ACARA v9 English open-book exam — The Capitulare de Villis (11-year-old) — 5 printable student questions on fishponds, vocabulary, evidence, and flowchart tasks

Printable ACARA v9 English open-book exam for 11-year-olds. Five student-facing questions (with blanks for answers and boxes for diagrams) about 'The Capitulare de Villis' that focus on dictionary skills, text-centred claims and two creative multi-step flowchart tasks. Document provided and dictionary permitted. Includes teacher rubrics and Ally McBeal–style feedback for each question and an overall proficient comment.

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ACARA v9 English — Open-Book Exam (11-year-old)

Text allowed: The Capitulare de Villis (provided). Dictionary permitted. This is an open-book exam.

Instructions: Answer all five questions. Write clearly. For flowchart tasks, draw simple boxes/arrows in the space provided and then write 1–3 short sentences explaining your flowchart steps.

Student name: ___________________________________ Date: ____________

  1. Dictionary skills (3 marks)
    The text uses old measurements and special words (for example: modii, sextaria, demesne, fishponds). Using the document and a dictionary, write a one-sentence definition (in your own words) for each of the following words as they are used in the text. (One sentence each.)

    a) fishponds: ____________________________________________________________________________________
    ________________________________________________________________________________________________

    b) demesne: ______________________________________________________________________________________
    ________________________________________________________________________________________________

    c) tithe: ________________________________________________________________________________________
    ________________________________________________________________________________________________
  2. Text-centred evidence (4 marks)
    Find two separate lines or clauses in the Capitulare de Villis that tell us what stewards must do with fishponds. For each citation, write the exact short phrase from the text in quotation marks, then explain in one sentence what that phrase shows about the king’s expectations.

    Citation 1 (quote): "____________________________________________________________"
    Explanation (1 sentence): ______________________________________________________________________
    ________________________________________________________________________________________________

    Citation 2 (quote): "____________________________________________________________"
    Explanation (1 sentence): ______________________________________________________________________
    ________________________________________________________________________________________________
  3. High-level assessing (4 marks)
    Why does the king want stewards to keep and enlarge fishponds (use evidence and reasoning)? Write your answer in 2–3 short sentences and include at least one sentence that refers back to the text.

    Answer (2–3 sentences): ________________________________________________________________________
    ________________________________________________________________________________________________
    ________________________________________________________________________________________________
  4. Creative flowchart task A — Building or enlarging a fishpond (4 marks)
    Draw a simple flowchart (use boxes and arrows) to show the main steps a steward would take to create or enlarge a fishpond so it is 'practicable' and keeps providing fish. Under your flowchart, write 1–3 sentences that explain the order of steps and why each step matters.

    [Draw your flowchart here — use boxes for steps and arrows for order]
    Explanation (1–3 short sentences): __________________________________________________________________
    ________________________________________________________________________________________________
  5. Creative flowchart task B — Selling and replacing fish (5 marks)
    Clause 65 says fish from the ponds may be sold and others put in their place. Draw a short flowchart showing what a steward should do to sell fish for profit while ensuring the pond still supplies fish later. Then write 1–3 short sentences explaining how your plan follows the king’s rules.

    [Draw your flowchart here — show steps for selling, accounting, and restocking]
    Explanation (1–3 short sentences): __________________________________________________________________
    ________________________________________________________________________________________________

Total marks: 20 (Q1:3, Q2:4, Q3:4, Q4:4, Q5:5). ACARA skill focus: vocabulary in context, citing textual evidence, making text-based claims, planning procedural steps, clear short writing.

Teacher notes — Rubrics and comments (Ally McBeal cadence)

Tone note: playful, theatrical commentary — crisp professional judgement beneath the sparkle.

Q1 — Dictionary skills (3 marks)

Marking rubric:

  • 3 marks (Proficient/High): Accurate, concise one-sentence definitions in own words for all three words; shows correct context from the text.
  • 2 marks (Developing): Two accurate definitions or three partly accurate definitions with minor wording errors.
  • 1 mark (Beginning): One accurate definition only or definitions mostly incorrect.
  • 0 marks: No relevant attempt.

