Cambridge Primary Progression Test
Mark scheme
English
Stage 4
DC (LEG) 94048/5RP
© UCLES 2014
2
Stage 4 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
2
Question
4
Part
Mark
2
Total
© UCLES 2014
Answer
Further information
head/thorax/abdomen
Accept legs/wings
Answer
Further information
•
•
Award 1 mark for two correct
answers
Do not accept:
honey
nectar
pollen
Answer
Further information
•
•
Award 1 mark for each correct tick.
Award 0 marks if more than two
boxes are ticked.
Bees work as a group
The honey is stored in a
honeycomb
Answer
Further information
1st paragraph What bees look like?
2nd paragraph What bees do?
3rd paragraph How bees live
together
4th paragraph Why bees are useful
2 marks for 3 or 4 correct responses
1 mark for 2 correct responses
0 marks for 0 or 1 correct response
2
E/S4/MS
3
Question
5
Part
Mark
1
Total
1
Question
6
Part
Mark
1
Answer
Further information
It contains mostly facts.
Answer
Further information
If text 1 is ticked
If text 2 is ticked
either
either
There is no mark for the first part of
the question, but explanations must
match the choice made.
Text is
informative
Text is easier to
read
The answer should refer to the style
of the language.
or
or
There is one
sentence for
each piece of
information
Gives you
advice/
instructions
Do not accept an opinion like ‘more
interesting’ or ‘more fun’ without
some additional explanation.
or
or
Text gives you
facts
Text is
persuasive
Total
1
Question
7
Part
Mark
(a)
1
Sucking up/sipping/collecting nectar
(from flowers/plants)
(b)
1
move (their) wings (very quickly)
Total
2
© UCLES 2014
Answer
Further information
E/S4/MS
Do not except: dry it out
[Turn over
4
Question
8
Part
Mark
Answer
Further information
Accept answers that link the ordered
organisation of the text to the
purpose of aiding understanding of a
process.
(a)
1
To show the order events happen in/
to make it very clear to the reader
the process or order of events/clear
layout
(b)
1
They make the order clear.
Total
2
Question
9
Part
Mark
1
Total
1
Question
10
Part
Mark
1
Total
1
Question
11
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
explain
It is set out in an order/logical/uses
time connectives/impersonal or
passive language, no ‘you’ or ‘he/
she’/the title is a question/clear
layout.
There is no mark for the first part of
this question.
If ‘to explain’ is not ticked, no mark
can be awarded.
Accept any answer that recognises
the purpose/organisation/language
features of an explanation text.
Answer
Further information
honey/nectar/proboscis/hive/pollen/
beekeeper/honeycomb
Answer
Further information
To show surprise
1
E/S4/MS
5
Section B: Writing (Non-fiction)
12
PURPOSE AND
AUDIENCE
SENTENCE
STRUCTURE
TEXT STRUCTURE
PUNCTUATION
SPELLING
The text type is largely
sustained. Language is
strong and positive, e.g.
offers reader advice and
information in a series of
logical steps.
The writer gives sufficient
information for a reader to
understand the contents,
e.g. some detail with
adverbials and expanded
noun phrases.
6
Language is appropriate
to the text type, e.g.
impersonal language,
passive voice and third
person. A variety of
sentence types and
lengths to keep the reader
interested.
There is some attempt to
engage the reader with
appropriate detail and
some use of topic specific
vocabulary.
Clearly sequenced
paragraphs. Paragraphs
may be numbered.
Expanded phrases or
clauses are used to develop
ideas.
Heading outlining aim of
instructions.
A range of connectives
are used appropriately,
e.g. if, then, in addition,
consequently, finally.
Introduction and conclusion
are developed.
Balance of coverage of
ideas is appropriate.
5
5
5
Text type is developed to
convey writer’s attitude
to the chosen text, e.g.
knowledge and enthusiasm
for subject matter.
Paragraphs are generally
used to group or to
sequence ideas.
Variety of sentence
structures are connected by
wider range of connectives,
e.g. first, later, or, when.
