Cambridge Primary Progression Test English mark scheme · Cambridge Primary – Mark Scheme...

© UCLES 2017

Cambridge Primary Progression TestEnglish mark schemeStage 6

Cambridge Primary – Mark Scheme PROGRESSION TEST

of 24© UCLES 2017

The Cambridge Primary reporting strand and sub-strand is shown for each question.

The Reading reporting strand has four sub-strands: • Rx Explicit meaning • Ri Implicit meaning • Rw Language and structure of a text • Rv Purpose and viewpoint

The Writing reporting strand has four sub-strands: • Wa Content/purpose and audience • Wt Text structure and organisation • Wp Sentence structure • Ws Spelling

The curriculum framework code of the learning objective related to each question is also shown, e.g. 6Rx2.

Stage 6 Paper 1 – Mark Scheme

Section A: Reading (Non-fiction)

Question Answer Marks

1 How is the firefly different from the other members of its family?

Award 1 mark for answers that identify only that:

• it has wings.

Rx [6Rx2]

1


2 How does a firefly control its light?

Award 1 mark for:

• (by controlling its) breathing.

Rx [6Rx2]

1


3 What effect does the writer create by using a short sentence in line 10?

Award 1 mark for answers that identify one of the following effects relating directly to the fireflies text:

• it introduces a surprising/shocking fact • it emphasises the idea of the danger.

Do not accept generic answers (i.e. those that do not relate to the fireflies text), e.g. it adds dramatic effect / it makes the text more interesting / it makes the reader want to read on.

Rw [6Rw4]

1


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4 Explain in your own words how some female fireflies trick the males of other species.

Award 1 mark for each of the following up to a maximum of 2 marks:

• some female fireflies copy the flashing pattern of other species / pretend to be another species by using the same flashing pattern

• the female encourages a male to come close to them (so the female can attack the male).

Do not accept quotations from the text, e.g. ‘Some female fireflies imitate the blinking pattern of another species in order to attract a male.’

Rx [6Rx2]

2


5 Complete the stages of a firefly’s life cycle in order. The first stage has been done for you.

Award 1 mark for identifying the three correct stages after ‘eggs’:

[eggs]larvaepupae adult (firefly).

Award no marks for only one or two correct stages.

Do not accept the wrong order.

Rx [6Rx2]

1


6 ‘They are found in a variety of habitats.’

What verb form is used in this sentence?

Award 1 mark for:

• (present (simple)) passive (voice / verb form).

Rw [6Rw11]

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7 Explain why a colon (:) has been used in the fourth paragraph.

Award 1 mark for answers that identify one of the following purposes relating directly to the fireflies text:

• it comes before a list (of different types of habitat) • the second part gives examples relating to the first part.

Do not accept generic answers (i.e. those that do not relate to the fireflies text), e.g. it splits the sentence into two related parts.

Rw [6Rw13]

1


8 Complete the fact file below using the information in the text.

Three features of a firefly’s body

Award 1 mark for any three of: • flat bodies • large eyes • short antennae • wings • (can) glow.

Two weather conditions popular with fireflies

Award 1 mark for both of the following: • warm • humid.

Three colours of a firefly’s glow

Award 1 mark for all three of the following: • green • orange • yellow.

Accept answers written in sentences if the required information is given for each section.

Rx [6Rx2]

3


9 These subheadings belong to the text. Number the subheadings to match the order of the paragraphs.

Award 1 mark for two correct answers or 2 marks for four correct answers:

The whole life cycle [3]Patterns of light [2]Flies, beetles or worms? [1]Where’s home? [4]

Rw [6Rw8]

2




10 Subheadings are a feature of reports.

Name two other features of reports as shown in Text A.

Award 1 mark for any of the following up to a maximum of 2 marks:

• third person • present tense • formal language • facts • technical/subject-specific language.

Do not accept generic features of all types of writing, e.g. paragraphs, titles.

Rv [6Rv3]

2


11 Find one quotation that shows the writer thinks fireflies are fascinating.

Award 1 mark for one of the following:

• ‘Amazingly (even the eggs can glow!)’ • ‘It is difficult to believe (but firefly larvae then live underground for almost

two years.)’ • ‘The magic of fireflies’ [the title of the text].

