Cambridge Lower Secondary Sample Test
For use with curriculum published in
September 2020
English Paper 1
Mark Scheme
Stage 7
English_S7_01_MS/5RP
© UCLES 2020
S7/01
English Stage 7 Paper 1 Mark Scheme
From 2020
Section A: Reading
Question
Answer
1
Give one word and one phrase from the first paragraph (lines 1–3) that tell
the reader that climbing El Capitan is not easy.
Marks
2
Award 1 mark for each of:
•
•
word: monster
phrase: (providing the) ultimate challenge
Question
Answer
Marks
Look at the second paragraph (lines 4–7).
2(a)
How did the ‘Dawn Wall’ get its name?
1
Award 1 mark for:
•
2(b)
It the first place on El Capitan to get sun (from the east) / the sun shines on
it at dawn.
Give one word that means dangerous.
Award 1 mark for:
•
treacherous
Page 2 of 11
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
From 2020
Answer
Marks
Look at the third paragraph (lines 8–14).
3(a)
Give one word that introduces a contrasting idea.
1
Award 1 mark for:
•
3(b)
However
Give one phrase that means only.
Award 1 mark for:
•
3(c)
(with) nothing more than
Give one two-word phrase that tells the reader Caldwell and Jorgeson
worked together.
1
Award 1 mark for:
•
3(d)
joined forces
Give two examples of a passive verb form from the third paragraph. Give
one example using a present verb form and one example using a past verb
form.
Award 1 mark for each of the following up to a maximum of 2 marks.
•
•
•
is (usually) needed / are (then) clipped
had always been considered
had (never) been done (before)
Page 3 of 11
2
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
From 2020
Answer
Marks
Look at the fourth paragraph (lines 15–23).
4(a)
Explain in your own words what makes the Dawn Wall such a difficult
climb. Give one quotation from the text to support your answer.
2
Explanation:
Award 1 mark for the idea that there is nothing to hang onto / it is a very smooth
surface / has sharp pieces of rocks sticking out
Quotation:
Award 1 mark one of the following:
•
•
•
•
•
4(b)
slippery footholds
razor-sharp edges
smooth rock
forced to hang on by their fingertips
there is almost nothing to cling onto
After completing the challenge Caldwell and Jorgeson became famous.
Give one phrase from the text that tells the reader this.
1
Award 1 mark for:
•
Question
5
into the history books
Answer
Look at the heading.
Why do you think this heading is suitable for this text? Give two ideas.
Marks
2
Award 1 mark for each of the following up to 2 marks:
•
•
•
Question
6
hanging on is what they are doing
no threads allowed because it is free climbing
the colloquial saying is hanging by a thread but these are free climbers so
they can’t use anything to hang by for their climb.
Answer
How is this information text structured? Tick () two boxes.
Award 1 mark for each of the following:
•
•
The text has an introductory paragraph.
The text is non-chronologically organised.
Page 4 of 11
Marks
2
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
7
Answer
What is the purpose of Text B? Tick () one box.
From 2020
Marks
1
Award 1 mark for:
•
to advise
Question
8
Answer
Give one word from the second paragraph (lines 4–14) that introduces a
contrasting and surprising idea.
Marks
1
Award 1 mark for:
•
Actually
Question
9(a)
Answer
Look at line 12 in Text B. Why has a colon ( : ) been used?
Give one reason.
Marks
1
Award 1 mark for:
•
9(b)
to introduce a list
Why has a dash ( – ) been used in line 13?
Give one reason.
Award 1 mark for:
•
to give more information
Page 5 of 11
1
S7/01
English Stage 7 Paper 1 Mark Scheme
Question
10(a)
From 2020
Answer
Your friend wants to take up rock climbing and has asked you what they
should do. Write a list of tips using the information from Text B.
Marks
3
Award 1 mark for each of the following up to 3 marks:
•
•
•
•
•
•
•
•
•
•
10(b)
They should start with friends who have climbed before
They should practise first on an indoor climbing wall
They should start on lower level slopes outside
They should get used to the rock face
They should get used to wearing climbing shoes
They should wear the appropriate kit: harness, shoes, helmet
They should practise the technique of moving sideward or stepping down
They should maintain three points of contact
They should try leaning out (when they are more confident)
They should consult a guide if they are going to a new area.