Some awareness of
audience shown through
use of well-chosen words to
convey meaning and help
the reader to understand
a process as easily as
possible.
Each point should be
separated.
Use of tense is generally
appropriate and consistent,
e.g. present tense for
explanations.
4
4
4
Reader given appropriate
information; e.g. the content
is all relevant to the school
day.
Some attempt to sequence
ideas logically can be seen,
e.g. content is clear.
Some variation in sentence
openings is evident, e.g. not
always starting with ‘then’;
e.g. use of adverbials to
show sequence.
Clear layout.
Some features of text type
are evident, e.g. present
tense.
The text begins with an
opening statement to
engage the reader and
outline the purpose of the
text.
3
3
3
Some elements of the text
type can be seen, e.g.
it is an attempt to give
information and explain.
Ideas are grouped together
although paragraphs may
not be shown.
Simple sentences are
generally grammatically
correct.
Three or four different
connectives used
appropriately, e.g. and, but,
because, then.
Vocabulary used is
appropriate.
Demarcation of basic
sentence structures is
usually accurate, e.g.
full stops, capital letters,
question marks and
exclamation marks.
Spelling of high frequency
words is generally correct.
2
2
2
2
2
Text is non-fiction and uses
appropriate sentence types
Some evidence of a
progression of ideas
through the text is shown.
Simple and compound
sentences used.
End of sentence
punctuation is present in
at least 50% of sentences,
e.g. full stops, capital
letters, question marks and
exclamation marks.
Spelling is phonetically
plausible so that any misspelt words are easily
decodable.
1
1
1
1
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2014
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6
Section C: Grammar, punctuation and vocabulary
Question
13
Part
Mark
2
Total
2
Question
14
Part
Mark
(a)
1
(b)
1
Total
2
Question
15
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
young = adjective
bees = noun
they = pronoun
carefully = adverb
by = preposition
Award 2 marks for three or four lines
correctly drawn.
Award 1 mark for one or two lines
correctly drawn.
Answer
Further information
Bees make honey so they can feed
the larvae and have a food store for
winter.
Award the mark for any two correct,
but different, connectives.
No mark can be awarded if any
other words are identified.
Bees like yellow, blue or purple
flowers
but/however/although
some bees search for only one
colour or type of flower.
Accept any appropriate connective.
Do not accept sentences joined with
and.
Answer
Further information
A beekeeper will collect honey from
the hive carefully.
or
A beekeeper will collect honey
carefully from the hive.
Accept ‘carefully’ at the beginning
of the sentence, with or without a
comma.
1
E/S4/MS
7
Question
16
Part
Mark
(a)
Answer
Further information
1
A beekeeper will collect the honey
from the hive.
Award 1 mark for both words
underlined.
(b)
1
A beekeeper collected the honey
from the hive.
Total
2
Question
17
Part
Mark
1
Total
1
Question
18
Part
Mark
1
Total
1
Question
19
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
fly
Field bees flies from the hive to
find
finding pollen and nectar.
Award the mark only if both
corrections are made.
Answer
Further information
Plants need bees to spread pollen. =
statement.
How do bees make honey? =
question
Both correct = 1 mark
Answer
Further information
Although bees make honey to feed
their larvae, humans can eat it too.
1
E/S4/MS
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8
Question
20
Part
Mark
1
Total
1
Question
21
Part
Mark
Answer
Further information
The queen bee’s job is very
important. Colonies can’t survive
without one.
Both apostrophes correctly placed =
1 mark.
Answer
Further information
“Where do bees live?” asked Tom.
“In a hive,” Tom’s teacher replied.
Also accept – “In a hive !”
Award 2 marks if 4-5 of the missing
punctuation marks are in the correct
place and in the correct order.
Award 1 mark if 2-3 of them are
correct.
Award 0 marks if there are 6 or more
punctuation marks.