Rw [6Rw1]

1


12 Why has the writer used the modal verb ‘should’ in line 1?

Award 1 mark for answers which identify that the sentence gives advice about the best thing to do, rather than an instruction that tells the reader what to do (imperative), e.g.:

• to give advice • to tell the reader the best thing to do.

Rw [6Rw1]

1


13 In line 5, why do you think ‘DO NOT’ is written in capital letters?

Award 1 mark for an answer that identifies one of the following:

• to emphasise the importance of the instruction • because the instruction is essential • because the firefly will die if you ignore the instruction.

Ri [6Ri1]

1


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14 Write a sentence saying what will happen if holes are punched in the lid of the jar. Start your sentence with the word ‘If’.


• If you punch holes in the lid, the air in the jar will/might/could dry out. • If you punch holes in the lid, the firefly will/might/could die.

Do not accept: If you punch holes in the lid, the firefly will/might/could get out.

Rw [6Rw5]

1


15 What helps to keep the air in the jar damp?

Tick ( ) one box.

Award 1 mark for correctly identifying:

• the piece of apple.

Do not accept answers where more than one option has been ticked.

Rx [6Rx2]

1


16 How can you add new air to the jar?

Award 1 mark for:

• (unscrew the jar lid and) blow across the top (of the jar).

Rx [6Rx2]

1


17 Why does the writer use short sentences in lines 11 and 12?


• to make the sentences clear / easy to read/understand • to separate the instruction from the explanation.

Rw [6Rw4]

1




18 Explain in your own words why it is not fair to keep a firefly in a jar for more than two or three days.


• fireflies only live for a short time • the firefly would spend most of its life in the jar • the firefly would not be able to spend most of its life flying around

naturally.

Do not accept answers that only state that the firefly might die.

Ri [6Ri2]

1


19 How is the main purpose of Text B different from the main purpose of Text A?

Award 2 marks for answers that include both of the following:

• The purpose of the first text is to inform / tell you about something. • The purpose of the second text is to instruct / tell you how to do

something.

Award 1 mark for answers that include only one of the above.

Rv [6Rv1]

2


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Section B: Writing (Non-fiction)


Notes to markers

• Use the marking grids on the next two pages. • Marking should always begin from the lowest mark in each column and work upward. • A ‘best fit’ judgement should be made in judging first in which box to place the response and

then, within that box, whether the higher or lower mark is appropriate. • The lower mark within a box should be given if some of the criteria have been met but not all.

20 The second text explains how to care for a firefly.

Write about how to care for a different animal.

Remember to:

• choose an animal you know lots about, e.g. your favourite animal, a pet • think about the important information you need to include • think about extra information you can include to make your article more

interesting • include instructions about how to care for the animal • organise your article in paragraphs.

20 Content/purpose and audience (Wa) 8

Spelling (Ws) 3

Text structure and organisation (Wt) 7

Sentence structure (Wp) 7

[Total 25]



Section B: Writing grid

Content/purpose and audience (Wa)8 marks

Spelling (Ws)3 marks

The response is wholly relevant with content developed and a wide vocabulary well chosen for the purpose / text type.

Features of the text type are clearly established.

A clear viewpoint with a consistent, engaging style throughout.

7–8

A relevant response that has ideas and content with some detail developed with deliberate choices of vocabulary for the purpose / text type.

The main features of the text type are evident

A straightforward viewpoint, with a generally appropriate and consistent style, which mostly sustains the reader’s interest.

5–6

A relevant response with attempts to develop basic information using a simple vocabulary relevant to the purpose / text type.

General aspects of the text type are evident.

The writer’s attitude to the subject may be conveyed, with some attempt to engage the reader.

3–4

Spelling is generally correct throughout. (There may be occasional phonetically plausible attempts at complex words.)

Correct spelling of most, not all, polysyllabic words e.g. appear, information, making, possible, probably, wondering.

3

The response includes some material that is relevant to the task.

The vocabulary is simple and relevant.

Some elements of the text type can be seen.

1–2

Spelling of common words, including polysyllabic and compound words, is generally accurate, e.g. another, around, because, anything, something.

Spelling of plurals and some past and present words is generally accurate, e.g. boxes, clothes, told, stopped, wanted.

2

Spelling of high frequency words is generally correct, e.g. their/there, when, were, what, some.

