Stage 3
English
Mark Schemes
Cambridge International Progression Tests
English mark schemes – Stage 3
Contents:
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Guidelines for marking test papers
Mark scheme for Paper 1 – Reading
Mark scheme for Paper 1 – Writing
Mark scheme for Paper 1 – Usage
Mark scheme for Paper 2 – Reading
Mark scheme for Paper 2 – Writing
Mark scheme for Paper 2 – Usage
Test specification
Guidelines for marking test papers
These mark schemes are designed to provide you with all the information necessary to
mark the Primary Progression Tests. As far as possible, the mark schemes give you full
guidance regarding acceptable and unacceptable alternative answers and, where
appropriate, include examples of student work to illustrate the marking points. However,
it is not always possible to predict all the alternative answers that may be produced by
students and there could be places where the marker will have to use their professional
judgement. In these cases it is essential that such judgement be applied consistently.
The guidelines below should be followed throughout (unless the mark scheme states
otherwise):
!
A correct answer should always be awarded full marks even if the working shown
is wrong.
!
Where more than one mark is available for a question the mark scheme explains
where each mark should be awarded.
!
Half marks should not be awarded and at no point should an answer be awarded
more than the maximum number of marks available, regardless of the quality of
the answer.
!
If the child has given more than one answer the marks can be awarded if all the
answers given are correct. However, if correct and incorrect answers are given
together marks should not be awarded.
!
If the answer line is blank but the correct answer is given elsewhere, e.g. within
the question in the usage section, the marks can be awarded provided it is clear
that the child has understood the requirements of the question.
!
Each question and part question should be considered independently and marks
for one question should not be disallowed if they are contradicted by working or
answers in another question or part question.
!
Any legible crossed-out work that has not been replaced can be marked; but if
work has been replaced the crossed-out part should be ignored.
!
Where students are required to indicate the correct answer in a specific way, e.g.
by underlining, marks should be awarded for any unambiguous indication, e.g.
circling or ticking.
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Each question on the test paper has a box beside it for the teacher to record the mark
obtained. It is advisable to use these boxes so that students, and others looking at the
test papers, can clearly see where the marks have been awarded. It is also useful to use
the boxes because it makes the process of entering the data into the analysis tool easier.
The page total boxes can be used to aid addition but care must be taken not to
accidentally enter these values into the analysis tool.
Finally, it is advisable to use a pen of a different colour to that used by the students so that
the marks and comments can be clearly seen. It should also be noted that marking in red
ink and using the mark boxes is an essential requirement for the Achievement tests.
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Stage 3 Paper 1 Mark scheme
Reading comprehension
1. Why was this text written?
[1]
To make you laugh
!
To give you information
To make you happy
To tell a story
2. Where is the sunniest place in the world?
[1]
Award 1 mark for reference to The Sahara Desert, e.g.
The Sahara desert is the sunny place.
In North Africa there is the Sahara desert and it is the sunniest place
Do not accept either Africa or North Africa alone.
3. Draw lines to match each one of these places with the kind of weather it has.
Antarctica
coldest
continent
Atacama
Desert
wettest
place
Mount
Washington
driest
place
Cherrapunji
windiest
place
[1]
All of the lines must be correct for the mark to be given.
4. How long does the monsoon last?
[1]
Award 1 mark for the answer 6 months, e.g.
The monsoon is 6 months.
5. What is the longest amount of time for which it hasn’t rained in the Atacama Desert? [1]
Award 1 mark for reference to (over) 400 years
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6. In which 3 places is there less than 5 mm of rainfall each year?
[2]
Sahara Desert
Antarctica
Atacama Desert
Award 2 marks if all three places are correctly named.
Award 1 mark if two places are correctly named.
Do not accept the mark for the regions the deserts are in, e.g. North Africa, South
America.
7. Write one or two sentences to introduce the information on the page.
[1]
Award 1 mark for a reasonable introduction which is relevant to all of the information
given. e.g.
Now you can read some information about the coldest, sunniest and
windiest places.
Here is some information about sun, win and rain all round the world.
Do not accept a summary of the information in each paragraph, e.g.
The sunniest place is the Sahara desert. The windiest place is Mount
Washington. etc.
8. Write one thing from the text that is the same and one thing from the text that is..
Award 1 mark if a relevant similarity and difference is recorded, e.g.
same:
they are both very windy
differences:
Mount Washington is a mountain and Antarctica is a continent
Allow:
Antarctica is cold and windy but Mount Washington is just windy.