Write a summary of up to 50 words about what to do before taking up rock
climbing seriously. Include four points from your list. Use your own words
as far as possible.
Award 2 marks for a summary that combines the main points into a coherent
summary, e.g.:
Try to go out for your first climb with friends. Practise on an indoor wall to get
used to the moves and equipment. Then, start with an easy climb outside. If you
are going to a new place, talk to a guide who can tell you where to climb.
Award 1 mark for a summary that includes some but not all of the main points.
Award 0 marks for a summary made up of facts which are not synthesised.
Do not award more than 1 mark where the summary exceeds 50 words.
Accept words lifted from the text where they contribute to a cohesive summary.
Page 6 of 11
2
Stage 7 Paper 1 Writing Mark Scheme for Progression tests
Section B: Writing
Question
11
Answer
Marks
Write an account for your friend about a new activity that you have tried.
25
Think about:
•
•
•
•
the type of activity
what you need for the activity
persuading your friend why it is a good activity
any helpful tips.
Notes to markers
•
•
•
•
•
Use the marking grids on the following 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, which mark is appropriate.
The lower mark within a box should be given if some the criteria have been
met but not all.
Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60.
In normal-sized handwriting 60 words will be approximately 8 lines.
Marks
Creation of texts (Wc)
5
Vocabulary and language (Wv)
3
Grammar and punctuation (Wg)
7
Structure of texts (Ws)
7
Word structure [spelling] (Ww)
3
[Total 25]
S7/01
Creation of texts (Wc)
[5 marks]
Content is entirely relevant.
Ideas are developed so that
features of the text type are
clearly established and are
used confidently
throughout.
Viewpoints are wellpresented, i.e., detail
sustains interest with
writer’s style / personal
response which
emphasises particular
points.
Writing is clearly developed
to suit the specified
audience and purpose / text
type.
[4–5]
Vocabulary and language
(Wv)
[3 marks]
English Stage 7 Paper 1 Mark Scheme
Structure of texts (Ws)
[7 marks]
The response is wellorganised using a good
range of organisational
features accurately.
Ideas are developed with
chronological or logical
links throughout the text
from an introduction to
conclusion.
Paragraphs are used
competently to structure the
content. There is good
cohesion within and
between paragraphs.
A good range of carefully
chosen sentence openings
and connectives are used
appropriately to support
content.
[6–7]
Page 8 of 11
From 2020
Grammar and punctuation
(Wg)
[7 marks]
Grammatical structures are
almost always accurate
throughout the text. For example,
there is:
• a wide range of sentence types
to support the text type
• a range of complex sentences
accurately to provide clarity
and emphasis e.g., by
positioning of clauses varying
word order or expansion of
verb phrases
• consistent use of formal and/or
informal register according to
context, purpose and
audience.
There is a good range of
punctuation. For example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens used accurately to
clarify meaning.
• conventions of layout are
always applied consistently
e.g., bullet points.
[6–7]
Word structure (Ww)
(spelling)
[3 marks]
Stage 7 Paper 1 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Vocabulary and language
(Wv)
Material is relevant using
vocabulary accurately for the
purpose / text type.
Content is relevant and
ideas are developed so
that features of the text
type are clear.
Viewpoints are clear and
maintained throughout.
Uses well-developed
language to clarify and
extend ideas.
Writing is developed to
suit the specified
audience and purpose.
Creates an effect by using
key linguistic and literary
techniques.
Structure of texts (Ws)
The response is is
generally well-organised
using a range of
organisational features
accurately.
Ideas are developed with
chronological or logical
links throughout the text
though there may be some
inconsistencies.
Paragraphs are used to
help structure the text
where the main idea is
usually supported by
following sentences.
Content may have some
different voices within the
text.
A range of sentence
openings and connectives
are used appropriately to
support content.
[3]
[3]
[4–5]
Page 9 of 11
Grammar and punctuation
(Wg)
Grammatical structures are
mostly accurate throughout the
text. For example, there is:
• a range of sentence types to
support the text type.
