Cambridge Primary Sample Test
For use with curriculum published in
September 2020
English Paper 1
Mark Scheme
Stage 4
English_S4_01_MS/7RP
© UCLES 2020
S4/01
English Stage 4 Paper 1 Mark Scheme
Question
1
From 2020
Answer
Look at the first paragraph (lines 1–3).
Give one word that tells us that the writer thinks the speed of the train is
amazing.
Marks
1
Award 1 mark for:
•
impressive
Rv
Question
Answer
Marks
Look at the second paragraph (lines 4–8).
2(a)
Give one adjective that means ‘enormous’.
1
Award 1 mark for:
•
gigantic
Rv
2(b)
Why is a comma ( , ) used in line 8?
1
Award 1 mark for:
•
to separate (two) clauses / two (2) parts of a sentence / a main clause
and/from a subordinate clause
Rg
2(c)
Look at these sentences: ‘When electricity is sent to the magnets, the
magnetic field changes. This moves the train.’ (Lines 7–8)
Replace the full-stop ( . ) and ‘This’ with a suitable connective. Tick () one
box.
Award 1 mark for:
•
, which
Rg
Page 2 of 12
1
S4/01
English Stage 4 Paper 1 Mark Scheme
Question
3
Answer
Look at the third paragraph (lines 9–12). Maglev trains do not have the
same problems as other trains.
Which figurative technique does the writer use to emphasise this?
From 2020
Marks
1
Tick () one box.
Award 1 mark for:
•
repetition
Rv
Question
Answer
Marks
Look at the last paragraph (lines 15–19).
4(a)
Give two adjectives the passenger uses to describe her train ride on a
Maglev.
2
Award 1 mark for each of the following, up to a maximum of 2 marks:
•
•
•
impressive
smooth
fantastic
Rv
4(b)
Why does the writer use direct speech?
Award 1 mark for an answer which conveys:
•
to state the passenger’s point of view
Ri
Page 3 of 12
1
S4/01
English Stage 4 Paper 1 Mark Scheme
Question
From 2020
Answer
Marks
The five paragraphs do not have subheadings.
5(a)
Match the paragraphs to a suitable sub-heading.
first paragraph
Advantages of Maglevs
second paragraph
Speed of Maglevs
third paragraph
How Maglevs work
fourth paragraph
Disadvantages of Maglevs
3
Rs
5(b)
Write a suitable sub-heading for the fifth paragraph.
1
Award 1 mark for a response which conveys this idea:
•
Riding on the Maglev
Rs
5(c)
What would the purpose be of having these sub-headings in this text?
1
Award 1 mark for one of the following ideas:
•
•
•
to organise the information
to let the reader know what information is in the following paragraph / below
the heading
to make it easier for the reader to locate information
Rs
Question
6
Answer
How would transport in your country be better with Maglev trains?
Give three ways, using information from the text.
Accept any suitable response based on information from the text.
Award 1 mark for each of the following ideas, up to a maximum of 3 marks.
•
•
•
•
•
Train journeys would be faster.
Train journeys would be safe(r).
Train journeys would be (more) environmentally friendly / less polluting /
there would be no use of (fossil) fuel.
Train journeys would be quiet(er).
Trains are not affected by temperatures / the weather / objects on the track.
Ra
Page 4 of 12
Marks
3
S4/01
English Stage 4 Paper 1 Mark Scheme
Question
7
From 2020
Answer
Look at the main heading. What literary technique is used?
Marks
1
Tick () one box.
Award 1 mark for:
•
alliteration
Rv
Question
8
Answer
Why would children find the Bernina Express trip so exciting?
Marks
1
Award 1 mark for:
•
•
Children love tunnels and there are lots of / plenty of / (196) bridges and
(55) tunnels
There are (196) bridges and (55) tunnels
Ri
Question
9
Answer
Look at the third paragraph. (Lines 5–7)
There are several opinions given in the paragraph – some are the writer’s
opinion and some are not. Give one example of each.
Award 1 mark for one of the following:
The writer’s opinion
• (an) adventure
• (the) magic
• (as) dramatic as it sounds
Award 1 mark for the following:
Not the writer’s opinion
• (Considered by many as one of) ‘the greatest railway journeys in the world’
Ri
Page 5 of 12
Marks
2
S4/01
English Stage 4 Paper 1 Mark Scheme
Question
10
From 2020
Answer
Look at the last paragraph (lines 8–12).
Marks
1
Give one quantifier.
Award 1 mark for:
•
loads (of)
Rg
Question
11
Answer
Which train journey would you recommend for children who are always
hungry? Explain your choice, giving information from the text.
Marks
1
Award 1 mark for:
•
the Indian train / train from Mumbai to Goa because (it has food vendors
wandering up and down the aisles offering a vast selection / loads of)
delicious snacks.
Ra
Question
Answer
12
Text B is a persuasive text. The writer tries to persuade the reader to go on
a train ride.
Give three ways in which the writer does this.
Award 1 mark for each of the following, up to a maximum of 3 marks:
•
•
•
powerful / strong / superlative adjectives
speaking directly to the reader
asking the reader questions
Ri
Page 6 of 12
Marks
3
S4/01
English Stage 4 Paper 1 Mark Scheme
From 2020
Section B: Writing
Question
Answer
Marks
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, 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.
13 Write an information text describing something you know about.
Your information text could be about:
• a different method of transport, for example a bicycle, a water taxi, a car
• an electronic gadget, for example a phone, a laptop, a tablet
• a game, for example a sport, a computer game, a board game
• something else of your choice.
You could:
• explain how it works, how it is made or how it is played
• describe its advantages and/or disadvantages
• compare it to something similar.
13
Content, purpose and audience.