Do not accept answers based on general knowledge rather than the information in the
text.
Do not accept a difference given in terms of what something is not, e.g.
Mount Washington is in the USA and Antarctica is not
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[1]
9. Why is there a map beside each of the paragraphs?
[1]
Award 1 mark for reference to maps showing the location of the place discussed in the
text e.g.
It shows you where the places are.
Because then you will know where they are.
Do not award a mark if the answer refers in general to using maps e.g.
So you don’t get lost.
So you know where you are.
10. Give one reason why the author used paragraphs.
[1]
New paragraphs are used for new ideas or topics e.g.
So you don’t mix the places up and you write about them separately.
Do not accept answers that refer to the look of the paragraph on the page, e.g.
So it looks neat.
So there isn’t too much writing in one place.
11. Sun, Wind and Rain is a non-fiction text. List two ways you would know this.
[1]
Award 1 mark for reference to any two of the following features:
!
it contains facts or information;
!
it uses headings and sub-headings;
!
it uses maps;
!
the paragraphs can be read in any order (non-chronological);
!
there are a lot of numbers given for measurements.
Allow any additional correct features.
Do not accept answers that tell you what the information is, e.g.
There is different weather. Some weather is hot and some weather is cold.
12(a). Is it the contents page or the index?
[1]
Index.
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12(b). Explain how you know.
[1]
Award 1 mark for an answer that states that the words are in alphabetical order / the
page numbers are not in order.
13. Write the page number you would go to if you wanted to find information..
India
page 4
Antarctica
page 3
Deserts
page 1, 3, 5
Chile
page 5
Award 1 mark if all of the page numbers have been listed.
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[1]
Writing task
14. Write a new paragraph about the driest country in the world.
[15]
The non-narrative writing task is assessed using four marking strands that are based on a
combination of the writing learning objectives from the Curriculum Framework. These
strands are:
!! Text structure
!! Sentence structure
!! Audience
!! Purpose
Each strand is assessed individually, thus allowing a more precise analysis of the child’s
strengths and weaknesses in writing. The mark scheme has also been derived in such a
way that skills related to text composition, writing for a specific audience/purpose and
sustaining a particular style are separate from skills relating to technical language use.
This has the effect of not over-penalising children for whom English is not their mother
tongue and allowing their skills in text composition and writing style to be rewarded.
Marking should always begin from the lowest mark in each column. Consider the
statements describing the requirements for one mark. If these requirements clearly are
not met 0 marks should be awarded. If the writing meets all the criteria for one mark, the
marker should consider the requirements for two marks and continue up the column until
they reach the first criterion that the child has failed to achieve. The child should be
awarded the mark relating to the last completely fulfilled box. All the requirements in a
box must be achieved for the child to be awarded the mark; if there are two statements,
both must be achieved otherwise the next lowest mark should be awarded.
The marker should always work up the column considering each box in turn and stopping
when they reach a statement that is not achieved, an incomplete box cannot be “skipped”
even if the writing meets criteria higher up the column.
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STRUCTURE
AUDIENCE AND PURPOSE
Text Structure
Sentence structure
Audience
Simple overall
structure includes brief
introduction or
concluding sentence.
Subject is appropriate
to heading
Simple and compound
sentences used with a
variety of connectives.
Some attempt to vary
sentence openings
(e.g. pronouns)
The information
provided is rewritten to
sustain and hold the
reader’s interest.
4
4
3
Sustains common
conventions of nonnarrative writing (e.g.
third person, present
tense, information
giving text)
Uses a variety of
simple connectives.
Most end of sentence
punctuation is correct
(.!?)
3
Begins to use some of
the features of the text
type. (e.g. third
person, present tense,
information giving text)
The writer makes
good use of models
from reading.
3
Uses simple and
compound sentences.
More than one
sentence is marked
with a full stop and a
capital letter.
Simple sentences are
grammatically
accurate.
2
Makes organizational
decisions about where
to place the writing on
the page.
Uses simple sentences
throughout with a
structure which is
often repeated. (e.g.
Australia is… It is…
The outback is…)
1
1
Style or writing is
appropriate and
sustained.
4
Style of writing is often
appropriate to the task
– but this may not be
sustained.
2
The information given
is generally clear and
the reader
understands that they
are being given
information.
2
3
The vocabulary is
appropriate to the
subject matter and
helps to express
ideas.