Answer
Further information
unnecessary: neededless,
non-essential, not wanted, uncalled
for
remove: take away, take out, get rid
of, clear
Award 1 mark for each appropriate
word or phrase that retains the
sense of the sentence.
Do not accept words that would
change the meaning of the
sentence.
Accept:
not necessary, not needed, not
essential
Do not accept
un-needed
2
Total
2
Question
22
Part
Mark
2
Total
© UCLES 2014
2
E/S4/MS
9
Stage 4 Paper 2 Mark Scheme
Section A: Reading
Question
1
Part
Mark
1
1
Total
2
Question
2
Part
Mark
1
Total
1
Question
3
Part
Mark
1
Total
1
Question
4
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
Kitty did not enjoy sports day.
Kitty was upset when Rosie chose
Carla.
Award 1 mark for each correct tick.
Award 0 marks if more than two
boxes are ticked.
Answer
Further information
Showed her where everything was.
Answer
Further information
clever/good at games
Do not accept: good at everything.
Answer
Further information
Any two of:
•
Shared biscuits at break
•
Swapped books
•
Chose each other as partners in
gym/dance
Do not accept: they did everything
together.
Award 1 mark for two correct
answers.
1
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10
Question
5
Part
Mark
1
Total
1
Question
6
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
No
You’re so lucky.
You’re good at everything.
She’d always wanted a really best
friend.
Will you always choose me?
There is no mark for the first part of
the question.
Answer
Further information
She’d always wanted a really best
friend.
They were friends. That was more
important than anything.
Do not accept: because she liked
her/because she thought she was
lucky.
1
E/S4/MS
Do not accept answers where ‘Yes’
had been ticked.
Accept any quote that shows Kitty is
not confident.
11
Question
7
Part
Mark
1
Answer
Further information
Yes
Award 1 mark for explanation
Explanation
Award 1 mark for quotation to
support given answer.
Kitty asked Rosie if she would
always choose her and Rosie had
said ‘yes’/Rosie had agreed to
always choose Kitty/They used to
choose each other as partners in
gym and dance./They did everything
together.
Accept other suitable reasons, but
it is important that explanations and
quotations ‘match’ each other.
Do not accept answers where ‘No’
has been ticked.
Quotation
“Will you always choose me, Rosie?
“Course I will, silly.”/and chose each
other as partners in gym and dance.
1
Explanation
Rosie had made a proper promise to
choose Kitty.
Quotation
“Cross my heart.”
Explanation
Kitty tried to draw attention to herself
when Rosie was choosing a partner
for the three-legged race.
Quotation
Kitty sat up straight, and smiled.
Total
2
Question
8
Part
Mark
1
Total
© UCLES 2014
Answer
Further information
She appeared happy on the outside
but unhappy on the inside.
She tried to hide her feelings.
1
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12
Question
9
Part
Mark
2
Total
2
Question
10
Part
Mark
2
Total
2
Question
11
Part
Mark
Answer
Further information
Kitty watches Rosie win all the
practise races.
4
Kitty waited for Rosie to choose her.
5
Kitty was happy.
3
Kitty had a new girl in her class.
1
Kitty helps Rosie on her first day. 2
Award 2 marks if all the sentences
are correctly numbered.
Answer
Further information
dive like a fish/as if the smile was
glued to her face/like a crumpled ball
of paper.
Any two appropriate answers.
Answer
Further information
Kitty
There is no mark for the first part of
the question.
Award 1 mark if two or three
sentences are correctly numbered.
Explanation
1
because…./she’s a real-life
character who does and says things
children do./her friendship feelings
are real.
Accept any suitable explanation but
it is important that the explanation
fits the theme of the story (real-life
characters) and is part of the story.
Rosie
Do not accept simple comments like
‘they’re boring’ ‘funny’ ‘didn’t like the
story’ etc. without a full explanation
given.
Explanation
because…./she’s so good at
everything and would be a good
friend/she’s clever and kind to Kitty.
Carla
Explanation
because she became friends with
someone in a short time
Total
© UCLES 2014
1
E/S4/MS
13
Question
12
Part
Mark
Answer
1
Happy
Further information
She was feeling rather proud.