8
Text structure and organisation.
7
Sentence structure and punctuation.
7
Spelling
3
[Total 25]
Page 7 of 12
S4/01
English Stage 4 Paper 1 Mark Scheme
Content, purpose and audience
[8 marks]
From 2020
Text structure and organisation
[7 marks]
A relevant response with well-chosen ideas
and content. Some ideas and material are
developed in detail, e.g. uses powerful
verbs and adjectives to convey meaning
appropriately and effectively for the text
type.
Clear structure with well-organised material within
paragraphs, i.e. as a refinement of mark bands
4–5.
Some of the main features of the text type are
evident, e.g. impersonal language
throughout, generally present tense.
Cohesion within and between paragraphs is
achieved using devices such as connectives, i.e.
connectives show logical relationships, e.g.
however, therefore, on the other hand, since.
[6–7]
A straightforward viewpoint which is generally
consistent and appropriate which shows an
awareness of the reader, e.g. Some content
sustains reader’s interest.
[7–8]
Chronological or logical links between paragraphs
help the development of ideas.
A relevant response that elaborates on basic
information with some development of detail.
Paragraphs / sections are generally used to help
organise and sequence ideas.
Accurate use of vocabulary includes a variety
of appropriate choices to convey meaning
that is consistent and effective for the text
type, e.g. some clear factual detail with
interesting adjectives.
Logical sequence with attempts to link ideas is
evident but not consistent.
General aspects of the text type are evident,
e.g. mostly impersonal language; present
tense is more consistent.
Movement between paragraphs or sections may
be disjointed.
[4–5]
Within paragraphs / sections there are some links
between sentences.
The writer’s attitude to the subject may be
conveyed with good attempts to engage the
reader.
[5–6]
The response includes some attempt to
elaborate on basic information, e.g. use of
simple descriptive adjectives.
Some attempt to expand the general
vocabulary to match the task with some word
choices to create interest including some
adventurous choices.
Some ideas are in sections with some attempt to
group related points together.
Some attempt to sequence relevant ideas
logically.
Openings and closings are sometimes signalled.
[2–3]
Some general elements of the text type are
evident, e.g. attempt at impersonal
language and present tense (apart from
historical references).
The writer’s attitude to the subject may be
conveyed but shows a limited awareness of
the reader.
[3–4]
Page 8 of 12
S4/01
English Stage 4 Paper 1 Mark Scheme
Some material included that is relevant to the
task, i.e. subject choice is clear.
From 2020
Some basic sequencing of material.
There may be line breaks or time related words or
phrases.
[1]
Vocabulary is simple and relevant.
Some elements of the text type can be seen;
a maximum of 1 mark can be awarded if not
an information text.
[1–2]
No creditable response
No creditable response.
[0]
Page 9 of 12
[0]
S4/01
English Stage 4 Paper 1 Mark Scheme
Sentence structure and punctuation
[7 marks]
Uses an increasing range of sentence types
accurately.
From 2020
Spelling
[3 marks]
Use of expanded phrases to develop ideas,
e.g. noun, adverbial, adjectival, and verb
phrases, with a range of connectives (e.g. if,
so, because, then).
Tense and verb forms generally accurate.
Punctuation is generally used accurately to
demarcate sentences and for speech
punctuation – errors may occur where
structures are ambitious.
Commas are always used in lists and often to
mark clauses.
[6–7]
Some variety in length, structure or subject of
sentences with some attempt to use some
complex sentences.
Grammatically correct compound sentences
use simple connectives to join clauses.
e.g. and, but.
Subject and verb usually agree, and past and
present tense of verbs is mostly consistent.
End of sentence punctuation is nearly always
accurate throughout the text. Capitalisation is
always correct.
Spelling of words with common letter strings, but
different pronunciations, e.g. through, tough is
sometimes correct.
Polysyllabic words with common spelling
patterns, e.g. common prefixes and suffixes,
double consonants, vowel phonemes are
sometimes spelt correctly.
Consistently uses common inflections accurately,
e.g. –ing, –ed, –s, –es.
[3]
Speech marks may be used around words
spoken but other speech punctuation may not
be accurate.
Commas are often used in lists.
There may be evidence of comma splicing.
[4–5]
Page 10 of 12
S4/01
English Stage 4 Paper 1 Mark Scheme
A mix of simple and compound sentences with
some variation in sentence openings.
Successful attempts at compound sentences
use simple connectives to join clauses,
e.g. and, but.
Subject and verb agreement and tenses often
agree.
From 2020
Spelling of common words, including
polysyllabic and compound words, is generally
accurate, e.g. because, something.
Spelling of plurals and some past and present
words is mostly accurate, e.g. boxes, clothes,
told, wanted.
[2]
Demarcation of straightforward sentences is
usually correct.
Note: if punctuation is totally lacking and other
descriptors met, then give the lower mark here.
[2–3]
Some simple sentence structures are used
successfully where the structure may be
repetitive.
Some correct use of punctuation, such as full
stops and capital letters.
Note: where more ambitious structures are
used with NO simple sentences, begin marking
at 2–3 marks, provided that the 2nd descriptor
about variation in sentence openings has been
met.
Also: learners should gain marks for good
English with punctuation errors rather than lose
marks for essentially good English.
[1]
No creditable response.
[0]
All simple high frequency words are spelt
correctly, e.g. that, she, put.
Spelling of high frequency words is generally
correct, e.g. their/there, when, were, what,
some etc.
There may be some attempts to phonetically
spell polysyllabic and compound words.
[1]
No creditable response.
Page 11 of 12
[0]
S4/01
English Stage 4 Paper 1 Mark Scheme
BLANK PAGE
Page 12 of 12
From 2020