1
2
The writing can be
read throughout by a
third party without
knowledge of the
child.
Writing uses some
topic specific words.
(e.g. hot, Australia,
dry)
Subject of writing is
related to task set (i.e.
Australia as the driest
inhabited continent)
1
Award 0 where performance fails to meet the lowest description.
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Purpose
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Writing Task Stage 3 Paper 1 Examples
Example 1
Australia
Australia is the driest country it is in southern hemisphere. More then half
of it is desert the Great Victoria Desert and the Australian Desert. Its
capital is Canberra Its two Provinces are covered with Desert. Sydney is the
largest City in Australia. The second largest city is Melbourne. Australia is
very dry country.
The writer has used additional information to complete the paragraph about Australia.
Text structure (marks awarded: 4)
The heading indicates that the paragraph will be about Australia – and it is. The
introduction and concluding sentences both refer to the task. All of the information given is
used, but additional information is included.
Sentence Structure (marks awarded 2)
The text is written in simple sentences and most end of sentence punctuation is correct.
No connectives are used.
Audience (marks awarded: 3)
The writer has used in information given in a constructive way and has added new
information to interest the reader.
Purpose (marks awarded: 4)
The informative style of writing is sustained throughout. Although new information has
been added, the task of writing about Australia as a dry country has been adhered to.
Example 2
The driest country in the world
The driest country in the world is Australia. More than half of it is a desert.
It is the driest place where people live. It is very dry and very hot.
The writer has rearranged the information provided to shape a good paragraph about
Australia as the driest country where people live.
Text structure (marks awarded:4)
The heading states the subject and the topic sentence introduces the information in the
paragraph. All of the information given is relevant.
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Sentence structure (marks awarded:2)
The text is mostly written in simple sentences, but with a compound sentence to finish. All
of the punctuation is accurate, but no connectives have been used.
Audience (marks awarded:2)
This short paragraph is written in the style of the paragraph is the reading text. There is no
sense of trying to interest an audience.
Purpose (marks awarded:4)
The paragraph shows sustained use of writing which is appropriate to a simple report
text.
Example 3
The Australian outback
The outback in Australia is so dry and hot the is hurdly eny river there and in
the east of the outback there is aresrock it is one big rock and it is redich
oregich rock and if you go round it you mite see some pantings that was
doen by the abnigaris.
This writer has added new information to complete a paragraph on The Australian
Outback
Text structure (marks awarded: 3)
The writer has sustained the style of writing which is suitable for a report text. The topic
sentence of the paragraph introduces the topic as the dryness of the outback but this isn’t
sustained throughout the topic. The heading is appropriate.
Sentence Structure (marks awarded: 1)
There is only one full stop at the end of the paragraph, so more than one mark cannot be
awarded. The sentences are grammatically accurate.
Audience (marks awarded: 3)
The writer is trying to interest readers in the Australian outback. The reader is addressed
directly (and if you go round it…) and given a reason to go and see it.
Purpose (marks awarded: 3)
Although the writing always gives information, the style is not secure and varies between
the formal and the more informal.
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Example 4
Hot weather place.
When you go to place that is hot and dry you need to bring water to drink.
You need a hat and suncream to make you not feel hot or dry. If you don’t
bring thing you will feel hot and dry and hungry. You will have no food to eat
when you feel hungry. I desert there is a sand.
This is a cheerful text, but it doesn’t address the writing task given. It can gain marks for
other aspects of writing, but not for ‘purpose’ .
Text structure (marks awarded:4)
The writing is a sustained, informal style which gives information. The heading is
appropriate to the paragraph, but the topic sentence doesn’t adequately introduce the
topic of the paragraph.
Sentence structure (marks awarded:2)
There are some grammatical errors (e.g. When you go to place that is hot; I desert there is
a sand) but other, more complex, grammatical issues are sometimes well handled.
Punctuation is often accurate and the writer has attempted to use a good variety of
connectives. The marks awarded are limited by the grammatical errors in simple
sentences.
Audience (marks awarded:2)
There is a good awareness of audience and the paragraph makes good use of models
from reading. However, the information given hasn’t been used, so four marks cannot be
given.
Purpose (marks awarded:0)
The subject of the writing is not closely enough related to the task, so no marks can be
awarded for purpose.
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Usage
15. Put these words into the boxes to show whether they are singular or plural.
Singular
Plural
world
deserts
ice sheet
mountains
climber
places
[1]
Award 1 mark if all items are correctly placed
16. Underline two nouns in this sentence.
[1]
Most of Antarctica is covered by ice.
