Cambridge Primary Progression Test
Mark scheme
English
Stage 6
IB E_S6_MS/3RP
© UCLES 2014
2
Stage 6 Paper 1 Mark Scheme
Section A: Reading
Question
1
Part
Mark
1
Total
1
Question
2
Part
Mark
1
Total
1
Question
3
Part
Mark
2
Total
© UCLES 2014
Answer
Further information
She can see light through the hole in
the roof. / It’s getting light outside.
Accept any reasonable alternative.
Answer
Further information
collects water / makes porridge /
clears up / washes the food mugs /
scrubs/cleans/washes the floor
Any two correct tasks
Answer
Further information
Solange helps with the housework.
Sophia tidies the house.
2
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3
Question
4
Part
Mark
2
Answer
Further information
The summary must contain the
following information:
• making breakfast
• the chores Sophia has to do
• how Sophia feels about Solange.
Award 2 marks for:
• a summary no more than
30 words + all the required
information.
e.g.
I make porridge for breakfast. Then
I need to clean and tidy the house.
Solange always want to help me, but
I think she’s noisy.
Award 1 mark for either:
• a summary no more than 30
words + only two points, or
• a summary between 30 and
35 words + all the required
information.
After I make porridge for our
breakfast, I have to do all the
housework. Solange likes helping,
but makes a lot of noise.
Total
2
Question
5
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
It contains mostly facts
1
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4
Question
6
Part
Mark
1
Answer
Further information
If Text 1 ticked:
either
a reference to language as ‘informal’
or
The words are very descriptive and
fun to read (not just ‘fun to read’).
or
The words create a picture in
my mind and make it easier to
understand.
or
any reference to how punctuation
and sentence structure engage the
reader
or
I understand it better because it’s
everyday/normal language.
There is no mark for the first part of
the question but explanations must
match the choice made.
If text 2 ticked:
either
a reference to language as ‘formal’
or
It is very factual which explains what
happens clearly.
or
It is very serious/straightforward.
or
I understand it better because the
language is clear.
or
There is no slang.
Total
© UCLES 2014
1
E/S6/MS
Accept and answer which refers
specifically to the language used.
Do not accept phrases like ‘it’s more
interesting’ or ‘it’s exciting’ without
further explanation.
5
Question
7
Part
Mark
2
Answer
Further information
Johannes Gutenberg:
• invented the printing press (in
1450)
• was the son of a goldsmith.
Any three correct facts = 2 marks.
Any two correct facts = 1 mark.
Accept other suitable facts.
the new printing press:
• used metal letters/blocks
• could print thousands of pages a
day
• meant more books were being
made
• mechanically pressed ink onto the
paper.
before the printing press:
•
books were made by hand.
Total
2
Question
8
Part
Mark
2
Total
2
Question
9
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
• It is written in the first person/
mentions ‘my’ and ‘I’.
• It is about the writer’s/girl’s
experience/life.
two correct = 2 marks
one correct = 1 mark
Answer
Further information
books became cheaper so more
people could afford to buy them/
more books meant more people
could read and learn.
1
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6
Question
10
Part
Mark
(a)
1
before 1450 it took a long time to
make one book, after 1450 pages
could be printed very quickly and
lots more books were made.
(b)
1
1st paragraph = My Family
2nd paragraph = Where we live
3rd Paragraph = Daily Tasks
Total
2
© UCLES 2014
Answer
Further information
E/S6/MS
7
Section B: Writing (Non-fiction)
11
TEXT STRUCTURE
SENTENCE
STRUCTURE
Well-crafted paragraphs
contribute to control
of text, e.g. clear
logical links between
paragraphs.
Use of complex
sentences is controlled
including the position
of clauses to focus
attention.
PURPOSE AND
AUDIENCE
Writing is well shaped
and wholly appropriate
to purpose.
PUNCTUATION
SPELLING
Sentences re
demarcated accurately
throughout the text.
Correct spelling of
common words with
more than one syllable
is evident, including
compound words.
Clear viewpoint with a
clear and consistent
relationship between
writer and reader
is established and
controlled.
6
The text type is
used consistently,
e.g. features of an
autobiography are clear
and appropriate to
purpose.
Range of connectives
may be developed,
e.g. ’although’,
‘meanwhile’.
Relevant ideas and
content are chosen to
interest the reader, e.g.
details developed.
5
The text type is largely
sustained; e.g. features
of autobiographical
writing clear.
The writer gives
sufficient information for
a reader to understand
the contents; e.g. some
detail with adverbials
and expanded noun
phrases.