1

No creditable response.0



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Text structure and organisation (Wt)7 marks

Sentence structure (Wp)7 marks

A clear structure with well-organised writing in paragraphs.

Chronological or logical links help the development of ideas.

Cohesion within paragraphs is achieved using devices such as connectives.

6–7

The use of complex sentences provides clarity and emphasis, e.g. by positioning of clauses, using a wide range of connectives (although, meanwhile), varying word order or detailed expansion of phrases.

Grammar is almost always accurate throughout the text.

Punctuation is used accurately to demarcate sentences and for speech – errors may occur where structures are ambitious.

Commas are always used in lists and usually to mark clauses.

6–7

Paragraphs are used to help structure the text where the main idea is usually supported by following sentences.

A logical sequence with attempts to link ideas evident, but not consistent.

Some use of organisational devices such as sub-headings, etc.

4–5

Some complex sentences are used to create effect, such as using expanded phrases to develop ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so, because, then).

Grammar in complex sentences is generally correct in terms of tense and verb form.

End of sentence punctuation is nearly always accurate throughout the text. Capitalisation is always correct.

Speech marks may be used around words spoken but other speech punctuation may not be accurate.

Commas are always used in lists and occasionally to mark clauses.

4–5

Paragraphs/sections are evident with related points grouped together.

Some attempt to sequence ideas logically.

Movement between paragraphs or sections may be disjointed.

2–3

A mix of simple and compound sentences.

Compound sentences use simple connectives to join clauses, e.g. and, but.

Generally correct grammar, i.e. subject and verb generally agree. Past and present tense of verbs are generally consistent.

Demarcation of straightforward sentences is usually correct. Commas are often used in lists.

2–3



Some basic sequencing of writing which is grouped by content.

1

Mainly simple sentences.

Some variation in sentence openings.

Generally correct grammar.

Simple sentences are usually demarcated accurately, i.e. capital letters and full stops.

1




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Stage 6 Paper 2 – Mark Scheme

Section A: Reading (Fiction)


1 Describe in your own words how Sophie’s father holds her hand.

Award 1 mark for answers that reflect the idea of ‘clasping it tight’, e.g.:

• he holds her hand firmly • he grips her hand.

Do not accept answers that quote the words ‘clasps’ or ‘tight’.

Rx [6Rx2]

1


2 Give a quotation from lines 2–9 that shows where Sophie and her father are when they see the cloaked figure.


• ‘(At) the edge of the trees (they stopped).’ • ‘the frozen silver forest’.

Do not accept longer quotations.

Rx [6Rx2]

1


3(a) ‘... the snow fell like a heavy lace curtain.’ (line 8)

What is this an example of?

Tick ( ) one box.


• simile.

Do not accept answers where more than one option is ticked.

Rw [6Rw2]

1




3(b) Explain in your own words two things that ‘fell like a heavy lace curtain’ tells you about the snow.

Award 1 mark each for answers that identify the following:

• there is a lot of snow • the snow is still delicate/beautiful/see-through (like lace).

Possible 2-mark answers include:

• It is snowing hard. The snow is like a delicate lace curtain in front of them.

• The snow is falling fast. It is like looking through a lace curtain.

Rw [6Rw2]

2


4 Look at lines 10–14.

Explain in your own words two ways the writer makes the young woman seem mysterious.

Award 1 mark for any of the following, up to a maximum of 2 marks:

• Snowflakes seem to turn into diamonds when they touch the woman. • The woman’s face can’t be seen. • The woman is conjured up by Sophie’s father.

Ri [6Ri2]

2


5 Why was Sophie unable to find out anything about the young woman?

Give two reasons.

Award 1 mark for each of the following:

• She couldn’t hear her father / her father’s answer. • Her father was telling her a story and wouldn’t stop / ‘He wouldn’t stop

telling her the story.’

Rx [6Rx2]

2


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6 Look at lines 19–20.

Give three ways the writer makes the father’s story sound scary.

Award 1 mark each for any of the following, up to a maximum of 3 marks:

• including Sophie’s feelings of fear (using dashes) • use of an ellipsis (…) / the last sentence has not been finished / the story

ends on a dramatic revelation/cliffhanger • introduction of the wolf / a threat • use of italics for ‘a wolf’ • choice of vocabulary, e.g. ‘lost’, ‘tighten with fear’.