Award 1 mark if both nouns are underlined.
Do not accept the mark if any other word is underlined, even if the nouns are also
underlined.
17. Underline the verb in this sentence.
[1]
Snow falls on Antarctica all year.
Award 1 mark if the verb is correctly underlined.
Do not accept the mark if any other word is underlined, even if the verb is also
underlined.
18. Rewrite this sentence and add an adjective to it.
[1]
Award 1 mark if an appropriate adjective has been added to the sentence.
E.g. Heavy rain… the long monsoon… wet Cherrapunji
Do not penalise bad spelling or inaccurate copying.
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19. Write the short form of each of these phrases.
do not
don’t
is not
!"#$%
did not
&!&#$%
it is
!%$"
[1]
Award 1 mark if all of the contracted forms are correctly written and the apostrophe is in
the right place
20. Cross out the word that should be replaced by a pronoun. Write the pronoun.
[1]
Award 1 mark if the second ‘Cherrapunji’ has been replaced by ‘it’.
21. Which tense is it written in? Underline the right answer.
[1]
present
Accept any indication of the correct answer, e.g. circling.
22. Underline the best word to fill the gap.
[1]
so
Accept any indication of the correct answer, e.g. circling.
Accept the word ‘so’ written into the question, i.e.
Very little rain falls on Antarctica so it is called a desert.
23. Add another verb and write the sentence you make.
Accept any reasonable answer, e.g.
Many climbers are happy when they climb the mountain.
Many climbers laugh when they climb the mountain.
Many climbers die when they climb the mountain.
Do not accept the mark if the verb used is in the past tense unless the verb climb is also
changed to the past tense.
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[1]
24. Join these two sentences into one sentence without using the word ‘and’.
[1]
Award 1 mark if the sentence
!! includes a reference to Mount Washington, New Hampshire and wind
!! is correctly structured
!! makes sense
!! doesn’t use ‘and’.
E.g.
It is very windy in Mount Washington, New Hampshire;
Mount Washington is very windy so it is windy in New Hampshire;
Mount Washington, which is very windy, is in New Hampshire.
Do not accept a mark if the sentences are ‘joined’ by a comma and ‘it’ e.g.
Mount Washington is very windy, it is in New Hampshire.
Commas around parenthetical information are not necessary to receive the mark.
25. Join each of these sentences to the correct end of sentence punctuation
Climbing in
strong winds
can be
dangerous
Don’t do
that
. full stop
When is it
safe to go
climbing
? question
mark
Some
climbers
are killed
every year
!
exclamation
mark
How windy
will it be
Award 1 mark if all answers are correct.
Accept the variations:
Don’t do that – full stop
Some climbers are killed every year – exclamation mark.
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[1]
26. Add commas to this sentence to make it correct.
[1]
This text tells us about sunny, windy, wet and dry places.
Award 1 mark if both commas are used correctly.
Only accept ‘…sunny, windy, wet, and dry places’ if you teach the children to use
commas before ‘and’ in a list.
27. Rewrite this sentence using the correct punctuation.
[1]
It is not safe to climb Mount Washington.
Award 1 mark if the capital letter at the beginning and the full stop are shown correctly.
Do not penalise if Mount does not have a capital letter.
28. Put a tick beside the two sentences which have correct punctuation
[1]
The Atacama desert is near, the Pacific Ocean
Over 1 mm of rain has fallen this year.
!
Has it rained in the past 400 years?
!
Is the Atacama Desert in Chile.
Award 1 mark if both correct sentences are ticked.
Do not accept the mark if any incorrect sentences are ticked.
29. Rewrite this as two sentences.
[1]
It is always cold in Antarctica. It is the coldest and driest continent.
Award 1 mark if the sentences are correctly punctuated.
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Stage 3 Paper 2 Mark scheme
Reading comprehension
1. Where was the boy going?
[1]
Home
2. What was the turtle waving in the air?
[1]
legs / stumpy legs
3. How do you know from the text that the turtle was big and heavy?
[1]
Award 1 mark for an answer that mentions one of:
that great turtle
it was hard work
he struggled to carry the turtle
The answer must refer to the text. Do not accept e.g.
Turtles are always big and heavy.
4. Why do you think the boy carried the turtle rather than let it walk?
Award 1 mark for any feasible answer, e.g.