They were friends. That was more
important than anything.
1
Unhappy
The smile was glued to her face.
Inside she felt like a crumpled ball of
paper.
Total
2
Question
13
Part
Mark
1
Answer
Further information
sighed/complained/questioned/
growled
Any one = 1 mark.
Answer
Further information
Total
1
Question
14
Part
Mark
(a)
1
real life story
(b)
1
The story is about two children at
school.
Total
2
© UCLES 2014
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Accept anything that refers to real
events in everyday life/familiar
setting.
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14
Section B: Writing (Fiction)
13
CONTENT
TEXT
STRUCTURE
SENTENCE
STRUCTURE
Paragraphs are
appropriately used
to help structure
the narrative and
shape the story.
Expanded phrases
or clauses are
used to develop
ideas.
AUDIENCE
The story is well
crafted and uses
the information
given to produce
a satisfying
conclusion.
PUNCTUATION
VOCABULARY
SPELLING
Mainly logical
connectives are
used appropriately,
e.g. if, the, in
addition.
Use of the past
and present
tense is generally
consistent.
5
5
5
Variety of sentence
structures are
connected by
wider range of
connectives, e.g.
but, so, because.
Correct spelling of
polysyllabic
words that conform
to a pattern is
evident, e.g.
making, probably,
clapped, possible,
possibly.
Commas are
always used
in lists and
sometimes to mark
clauses.
The narrative
is developed
by building on
the events that
have happened
so far, e.g. there
may be one or
more characters
or settings that
are purposefully
linked.
The reader can
identify mood and
feeling.
Paragraphs are
sometimes used to
sequence ideas.
Additional details
allow the reader
to ‘see’ the
characters and
settings.
Ideas are
organised simply
with a fitting
opening and
conclusion, mostly
logical and wellpaced.
4
4
4
4
4
The story is
developed in
its setting, i.e.
narrative matches
setting.
The reader is
engaged through
one or two
additional details.
Some attempt to
sequence ideas
logically is made,
e.g. content clear.
At least one event
is described
although detail
may be lacking.
Character’s
reactions to
events are often
described, e.g.
Kitty’s or Rosie’s
Opening and
conclusion
sometimes
evident.
Some variation
in sentence
openings, e.g. not
always starting
with noun or other
word like ‘then’.
Straightforward
sentences
are usually
demarcated
accurately with
full stops, capital
letters, question
marks and
exclamation marks
throughout the
text.
Powerful verbs
and specific nouns
are used with
exciting adjectives
and adverbs to
create strong
images.
Spelling of
common words
with more than one
syllable, including
compound words,
is generally
accurate.
3
3
3
3
3
3
3
The story has
a simple plot,
e.g. something
happens on sports
day.
Some interesting
words are used
to describe the
setting(s) and
characters.
Ideas are grouped
together.
Simple sentences
are generally
grammatically
correct.
Straightforward
sentences
are usually
demarcated
accurately,
e.g. full stops,
capital letters,
question marks
and exclamation
marks.
Some evidence of
careful vocabulary
choices on at least
two occasions can
be seen.
Correct spelling
of high frequency
words is shown.
An attempt to
use speech
punctuation
correctly is made.
‘and’ may be
used to connect
clauses.
4
2
2
2
2
2
2
2
The story is about
Kitty and Rosie.
The reader is
given basic
information that
is relevant to the
narrative, e.g. they
may/may not be
friends.
Some evidence of
a progression of
ideas through the
text is shown.
Some simple
sentences are
grammatically
correct.
End of sentence
punctuation is
present in at least
50% of sentences,
e.g. full stops,
capital letters,
question marks
and exclamation
marks.
Simple vocabulary
is used.
Spelling is
phonetically
sophisticated
so that any misspelled words are
easily decoded.
1
1
1
1
1
1
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2014
E/S4/MS
15
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© UCLES 2014
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E/S4/MS