is the rain!
How it clatters along the roofs,
Like the tramp of hoofs!
21. Why do you think the poet chooses the words
clatters and tramp of hoofs
to describe the sound of the rain?!
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13. It was too hot to eat.
Why is this short sentence on page 7 so effective?
up to 2 marks
Assessment focus 6: identify and comment on writers’
purposes and viewpoints and the overall effect
of the text on the reader.
Award 2 marks for answers referring to authorial intent
to achieve one of the following effects, eg:
■ summary of the effect of the heat, eg:
● it’s quickly telling you what everyone feels
● that sentence sums up the feeling of the whole day
■ pathos, eg:
● underlines how miserable they all are
● it was sad that they thought they could all have
dinner and then they couldn’t
■ irony, eg:
● it shows that Mother and Garnet thought they would
save their father from being upset
but they didn’t.
Award 1 mark for answers referring to the author’s
purpose to convey the heat, eg:
● it makes you think it’s really hot
● it tells you how hot it is.
Do not accept explanations for the loss of appetite,
eg:
● because it must be really hot if someone doesn’t
want to eat their dinner
● when it’s so hot you don’t feel like eating.
21. Why do you think the poet
chooses the words clatters and tramp
of hoofs
to describe the sound of the rain?
1 mark
Assessment focus 5: explain and
comment on writers’ use of language,
including grammatical and
literary features at word and sentence
level.
Award 1 mark for answers which refer
to the force or volume of the rain, eg:
● because the rain is loud / heavy /
hard
● it’s hitting the roofs.
Sussex
.A
between drought lasted
60 days
1
May 189 7th March and
15
3
of rain fe when not a sing th
l
ll. Now,
as then, e drop
of dry w
pe
ea
impact o ther have a ser riods
ious
n people
.
28. For Sussex, the writer could have written there was no
rain but instead
wrote:
… not a single drop of rain fell.
Why do you think he wrote it in this way?
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15b. Some of the language in the letters is also
intended to be humorous.!
Explain what is unusual about Mum calling bees
sweet and jolly on page 4.!
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28. For Sussex, the writer could have written there was
no rain but instead
wrote:
... not a single drop of rain fell.
Why do you think he wrote it in this way? 1 mark
Assessment focus 5: explain and comment on writers’
use of language, including grammatical and
literary features at word and sentence level.
Award 1 mark for answers to do with emphasis on the
lack of rain, eg:
● because it is a more descriptive way of saying there
was absolutely no rain
● it sounds more precise
● to make it sound even drier.
Also award 1 mark for answers which recognise the
writer’s deliberate choice of words
for dramatic effect, eg:
● to make it sound dramatic / shocking / desperate
● it sounds more powerful than just saying there was no
rain
● this gives more impact
● to make it seem really bad.
Do not accept standard answers which are not specific
to this text, eg:
● to make it sound more descriptive / interesting /
effective / realistic / exciting
● to create a picture in your head / an
15. b) Some of the language in the letters is also intended to
be humorous.
Explain what is unusual about Mum calling bees sweet and
jolly on page 4.
1 mark
Assessment focus 5: explain and comment on writers’ uses of
language, including grammatical and
literary features at word and sentence level.
Award 1 mark for answers that recognise any one of the
following:
■ the anomaly in this description of bees, eg:
● bees sting / bees are dangerous
● bees aren’t ‘sweet’ / ‘jolly’
● bees can sting you. Norman’s mum is saying they’re nice
● well it’s funny because she didn’t warn Norman about them
she just said ‘sweet busy
bees’
■ the sarcasm, eg:
● she’s being sarcastic
● she’s trying to be funny
■ the anomaly in the mother’s behaviour, eg:
● she’s only pretending
● she wants him to be scared of getting stung
● usually people don’t like bees but she’s talking as if they’re
nice gentle creatures
● mum was trying reverse psychology on him
■ the intention behind the words, eg:
● she’s trying to persuade him to come back inside.
Do not accept:
● bees can hurt you / sting so Mum was trying to keep
Norman calm
● she was trying not to scare Norman.
21. The writer could have said that the
Earthship is cheap to run, but instead
he wrote dirt cheap.
Why do you think he chose these words?
…………………………………………
…………………………………………
…………………………………………
…………………………………………
…………………………………………
22. ‘Earthship’ is made up of two words: earth and
ship.
Why are these two words used for this new type of
house?
Earth
………………………………………………
………………………………………………
……………………………….………
!
Ship
………………………………………………
………………………………………………
……………………………….………
21. The writer could have said that the Earthship is cheap to run, but
instead
he wrote dirt cheap.
Why do you think he chose these words?
up to 2 marks
Assessment focus 5: explain and comment on writers’ uses of language,
including grammatical and
literary features at word and sentence level.
Award 2 marks for answers that link the cheapness of the building
materials with the cheapness of
running / building the house, eg:
● because the house is built from dirt and it doesn’t cost much to run
● he picked those words to describe how cheap the house is because it fits
with the fact that it’s
made of dirt and junk and rubbish and cheap to build and has low bills
● he chose these words because the house is extremely cheap to run and
is made out of dirty old
materials.
Award 1 mark for reference to the house having low maintenance costs or
to the fact that it is built using
waste products, eg:
● it’s just telling you that it’s very very cheap to run
● so that someone who wants one knows that it is super cheap to run
● because it’s very cheap for water, heat and electricity
● because the house is made out of dirt and recycled rubbish.
Do not credit repetition of the phrase ‘cheap to run’ without any expansion
/ explanation, eg:
● because the Earthship is made from recycled goods that you could call
rubbish or dirt, (1 mark),
the house is cheap to run (0 marks)
● the house is cheap / cheap to run (0 marks)
Do not accept answers about the cheapness of dirt or of the house unless
linked to the Earthship’s
costs or materials, eg:
● dirt is free / very cheap
● there’s a lot of dirt there
● the Earthship is a really cheap house.
22. ‘Earthship’ is made up of two words: earth and ship.
Why are these two words used for this new type of house?
Assessment focus 5: explain and comment on writers’ uses
of language, including grammatical and
literary features at word and sentence level.
a) earth
up to 2 marks
Award 2 marks for reference to the environmental aspect
of the Earthship, eg:
● it’s a house design that saves the Earth / environment /
planet
● it’s eco-friendly.
Award 1 mark for reference to any one of the following
points:
■ built into the earth, eg: it’s an underground house
■ uses earth in its construction, eg: it is built into the
ground / soil / earth
■ uses natural resources, eg: it’s made out of natural
things.
b) ship
1 mark
Award 1 mark for reference to either of the following
points:
■ figurative interpretation, eg:
● it’s self-contained / self-sufficient
● it’s like a space ship because it’s meant to ‘travel’ into the
future
● it’s very complex to run like a space ship
■ the architect’s quotation, eg:
● it’s a home that will sail into the future
● it will sail long into the future as the walls stay for 800
years.