It might go the wrong way
It might run away
The boy wanted to make sure he got home safely
The boy wanted to get the turtle home quickly to his mother
The boy thought someone might come along and take the turtle
He thought it would be quicker than letting it walk
Do not accept:
He wanted his mother to make it into soup.
This explains why he was taking the turtle home, not why he was carrying it.
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[1]
Do not accept:
because the boy was kind.
He wants to make the turtle into soup!
5. What surprised the boy as he carried the turtle home?
[1]
Award 1 mark for answers that refer to:
The turtle [turned and] spoke to him
or
He was surprised because turtles do not normally talk
Do not accept
The turtle was so heavy.
6. Find three words in the text that describe the turtle.
[2]
Any three of:
•
miserable
•
dry
•
uncomfortable
•
great
•
lying on its back
•
waving its stumpy legs in the air
Award 2 marks for 3 correct
Award 1 mark for 2 correct
Award 0 marks for 0 or 1 correct
7(a). Find a reason in the text which explains why the boy didn’t want to carry home..
Award 1 mark for either
The turtle would smell
or
his mother could not make him into turtle soup
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[1]
7(b). Give another reason why the boy didn’t want the turtle to die.
[1]
Award 1 mark for any feasible answer, e.g.
•
Whichever of the answers above has not already been given
•
if the turtle died, all his work would be wasted
•
it would be harder to carry a floppy turtle
•
his mother wouldn’t want a dead turtle
Do not accept a mark for:
•
He was kind to animals
•
He liked turtles
•
The turtle was heavy
8. The writer uses bold font .. Why do you think the writer does this?
[1]
Award 1 mark for any answer that suggests the writer wants to:
•
show that this was an important consideration for the boy
•
draw the reader’s attention to this piece of information, e.g.
to read loud with expression
so you can read in a different voice.
Do not accept
because of the exclamation mark.
9. Tick two things the boy did when he first landed in the river?
[2]
He paused
He had a drink
Award one mark for each correct answer. Deduct one mark for each box ticked in excess
of two.
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10. Why does the writer use the words muddy bank and fresh cool river..?
[1]
Award 1 mark for any reasonable answers, e.g.
So the reader can imagine what the river was like
So you know more about the river.
The turtle tricked the boy using good words to describe the river.
11. Why else do you think he agreed to swim in the river?
[2]
Accept any two reasonable answers including:
The boy was hot and he wanted to feel fresh
He thought it would be quicker than carrying the turtle
It was hard work to carry the heavy turtle
He didn’t want the turtle to die
He didn’t know the turtle would try to get away
He wanted a drink
Award 1 mark for each reason given.
The reasons must be different so:
He wanted to feel fresh
He wanted to feel comfortable
would only gain 1 mark.
12. At the end of the story how had the turtle tricked the boy?
Award 1 mark for an answer that describes how the turtle tried to trick the boy, e.g.
The turtle said ‘Let’s swim in the river,’ and then he quickly swam away.
Award a second mark for an explanation as to why he was able to escape such as:
because the turtle knew he was a better swimmer
because he realised the boy would be easily fooled
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[2]
13. Put the following events in the order that they happen in the story.
The boy agrees to swim in the
river
4
The turtle disappears
5
The turtle speaks to the boy
2
The boy finds a turtle lying on its
back
1
The turtle suggests they swim in
the river
3
[2]
Award 2 marks if all of the events are correctly ordered.
Award 1 mark if two are correct
14. What type of person do you think the boy was?
[1]
Award 1 mark for a feasible reason given to justify the answer
Clever – he was going to take home the turtle for soup / carried it to stop it
running away’
Kind – he felt sorry for the turtle because it was dry and uncomfortable /
agreed to get into the river to make the turtle less dry and uncomfortable
Horrible – he wanted to take home the turtle to make into soup / didn’t
worry about the turtle being dry and uncomfortable
Not clever – he was tricked by a turtle/ it wasn’t very sensible to try and
carry a big turtle
Do not accept a mark for a box ticked without a reason.
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Writing task
15. WRITING TASK: SURPRISE!
[15]
The non-narrative writing task is assessed using four marking strands that are based on a
combination of the writing learning objectives from the Curriculum Framework. These
strands are:
•
•
•
•
•
•
Content
Audience/Composition
Style
Text Structure and Organisation
Vocabulary
Spelling
Each strand is assessed individually, thus allowing a more precise analysis of the child’s
strengths and weaknesses in writing. The mark scheme has also been derived in such a
way that skills related to text composition, writing for a specific audience/purpose and
sustaining a particular style are separate from skills relating to technical language use.