5
Paragraphs are used
to help structure the
text and there may be
evidence of appropriate
links/sub-headings
between paragraphs.
5
Complex sentences are
used to create, using
expanded phrases
to develop ideas,
e.g. noun, adverbial,
adjectival and verb
phrases.
A wider variety of
connectives is used
appropriately, e.g. if, so,
because, then.
Sentences are mostly
grammatically correct.
4
Text type is used to
convey writer’s attitude
to the chosen subject,
e.g. knowledge and
enthusiasm for subject
matter.
4
Paragraphs are
sometimes used to
sequence ideas.
Balance of coverage of
ideas is appropriate.
Some awareness of
audience is shown.
3
General features of
text type are evident,
e.g. some appropriate
features of an
autobiography: 1st
person, generally past
tense.
4
Some complex
sentences are used to
extend meaning but not
always successfully.
Use of past and present
tense is generally
consistent.
3
Some attempt is
made to sequence
ideas logically, e.g.
content clear for an
autobiography.
3
Some variation in
sentence openings is
evident, e.g. not always
starting with a noun/
pronoun or other word.
Each section has an
opening statement.
Compound sentences
are used but
connectives are simple,
e.g. ‘and’ ‘but’ ‘so’
2
Some elements of
the text type can be
seen, e.g. it is an
autobiography.
2
Ideas are grouped
together although
paragraphs may not be
shown.
2
Simple sentences are
generally grammatically
correct.
1
1
Reader is given basic
information; e.g. relevant
statements.
Commas are used in
lists and to mark clause
divisions
2
Correct spelling of high
frequency words is
shown.
‘and’ may be used to
connect.
2
Straightforward
sentences are usually
demarcated accurately,
e.g. full stops, capital
letters, question and
exclamation marks.
1
1
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2014
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8
Section C: Grammar, punctuation and vocabulary
Question
12
Part
Mark
Answer
2
adjective
adverb
preposition
pronoun
Further information
4 correct = 2 marks
2/3 correct = 1 mark
0/1 correct = 0 marks
amazing
quickly
on
it
If any extra words written alongside
a correct word = 0 marks
Total
2
Question
13
Part
Mark
(a)
Answer
Further information
1
The girls’ clothes and food get wet
because rain comes through the
roof.
No other words should be
underlined.
(b)
1
Solange, who is only three years old,
has to help tidy up.
both commas correctly placed = 1
mark
if any extra commas or marks = 0
marks
(c)
1
Award 1 mark for an answer that
successfully combines the three
sentences.
If the sentence is well structured and
makes sense, the mark should be
awarded even if the punctuation is
not correct.
e.g. Books were handwritten,
therefore one book took and long
time to make, however, Gutenberg’s
invention changed all that.
Because books were handwritten,
one book took a long time to make,
but Gutenberg’s invention changed
all that.
Total
3
Question
14
Part
Mark
(a)
Answer
Further information
1
The printing press, or Gutenberg
press, was invented by Johannes in
1450.
All of the information from the
original sentence must be given.
(b)
1
Rain may / could / might come
through the roof.
Total
2
© UCLES 2014
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9
Question
15
Part
Mark
1
Total
1
Question
16
Part
Mark
2
Total
2
Question
17
Part
Mark
1
Total
1
Question
18
Part
Mark
2
Total
© UCLES 2014
Answer
Further information
Not only does the printing press
makes make books in a more
economical way but also more quick
quickly.
Answer
Further information
Sometimes Solange is noisy, but
she does try to be helpful, although
she can be naughty.
Award 2 marks for three correct
connectives.
1 mark for one or two correct
connectives.
Answer
Further information
Sophia’s clothes and bags of food
would’ve got wet if it had rained.
Both correctly placed apostrophes =
1 mark
If extra apostrophes or other marks
are placed = 0 mark
Answer
Further information
“I wonder,” said Arjun, “how books
are made.”
Award 2 marks for the correct
punctuation.
or
Award 1 mark for correct commas
and question mark.
or
Award 1 mark for inverted commas
in correct place and question mark.
2
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10
Question
19
Part
Mark
2
Answer
Further information
construct: make, build, create,
assemble, develop
Award 1 mark each for appropriate
words / phrases to replace,
construct and robust, which retain
the sense of the sentence.
robust: strong, sturdy, tough, solid,
built to last, well-built
Total
© UCLES 2014
2
E/S6/MS
11
Stage 6 Paper 2 Mark Scheme
Section A: Reading
Question
1
Part
Mark
2
Total
2
Question
2
Part
Mark
1
Answer
Further information
Anne was alone on the platform.