Rw [6Rw3]

3


7 ‘Hold my hand, Sophie.’ (line 1)‘She felt her father’s hand slip out of hers.’ (line 21)

Why are these two lines important in the story?

Award 1 mark for an answer that identifies one of the following:

• they mark the beginning and end of the dream • Sophie feels safe when holding her father’s hand • Sophie needs to be holding her father’s hand to be with him / in the

dream.

Rv [6Rv8]

1


8 ‘And the sadness and the fear got mixed up with the snowflakes and covered everything.’ (lines 23–24)

Explain in your own words what Sophie is feeling at this point in the story.

Award 1 mark for an answer that identifies Sophie as being overwhelmed or confused, e.g.:

• Sophie is overwhelmed by her feelings. • Sophie is confused. • Everything is unclear to Sophie.

Do not accept she was unhappy and/or afraid.

Ri [6Ri2]

1




9 ‘She pressed her face into the pillow, trying to climb back into the forest.’ (line 27)

What does this sentence tell you about Sophie?

Tick ( ) one box.


• She is awake and wants to return to her dream.

Do not accept answers where more than one option has been ticked.

Ri [6Ri2]

1


10 Give one way the writer shows how real the dream seemed to Sophie.

Award 1 mark for an answer that:

• explains how the writer uses the senses to show how Sophie feels in the dream

or • gives an example / quotation of how the senses are used by the writer,

e.g. ‘she could taste the cold, clear air …’, ‘feel the forest …’, ‘hear the snow …’.

Rw [6Rw1]

1


11 Give two things that Sophie doesn’t like about how her room looks.


• the furniture / wardrobes / bedside cabinets / desks / chairs • it’s cramped/small • it’s ugly • it’s plain/colourless/mean.

Rx [6Rx2]

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12 Look at line 45.

Explain in your own words what ‘just school’ suggests about Sophie’s view of boarding school?

Award 1 mark for an answer that identifies that Sophie thinks of school as lacking adventure, e.g.:

• It’s boring / not exciting. • It’s not like her dream. • It’s not as exciting as her dream.

Ri [6Ri2]

1


13 In lines 38–45, how does the writer make it clear that these are Sophie’s thoughts?

Give two ways.


• It is as though Sophie is talking in her head. • The ideas are incomplete / not in full sentences. • There are unanswered/rhetorical questions / Sophie is asking herself

questions. • There are ellipses (…) / pauses while Sophie is thinking. • There is a list of thoughts. • There is repetition (of the word ‘three’).

Rv [6Rv7]

2


14 How do you know that Sophie hasn’t seen her father for a long time?

Award 1 mark for identifying:

• Sophie only thinks she can remember her father’s expression when she looks at his photograph (lines 47–48).

Do not accept quotations from the text that do not include further explanation.

Ri [6Ri2]

1




15 Explain in your own words two things you learn about Sophie’s character from the text.

Award 1 mark for answers that identify any of the following, up to a maximum of 2 marks:

• She is adventurous / likes excitement. • She likes to escape to her dream world. • She likes beauty. • She is imaginative/curious. • She is positive/understanding towards others.

Do not accept quotations.

Ri [6Ri1]

2


16 This text starts with a dream and is the opening to a longer story.

Do you think it is a good opening to the story? Explain your answer.

Award 1 mark for any answer that says yes/no and gives a justification relating to this story, e.g.:

• Yes because the dream turns into a real-life story. • Yes because it does not reveal straight away that it is a dream. • Yes because the dream makes the reader want to find out if the

characters are real or not.

• No because dreams are not like real life. • No because it does not explain the real events that are happening to the

main character.

Do not accept answers that refer only to the reader’s interest.

Rv [6Rv8]

1



Section B: Writing (Fiction)


Notes to markers

• Use the marking grids on the next two pages. • Marking should always begin from the lowest mark in each column and work upwards. • A ‘best fit’ judgement should be made in judging first in which box to place the response and

then, within that box, whether the higher or lower mark is appropriate. • The lower mark within a box should be given if some of the criteria have been met but not all.

17 Write your own opening to a longer story with the title The Forest.

Include descriptions of the characters and the setting to interest the reader.

Ideas to help you:

Characters • a narrator • a wolf? • anyone else?

