Sqa National 5 Biology Assignment Examples Of Adverbs

Very good20

The job advert has been addressed in a full and balanced way. The candidate uses detailed language.

The candidate addresses the advert completely and competently, including information in response to both unpredictable bullet points.

A range of verbs/ verb forms, tenses and constructions is used.

Overall this comes over as a competent, well thought-out and serious application for the job.

The candidate handles all aspects of grammar and spelling accurately, although the language may contain one or two minor errors.

Where the candidate attempts to use language more appropriate to Higher, a slightly higher number of inaccuracies need not detract from the overall very good impression.

The candidate is comfortable with the first person of the verb and generally uses a different verb in each sentence.

Some modal verbs and infinitives may be used.

There is good use of adjectives, adverbs and prepositional phrases and, where appropriate, word order. There may be a range of tenses.

The candidate uses co-ordinating conjunctions and/or subordinate clauses where appropriate.

The language of the e-mail flows well.


The job advert has been addressed competently.

There is less evidence of detailed language.

The candidate uses a reasonable range of verbs/verb forms.

Overall, the candidate has produced a genuine, reasonably accurate attempt at applying for the specific job, even though he/she may not address one of the unpredictable bullet points.

The candidate handles a range of verbs fairly accurately.

There are some errors in spelling, adjective endings and, where relevant, case endings. Use of accents is less secure, where appropriate.

Where the candidate is attempting to use more complex vocabulary and structures, these may be less successful, although basic structures are used accurately.

There may be one or two examples of inaccurate dictionary use, especially in the unpredictable bullet points.

There may be repetition of verbs.

There may be examples of listing, in particular when referring to school/college experience, without further amplification.

There may be one or two examples of a co-ordinating conjunction, but most sentences are simple sentences.

The candidate keeps to more basic vocabulary, particularly in response to either or both unpredictable bullet points.


The job advert has been addressed fairly competently. The candidate makes limited use of detailed language. The language is fairly repetitive and uses a limited range of verbs and fixed phrases, eg I like, I go, I play.

The candidate copes fairly well with areas of personal details, education, skills, interests and work experience but does not deal fully with the two unpredictable bullet points and indeed may not address either or both of the unpredictable bullet points.

On balance however the candidate has produced a satisfactory job application in the specific language.

The verbs are generally correct, but may be repetitive.

There are quite a few errors in other parts of speech — gender of nouns, cases, singular/ plural confusion, for instance.

Prepositions may be missing, egIgo the town.

Overall, there is more correct than incorrect.

The candidate copes with the first and third person of a few verbs, where appropriate.

A limited range of verbs is used.

Sentences are basic and mainly brief.

There is minimal use of adjectives, probably mainly after is eg Chemistry is interesting.

The candidate has a weak knowledge of plurals.

There may be several spelling errors, eg reversal of vowel combinations.


The job advert has been addressed in an uneven manner and/or with insufficient use of detailed language.

The language is repetitive, eg I like, I go, I play may feature several times.

There may be little difference between Satisfactory and Unsatisfactory.

Either or both of the unpredictable bullet points may not have been addressed.

There may be one sentence which is not intelligible to a sympathetic native speaker.

Ability to form tenses is inconsistent.

There are errors in many other parts of speech — gender of nouns, cases, singular/plural confusion, for instance.

Several errors are serious, perhaps showing mother tongue interference.

The detail in the unpredictable bullet points may be very weak.

Overall, there is more incorrect than correct.

The candidate copes mainly only with the personal language required in bullet points 1 and 2.

The verbs “is” and “study” may also be used correctly.

Sentences are basic.

An English word may appear in the writing.

There may be an example of serious dictionary misuse.


The candidate has had considerable difficulty in addressing the job advert. There is little evidence of the use of detailed language.

Three or four sentences may not be understood by a sympathetic native speaker.

Either or both of the unpredictable bullet points may not have been addressed.

Many of the verbs are incorrect.

There are many errors in other parts of speech —personal pronouns, gender of nouns, cases, singular/ plural confusion, prepositions, for instance.

The language is probably inaccurate throughout the writing.

The candidate cannot cope with more than one or two basic verbs.

The candidate displays almost no knowledge of the present tense of verbs.

Verbs used more than once may be written differently on each occasion.

Sentences are very short.

The candidate has a very limited vocabulary.

Several English words may appear in the writing.

There are examples of serious dictionary misuse.

There is a range of material available, including examples of candidate evidence with commentaries, as part of our Understanding Standards programme. This material is for teachers and lecturers to help them develop their understanding of the standards required for assessment. As new material is developed we will publish this information in our weekly Centre News. All material available can be found in the following locations:

  • Available from our Understanding Standards website Material relating to externally assessed components of course assessment, with the exception of those subject to visiting assessment.
  • Available from our secure website Material relating to internally assessed components of course assessment, and components of course assessment which are subject to visiting assessment. In addition, material relating to freestanding units which are no longer part of National 5 courses can be found on this website. Teachers and lecturers can arrange access to these materials through their SQA Co-ordinator.

More information on Understanding Standards material for this subject can be found on our Understanding Standards website at http://www.understandingstandards.org.uk/Subjects/Biology

The National 5 webinar provides a detailed overview of the revised course assessment for this subject.

National 5 Biology 15 June 2017

Additional CPD support

Where any particular areas of concern are identified, which are not addressed by our Understanding Standards events or support materials, we will offer free continuing professional development (CPD) training, subject to request. CPD support is subject-specific and can be tailored to cover one or more qualification level. To find out more about this service visit our CPD page.

SSERC, in partnership with SQA, have produced teacher/technician guides that provide background information to teachers/lecturers. Candidate guides containing protocols have also been produced. These are available via the following link:

National 5 Biology Assignment SSERC Resources

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