Anne liked being outside.
Each correct tick = 1 mark
If more than two boxed are ticked =
0 marks.
Answer
Further information
Mrs Spence
Total
1
Question
3
Part
Mark
Answer
1
gravely
Total
1
Question
4
Part
Mark
1
Total
© UCLES 2014
Further information
Answer
Further information
To ask him when the five-thirty
train was due/had come along/
been. / Because he was looking for
someone / a child.
1
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12
Question
5
Part
Mark
1
Answer
Further information
No
There is no mark for the first part of
the question.
He was expecting a boy and is
confused.
He is uncomfortable / shy.
Accept any reason that notes that he
is uncomfortable in some way about
the situation.
He doesn’t want to look at her.
He ‘groaned’ as he turned to talk to
her.
Total
1
Question
6
Part
Mark
1
Answer
Further information
Yes
Do not accept answers which
lack details such as ‘it makes it
interesting/exciting’.
To help build tension in the situation /
makes you take sides with one of
the characters / feel more emotion
for the two characters.
Total
1
Question
7
Part
Mark
(a)
1
Answer
Further information
Yes – because she is happy and
lively/not sad/ Yes – she has been
brought there by Mrs Spence who
made sure someone looked after
her.
There is no mark for the first part
of the question but answers must
agree with either the choice of ‘yes’
or’ no’.
or
No – her clothes do not fit her and
are worn out/ she is thin faced.
(b)
1
Total
2
© UCLES 2014
He thinks Anne talks a lot / is
talkative / is confident. / She has
probably been talking to him a lot.
E/S6/MS
Do not give credit for answers that
are not supported by evidence in the
text or answers that say both ‘yes’
and ‘no’.
1 mark for any answer that suggests
Anne is very talkative or confident.
13
Question
8
Part
Mark
1
Total
1
Question
9
Part
Mark
1
1
Total
© UCLES 2014
Answer
Further information
Outside is more interesting. / She
may have had a long train journey /
likes to imagine things and is
happier outside.
1 mark for any plausible answer that
can be referenced from the text.
Answer
Further information
Explanations must indicate that
Anne does not find it hard to meet
new people: e.g.
- Anne is almost desperate for
Matthew to notice her.
- She seems to have been chatting
a lot to the station-master.
- She is confident enough to speak
first when Matthew finally comes
over to her.
Award 1 mark for an explanation and
a further mark for appropriate words
and phrases.
Explanation must indicate that Anne
does not find it hard to meet new
people. Quotations must match
each other.
Quotation
Words and phrases should show
how keen she is to catch Matthew’s
attention or how she readily speaks
to people.
- tense expression of expectation
- I dare say she’ll be able to
explain/she’s got a tongue of her
own
- (Matthew) was spared the ordeal
of having to speak first
2
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14
Question
10
Part
Mark
1
Answer
Further information
Yes – because he seems quiet and
shy and it must be hard for him to
sort this out.
There is no mark for the first part
of the question but answers must
agree with either the choice of ‘yes’
or’ no’.
Yes – because he was expecting a
boy and does not seem comfortable
with having to meet a girl.
Yes – because he doesn’t seem to
know what to do
Yes – because there’s been a
mistake
No – because he seems distant and
rude
No – because he ignores/doesn’t
want to acknowledge Anne
1
Words and phrases
Shy, uneasy Matthew Cuthbert/
groaned as he turned and shuffled
gently down the platform towards
her.
He was feeling very
uncomfortable/’I’m not expecting a
girl,’ said Matthew blankly.
‘I don’t understand,’ said Matthew
helplessly.
Barely noting it was a girl/ sidled
past her as quickly as possible
without looking at her.
Matthew was not looking at her.
Total
© UCLES 2014
2
E/S6/MS
Do not give credit for answers that
are not supported by evidence in the
text or answers that say both ‘yes’
and ‘no’.
Award 1 mark for an explanation and
a further mark for appropriate words
and phrases.
Accept other suitable reasons but it
is important that explanations and
quotations ‘match’ each other.
15
Question
11
Part
Mark
(a)
1
(She had been) watching him ever
since he had passed her.
(b)
1
Full of spirit and vivacity
(c)
1
shy / uneasy / ordeal
Total
3
Question
12
Part
Mark
1
Answer
Further information
Answer
Further information
The Meeting / At the Station /
Matthew’s Surprise / Where’s the
Boy? / Matthew meets Anne.
Award a mark for any suitable title
that matches the content of the
extract.