This has the effect of not over-penalising children for whom English is not their mother
tongue and allowing their skills in text composition and writing style to be rewarded.
Marking should always begin from the lowest mark in each column. Consider the
statements describing the requirements for one mark. If these requirements clearly are
not met 0 marks should be awarded. If the writing meets all the criteria for one mark, the
marker should consider the requirements for two marks and continue up the column until
they reach the first criterion that the child has failed to achieve. The child should be
awarded the mark relating to the last completely fulfilled box. All the requirements in a
box must be achieved for the child to be awarded the mark; if there are two statements,
both must be achieved otherwise the next lowest mark should be awarded.
The marker should always work up the column considering each box in turn and stopping
when they reach a statement that is not achieved, an incomplete box cannot be “skipped”
even if the writing meets criteria higher up the column.
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STYLE
COMPOSITION AND EFFECT
Content
Audience /
composition
There is some
attempt at
development
of the plot by
extending the
surprise or by
it having an
unexpected
outcome.
Additional
details
attempt to
engage the
reader.
VOCABULARY & SPELLING
Style
Text
structure &
organisation
Vocabulary
Some
adverbials of
time and
place marks
stages in the
story.
Some
commas are
used
appropriately
in complex
sentences.
There may be
some use of
paragraphs to
show the
sequence of
ideas in a
story.
Consistently
maintains
appropriate
tense
Some use of
expanded
noun phrases
to describe
characters
and events
4
3
4
Details about
the
character’s
reaction to the
surprise are
included.
Interesting
words are
used to
describe the
character and
setting.
The sentences
are all
grammatically
accurate and
end of
sentence
punctuation
(.?!) is
generally
accurate.
Simple and
compound
sentences are
used.
4
Writes a
mainly
chronological
sequence of
events.
Ideas are
linked, though
paragraphs
are not
usually
shown.
3
2
3
3
In the story,
the main
character gets
a surprise.
A sequence of
sentences
tells a story
with little or
no detail or
description
Uses capitals
and full stops
in several
sentences.
Simple
sentences are
grammatically
accurate.
The story has
a good
shape.
There is
consistent use
of either 1st or
3rd person
pronouns.
2
1
2
2
The story is
about a boy
or a girl.
Meaningful
words and
phrases
express ideas
in sentencelike structures.
1
Evidence of
some care
taken in
vocabulary
choice shown
through the
use of some
powerful
verbs.
Most
common
words are
correctly spelt
(eg they,
because,).
The
reader can
recognize
mis-spelt
words.
1
Word choice
may be
limited, but is
relevant &
communicate
s meaning.
1
.
1
22
2
2
Award 0 where performance fails to meet the lowest description.
© UCLES 2005
Spelling of
medium
frequency
words is
generally
accurate (eg
first, every,
many). All
spellings are
plausible.
3
The story
comes to a
clear
conclusion.
1
Spelling
Writing Task Stage 3 Paper 2 Examples
Example 1
Once upon a time there lived a girl called Ayman. She was very forgetfull.
She was so forgetfull that she did’nt remember her birthday
One day, when her birthday was after two days, her mother thought to give
her a surprise party on her birthday. Everyone first chose the best gift to
give her. Then they invited all her friends and told them the secret. After
that they brought a lot of things to decorate their house on the party.
Atlast, her birthday came. All her friends were there and everything was
decorated. When she came outside, she had a wonderful surprise.
She enjoyed the party a lot and said that she will never forget it.
Content (Marks awarded: 3)
The simple story tells of a surprise party and gives some description about the character’s
reactions to the party.
Audience (Marks awarded: 2)
Some interesting details are given to support the reader, for example the fact that the girl
was forgetful and the sequence of events in the planning of the party.
Style (Marks awarded: 4)
The story is told as a sequence of events, each of which is introduced by a different
adverbial of time. Simple sentences are grammatically accurate and punctuation is good,
including some commas after adverbials.
Text structure (Marks awarded: 4)
Paragraphs are used to divide off the introduction and the concluding statement. The
appropriate tense is used throughout.
Vocabulary (Marks awarded: 2)
There is some evidence of careful word choice in that all of the verbs describe what was
done. There are no expanded noun phrases or inventive vocabulary.