• some complex sentences to
provide clarity and emphasis
e.g., by positioning of clauses
varying word order or
expansion of verb phrases
• formal and/or informal register
is generally used appropriately
according to context, purpose
and audience.
Word structure (Ww)
(spelling)
Spelling is usually correct
throughout. (There may
occasionally be phonetically
plausible attempts at
complex words.)
Correct spelling of most, not
all, polysyllabic words, e.g.,
appear, information,
probably, separate
wondering/wandering,
business, essentially,
accommodation.
A range of punctuation:
• e.g., commas, ellipses, colons,
semi-colons, dashes and
hyphens are used mostly
accurately to clarify meaning
• conventions of layout are
applied consistently e.g., bullet
points.
[4–5]
[3]
S7/01
Creation of texts (Wc)
English Stage 7 Paper 1 Mark Scheme
Vocabulary and language
(Wv)
Vocabulary is relevant and
suitable for the purpose / text
type.
Structure of texts (Ws)
Writing shows purpose.
Language and meaning of
words/phrases is clear.
Some attempt to sequence
relevant ideas logically.
There is a straightforward
viewpoint and awareness
of the audience.
Clear evidence of
appropriate linguistic and
literary techniques.
Paragraphs / sections are
evident, though not always
consistently or
appropriately.
Content is mostly relevant
to the task, though there
may not be many welldeveloped ideas.
The response is generally
organised and attempts
some organisational
features.
Movement between
paragraphs or sections,
may be disjointed with a
limited range of sentence
openings and connectives.
From 2020
Grammar and punctuation
(Wg)
Grammatical structures are
generally accurate throughout
the text.
For example, there is:
• some range of sentence types
to support the text type
• complex sentences may be
attempted to create effect and
convey shades of meaning
• some awareness of formal
and/or informal register
according to context, purpose
and audience.
Word structure (Ww)
(spelling)
Spelling of common and
some less-common words,
including polysyllabic and
compound words, is
generally accurate, e.g.,
friend, another, around,
because, anything,
something.
Spelling of plurals and some
past and present words is
generally accurate, e.g.,
boxes, clothes, told,
stopped, wanted.
Some range of punctuation:
• e.g., commas, semi-colons,
dashes and hyphens are
generally accurate and may
sometimes be used for effect.
• There may be evidence of
comma splicing.
Note: if punctuation is totally
lacking and other descriptors met
then give the lower mark here.
[2]
[2]
[2–3]
Page 10 of 11
[2–3]
[2]
Stage 7 Paper 1 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Some material is included
that elaborates on basic
information.
Some elements of the text
type can be seen; a
maximum of 1 mark can
be awarded if not the
given text type.
Vocabulary and language
(Wv)
Language is simple and
relevant. For example,
vocabulary conveys meaning
which is suitable for the
purpose / text type.
Structure of texts (Ws)
Grammar and punctuation (Wg)
Some attempt to organise
the response.
Language and meaning of
words/phrases is mainly
clear, with some errors.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
Basic grammatical structures are
generally correct, for example:
• subject and verb generally
agree
• past and present tense of verbs
generally consistent.
• There is a mix of simple and
some compound sentences
used accurately.
• Some complex sentences may
be attempted to expand detail
but not always successfully.
• Formal and/or informal register
may be attempted but not
consistently according to
context, purpose and audience.
There is some evidence of
some appropriate linguistic
and literary techniques.
Some basic sequencing of
ideas in relation to the
stimulus.
Movement between
paragraphs or sections,
is disjointed with a very
limited range of sentence
openings and connectives.
Word structure (Ww)
(spelling)
Spelling of high frequency
words is generally correct,
e.g., their/there, when,
were, what, some, etc.
Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
what is essentially good English.
[1]
[1]
[0]
Vocabulary and language
(Wv)
No creditable response
[0]
Creation of texts (Wc)
No creditable response
[1]
Structure of texts (Ws)
No creditable response
[1]
Grammar and punctuation (Wg)
[0]
Page 11 of 11
No creditable response
[0]
[1]
Word structure (Ww)
(spelling)
No creditable response
[0]