Answer
Further information
Total
1
Question
13
Part
Mark
(a)
1
None of the characters
There is no mark for the first part of
the question.
(b)
1
The passage is written or described
in the third person/being told by an
all-seeing narrator.
Award a mark for any answer that
refers to the reader being given an
insight into Anne unusually lively/
strong character, despite looking like
a typical child.
Total
2
© UCLES 2014
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16
Section B: Writing (Fiction)
14
CONTENT
AUDIENCE
Imaginative
detail is
usually
developed
using a variety
of techniques
including
imagery.
5
Suspense, or
excitement,
where used, is
well built.
SENTENCE
STRUCTURE
Paragraphs
are used to
structure the
narrative.
Some complex
sentences
show control
including the
position of
the clauses
to focus
attention.
Dialogue
is laid out
correctly, with
a new line for
each speaker.
During the
course of
the story, the
development
of the
characters is
shown through
actions and
reaction.
The
characters are
well described
with actions
linked to key
events.
TEXT
STRUCTURE
A clear,
consistent
relationship
between
writer and
reader is
established
and
controlled.
5
5
Paragraphs
are used to
help structure
the narrative.
Some complex
sentences are
used to create
effect using
expanded
phrases and
clauses to
develop ideas,
e.g. noun,
adverbial,
adjectival and
verb phrases.
There may be
appropriate
links between
paragraphs.
PUNCTUATION
VOCABULARY
Punctuation is
generally used
accurately,
including speech
punctuation.
Spelling
is mostly
accurate,
including
words with
complex
regular
patterns.
Allow
plausible
attempts
at tricky
polysyllables,
e.g. realised,
interesting,
wonderful,
position,
immediately.
Clauses
are marked
accurately by
commas.
A wider variety
of connectives
is used
appropriately,
e.g. ‘if’, ‘when’,
‘because’.
4
4
4
4
4
Story is
well-crafted
and focuses
on either
character or
action.
The reader
is engaged
by the
inclusion of
appropriate
detail.
Paragraphs
are sometimes
used to
sequence
ideas.
Some complex
sentences are
used to extend
meaning but
not always
successfully.
Commas are
always used
in lists and
sometimes to
mark clauses.
The story is
concluded
successfully
and without
rushing.
Narrative
viewpoint is
established
comfortably
within the
given genre
(or ‘chosen’ if
not given),
e.g. (not given
so needs to be
an identifiable
genre).
3
© UCLES 2014
3
Ideas are
organised
simply with a
fitting opening
and closing
that are mostly
logical.
3
Use of past
and present
tense is
generally
consistent.
Speech marks,
if used, are
placed accurately
around words
spoken, although
other speech
punctuation may
not be accurate.
3
3
E/S6/MS
SPELLING
4
Vocabulary is
used effectively
to create a
strong image,
e.g. use of
simile or
metaphor.
Correct
spelling of
polysyllabic
words that
conform to
a regular
pattern is
shown, e.g.
making,
probably,
clapped,
possible,
possibly.
3
3
17
The story is
well placed
in its setting;
e.g. within and
around the
Bright River
station.
One event is
described.
Some
attempt is
made to
engage the
reader.
The writer
gives
sufficient
information
for a
reader to
understand
the contents/
events
described.
Some attempt
is made to
sequence
ideas logically,
e.g. content
clear.
Opening and
closings are
sometimes
evident.
Some
variation in
sentence
openings, e.g.
not always
starting with
the same
noun, pronoun
or other word.
All sentences are
nearly always
demarcated
accurately
with full stops,
capital letters,
question marks
and exclamation
marks.
Connectives
are simple,
e.g. ‘and’,
‘but’, ‘so’.
Speech marks, if
used, may not be
accurate.
Some evidence
of vocabulary
choices
are used
accurately.
Correct
spelling of
common
words with
more than
one syllable,
including
compound
words, is
evident.
2
2
2
2
2
2
2
The story has
a simple plot
(in context of
given prompt).
The reader
is given
basic
information
that is
relevant to
the narrative.
Story ideas
are evident.
Simple
sentences
are generally
grammatically
correct.
Straight forward
sentences are
demarcated
accurately,
e.g. full stops,
capital letters,
questions marks
and exclamation
marks.
Simple
generally
appropriate
vocabulary is
used – limited
in range but
relevant.
Correct
spelling
of high
frequency
words is
shown.
1
1
1
1
1
1
‘and’ may
be used
to connect
clauses.
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2014
E/S6/MS
18
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E/S6/MS