Spelling (Marks awarded: 2)
For this level of writing, the spelling is very good. Apart from the double ll in forgetful, the
spelling is accurate, even in more complex words like wonderful, thought, and surprise.
© UCLES 2005
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Example 2
A boy have a pet cat.
One day a boy named Ahmed. He was walking in the garden. He like cats
very much but his mother don’t allow to buy cat. Suddenly he found a cat he
said “I look if my mother allow me to put this pet cat home or not.” when he
went home he asked her mother that “I can put this cat home? Her mother
said “ok” This make Ahmed surprise. He said “Thanyou mother.” and he run
to his room. He said “I have got a name for this cat that is “Kitty”. He play
with his cat. He live happily after all.
Content: (Marks awarded: 2)
The surprise that the character gets in this story is imaginative in that it’s a response and
not a gift or occasion. But the surprise element works well.
Audience (Marks awarded: 1)
The story is a chronological sequence of events, but there is no evidence of awareness of
an audience to interest.
Style (Marks awarded: 2)
Although the meaning is always clear, the grammar of the sentences is not yet secure.
End of sentence punctuation is generally accurate and good attempts have been made to
use speech punctuation.
Text structure (Marks awarded: 2)
The story is well structured, with a logical sequence of events. Although no paragraphs
are show, the ideas are clearly linked by some adverbials. There is a confusion in the
pronouns he/her which limits the marks available.
Vocabulary (Marks awarded: 1)
The words chosen in the story are functional and communicate meaning. There is no
evidence of attempts to choose particular words.
Spelling (Marks awarded: 2)
The spelling is consistently accurate including common polysyllabic words like garden,
mother, happily.
© UCLES 2005
24
Example 3
Once upon a time there was a boy wallking home When he saw a Lion Was the
Lion dead or what It was sleeping to his suprise the Lion new Karte he
tought the boy Karte so one day he was chaleng but then he lost.
Content (Marks awarded: 2)
This story has some elements of the model story in it, so the child is surprised by an
animal.
Audience (Marks awarded: 2)
The story is told simply, with no attempt to build up towards a fight scene. However,
awareness of audience- as well as the genre- is shown by the attempt to engage the
reader with a question. (Was the lion dead or what?)
Style (Marks awarded: 1)
The lack of punctuation prevents this story from scoring higher marks for style, which is a
pity because there is some quite adventurous use of language.
Text structure (Marks awarded: 2)
Although the ending is very rushed, the story has a traditional story shape with beginning,
middle and end.
Vocabulary (Marks awarded: 1)
The story is too short for an adventurous vocabulary. The word choice is fairly limited.
Spelling (Marks awarded: 1)
Most common words are correctly spelt, but the medium frequency words (knew, taught)
are less secure.
© UCLES 2005
25
Stage 3 Test specification
Stage 3 English is assessed using two papers, although the papers may be split into
smaller units for manageability purposes. Paper 1 consists of a reading task (25 minutes),
a writing task (25 minutes) and usage questions (15 minutes). Paper 2 consists of a
reading task (30 minutes) and a writing task (30 minutes).
Paper 1 (non-narrative)
Paper 1 focuses on non-narrative information and is split into three sections with equal
weighting:
•
The first section assesses reading and consists of a short factual passage with
comprehension questions. The questions are straightforward and explicit. (15
marks);
•
The second section assesses writing using a short, focused task with a clear aim
and audience, and non-narrative content. (15 marks);
•
The final section assesses word and sentence level work. (15 marks)
Paper 1 (non-narrative)
Reading
Writing
Word and sentence
level work
Explicit meaning
11
Structure, organisation and
presentation
2
Purpose and audience
2
Text structure
4
Sentence structure
4
Audience
3
Purpose
4
Grammar
10
Punctuation
5
Total
© UCLES 2005
45
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Paper 2 (narrative)
Paper 2 focuses on narrative reading and writing and is split into two sections:
•
the first section consists of a longer narrative reading passage with questions
assessing complex reading skills such as inference, author’s use of language and
the development of character. (20 marks);
•
the second section consists of a writing task. The task is short and focused with a
narrative content. (20 marks).
NB Although speaking and listening skills are expected to play a key part in the course,
they will not be assessed in these tests.
Paper 2 (narrative)
Reading
Writing
Explicit meaning
10
Implicit meaning
8
Style
2
Content
4
Audience
3
Style
4
Text structure and organisation
4
Vocabulary
3
Spelling
2
Total
© UCLES 2005
40
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