Setting • the woods • What time of year is it? • What does the main character see? • What is special about the woods? Is it a magical place?

Plot • Why is the main character in the woods? • Does the main character meet anyone? • Does anything go wrong? Is the main character frightened by

something?

Remember to include as much detail as you can. Try to make it exciting so that people reading it will want to read on and find out what happens.

17 Content/purpose and audience (Wa) 8

Spelling (Ws) 3

Text structure and organisation (Wt) 7

Sentence structure (Wp) 7

[Total 25]


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Content/purpose and audience (Wa)8 marks

Spelling (Ws)3 marks

The content is relevant and developed with imaginative detail using a variety of techniques, e.g. imagery and figurative language.

Features of the genre, if required, are clearly established.

Uses adventurous and precise vocabulary.

Characterisation is shown through actions and reactions during the story.

A clear, consistent relationship between writer and reader is established and controlled.

Narrative viewpoint is clear, with the style established to engage the reader’s interest throughout.

7–8

Relevant content with some detail developed using deliberate choices of vocabulary for the task.

The main features of the genre are evident.

Characters are well described with actions linked to key events.

A clear relationship between the writer and the reader is established in parts of the story, which engages the reader.

Straightforward viewpoint, with a generally appropriate and consistent style.

5–6

Content is straightforward with an appropriate balance, e.g. speech, action and description.

Vocabulary is simple, with some choices to create interest.

At least one event is described.

General features of the genre, if required, are shown.

Some attempt is made to engage the reader.3–4

Spelling is generally correct throughout. (There may be occasional phonetically plausible attempts at complex words.)

Correct spelling of most, not all, polysyllabic words e.g. appear, information, making, possible, probably, wondering.

3



Ideas are mostly relevant to the narrative, which has a simple plot.

The vocabulary is simple and relevant.

1–2

Spelling of common words, including polysyllabic and compound words, is generally accurate, e.g. another, around, because, anything, something.

Spelling of plurals and some past and present words is generally accurate, e.g. boxes, clothes, told, stopped, wanted.

2

Spelling of high frequency words is generally correct, e.g. their/there, when, were, what, some.

1




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Text structure and organisation (Wt)7 marks

Sentence structure (Wp)7 marks

Clear structure with well-organised ideas within paragraphs.

Paragraphs are used to structure the narrative e.g. there is an appropriate build up and resolution of the main event.

Chronological or logical links help the development of ideas.

Cohesion within paragraphs is achieved using devices such as connectives.

6–7

Use of complex sentences to provide clarity and emphasis, e.g. by positioning of clauses, using a wide range of connectives (although, meanwhile), varying word order or detailed expansion of phrases.

Grammar is almost always accurate throughout the text.

Punctuation is used accurately to demarcate sentences and for speech – errors may occur where structures are ambitious.

Commas are always used in lists and usually to mark clauses

6–7

Paragraphs are used to help structure the narrative, e.g. signal a change in time, place and/or focus on a different character, where the main idea is usually supported by following sentences.

Logical sequence with evident but inconsistent attempts to link ideas with fitting openings and closings.

4–5

Some complex sentences are used to create effect, such as using expanded phrases to develop ideas (e.g. noun, adverbial, adjectival and verb phrases), or a range of connectives (e.g. if, so, because, then).

Grammar in complex sentences is generally correct in terms of tense and verb form.

End of sentence punctuation is nearly always accurate throughout the text. Capitalisation is always correct.

Speech marks may be used around words spoken but other speech punctuation may not be accurate.

Commas are always used in lists and occasionally to mark clauses.

4–5

Paragraphs/sections are evident with related points together or linked by time sequence.

Some attempt is made to sequence relevant ideas logically.

Some opening and closing of narrative may be evident.

Movement between paragraphs or sections may be disjointed.

2–3

A mix of simple and compound sentences.

Compound sentences use simple connectives to join clauses, e.g. and, but.

Generally correct grammar, i.e. subject and verb generally agree. Past and present tense of verbs are generally consistent.

Demarcation of straightforward sentences is usually correct. Commas are often used in lists.

2–3



Some basic sequencing with story ideas is evident.

1

Mainly simple sentences.

Some variation in sentence openings.

Generally correct grammar.

Simple sentences are usually demarcated accurately, i.e. capital letters and full stops.

1



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