Teacher comment (Ally McBeal cadence): "Oh my — crisp and clever! You found the heart of each word and dressed it up in your own voice — bravo, darling. If a little more context popped its head in, we would give a standing ovation!"

Q2 — Text-centred evidence (4 marks)

Marking rubric:

  • 4 marks (Proficient/High): Two correct short quotations from the text and two clear one-sentence explanations that correctly connect quote to meaning.
  • 3 marks (Developing+): One quotation perfect and one mostly correct with reasonable explanation; or two correct quotes with one weak explanation.
  • 2 marks (Developing): One correct quote and one weak or missing; explanations partially correct.
  • 1 mark (Beginning): Quote(s) incorrect or explanation not linked to text.
  • 0 marks: No answer or irrelevant.

Teacher comment (Ally McBeal cadence): "Snap! You plucked the gems from the page like a star in court — evidence in hand and meaning on your lips. Keep that sparkle, but mind the punctuation, sweetheart. Cue dramatic applause."

Q3 — High-level assessing (4 marks)

Marking rubric:

  • 4 marks (Proficient/High): Clear 2–3 sentence explanation that links reasons (economic, food supply, royal control) to explicit evidence from the text.
  • 3 marks (Developing+): Good reasoning with one clear link to the text; minor omissions.
  • 2 marks (Developing): Reasonable idea but weak link to text or missing one supporting point.
  • 1 mark (Beginning): Vague answer without textual support.

Teacher comment (Ally McBeal cadence): "Mmm — you see the big picture with a wink, you do. You've danced between cause and text; just tighten the lead step (that little evidence line) and you'll be stealing the scene."

Q4 — Flowchart A (4 marks)

Marking rubric:

  • 4 marks (Proficient/High): Logical flowchart with clear steps in correct order (site, dig/prepare, stock, maintain) and 1–3 concise sentences explaining each step’s purpose.
  • 3 marks (Developing+): Flowchart mostly correct but missing one logical step or explanation slightly incomplete.
  • 2 marks (Developing): Steps present but order confusing or explanation unclear.
  • 1 mark (Beginning): Very simple or incorrect flowchart; explanation not connected.

Teacher comment (Ally McBeal cadence): "Oh! A tidy plan — lovely boxes, sharper arrows. You plotted the pond’s destiny like a director staging a scene. A tad more reason for step two and we call it flawless choreography."

Q5 — Flowchart B (5 marks)

Marking rubric:

  • 5 marks (Proficient/High): Clear, realistic flowchart showing sale, record-keeping, restocking, and profit accounting; 1–3 sentences explicitly tie plan back to Clause 65 and to sustainable supply.
  • 4 marks (Developing+): Good plan with most steps correct and explanation connects to text; minor detail missing.
  • 3 marks (Developing): Plan shows sale and restock ideas but lacks clear accounting or link to the king’s instructions.
  • 1–2 marks (Beginning): Fragmented plan with little relation to Clause 65.

Teacher comment (Ally McBeal cadence): "Sensational — you sold the fish with panache and left a trail of tidy ledgers. Proof you can do business for the crown and be civil to the pond. Petite polish on the restocking line and we’re golden, darling."

Overall Proficient outcome comment (Ally McBeal cadence)

What 'Proficient' looks like: Answers show accurate vocabulary use, two clear textual citations, a concise high-level claim with text support, and two practical flowcharts that follow the king’s instructions. Writing is clear, sentences are short and on point, and diagrams are logical and labelled.

Overall teacher feedback (Ally McBeal cadence): "Bravo, darling — you read like a detective and answered like a diplomat. You quoted the king, you planned the pond, and you handled the sale with grace. Keep that evidence close, tidy your flowchart arrows, and next time add one more sentence tying each point back to the text — and you will be absolutely spectacular. Applause, applause."

ACARA focus reminder: This assessment targets vocabulary-in-context, citing evidence, constructing reasoned claims and sequencing procedural steps (skills aligned to ACARA v9 English learning outcomes).

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