Cambridge Lower Secondary Progression Test
English mark scheme
Stage 7
© UCLES 2017
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
The Cambridge Lower Secondary reporting strand and sub-strand is shown for each question.
The Reading reporting strand has four sub-strands:
•
Rx Explicit meaning
•
Ri Implicit meaning
•
Rw Language and structure of a text
•
Rv Purpose and viewpoint
The Writing reporting strand has four sub-strands:
•
Wa Content/purpose and audience
•
Wt Text structure and organisation
•
Wp Sentence structure
•
Ws Spelling
The curriculum framework code of the learning objective related to each question is also shown,
e.g. 7Rx2.
Stage 7 Paper 1 Mark Scheme
Section A: Reading (Non-fiction)
Question
1
Answer
Give one similarity between the writer’s basket and a coracle.
Marks
1
Award 1 mark for answers that include one of the following:
•
•
•
•
both are woven
both are handmade
both are the same shape / both are round
both are shallow.
Ri [7Ri1]
Question
Answer
2
Give two ways that the design of coracles has changed over the years.
Award 1 mark for answers that identify any of the following, up to a maximum
of 2 marks:
•
•
•
animal skin/hide replaced with cloth / covering has changed
became lighter / half the weight
seat added.
Do not accept answers that include just the feature and do not reflect the
change, e.g. ‘cloth’, ‘seat’.
Rx [7Rx1]
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2
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Question
3
Answer
Why are coracles ‘ideal in the fast-flowing, rocky rivers’ (line 13)?
Marks
1
Award 1 mark for any of the following:
•
•
They are shallow/small/lightweight.
A coracle ‘floats on the water like a cork’.
Ri [7Ri1]
Question
4
Answer
Read the sentence beginning ‘For example, monks travelled …’ (lines
14–15).
Marks
1
Why does the writer say this ‘must have been a challenging
experience’?
Award 1 mark for any of the following:
•
•
•
It’s a long way.
Coracles are very small (for such a long journey).
They had to travel across an ocean.
Ri [7Ri1]
Question
5
Answer
Explain how coracles are used today.
Marks
2
Award 2 marks for answers that include both of the following:
•
•
fishing for salmon
racing for fun.
Award 1 mark for answers that include only one of the above.
Rx [7Rx1]
Question
6
Answer
Does the writer suggest that coracles are easy to paddle?
Marks
1
Give a word or phrase from the text to support your answer.
Award 1 mark for answers that suggest the word ‘no’ and include one of the
following quotations that suggest coracles are difficult to paddle:
•
•
•
•
•
‘it takes a long time to learn how to paddle a coracle’
‘stand up (at the front) to paddle’
‘(very) easy to capsize’
‘sends it in circles’
‘can get very wet’.
Ri [7Ri1]
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Question
7
Answer
What is the main purpose of the text?
Marks
1
Tick (9) one box.
Award 1 mark for:
•
to inform.
Do not accept answers where more than one option has been ticked.
Rv [7Rv1]
Question
8(a)
Answer
Give two different passive verb forms from the text.
Marks
1
Award 1 mark for any two of the following:
•
•
•
•
•
•
•
is woven
it is covered
(is) powered
(coracles) are made
has to be made (waterproof)
is reduced
have (also) been used.
Rw [7Rw1]
8(b)
Why are passive verb forms used in this text?
Award 1 mark for an answer that identifies:
The focus is on the coracles, not who made them. / The focus is not the
people but the actions. / We don’t know who made the coracles. / It’s not
important who made the coracles.
Rw [7Rw1, 7Rw2]
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Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Question
9
Answer
Complete the following fact file using the text:
Two countries where coracles are
from
Award 1 mark for any two of:
•
Ireland
•
Britain
•
Iraq
•
India
•
Tibet.
Two materials used to make
coracles
Award 1 mark for any two of:
•
willow / sticks / willow sticks
•
animal skin/hide
•
(woollen or cotton) cloth.
Number of oars needed to work a
coracle
Award 1 mark for:
•
one/1.
Marks
3
Rx [7Rx1, 7Rx2]
Question
Answer
10
How are the first and last sentences of the text different from the rest of
the text?
Marks
1
Award 1 mark for an answer that identifies:
•
they are written in the first person / they use ‘I’.
Rv [7Rv1]
Question
11
Answer
Read the sentence beginning ‘In sturdy sea kayaks …’ (lines 4–5).
Marks
3
How does this sentence make sea kayaking sound interesting? Give
three techniques the writer uses.
Award 1 mark for each of the following up to a maximum of 3 marks:
•
•
•
•
•
alliteration
rule of three
positive adjectives
direct address
noun phrases.
Rw [7Rw1, 7Rw2, 7Rw8]
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Question
12(a)
Answer
‘Join them.’ (line 10)
Marks
1
What is the purpose of the verb form in this sentence?
Award 1 mark for identifying any of the following:
•
•
it commands you / tells you what you have to do
it creates an imperative mood.
Rw [7Rw1]
12(b)
What effect does the writer create by keeping this sentence short?
1
Award 1 mark for answers that include any of the following:
•
•
it persuades you / it makes you do it
it makes you focus on the key information / it makes the information
memorable.
Do not accept a generic effect of a short sentence, e.g. for dramatic effect.
Rw [7Rw6]
Question
13
Answer
Name two different types of boat mentioned in the text.
Award 1 mark for both:
•
(sea) kayak and yacht.
Rx [7Rx2]
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Marks
1
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Question
14
Answer
Explain in your own words three different reasons why nature-lovers
would enjoy these holidays.
Marks
3
Use up to 30 words.
Award 1 mark for each of the following points up to a maximum of 3 marks:
•
•
•
•
•
•
•
•
They can see wildlife in its own habitat.
Kayaking does not disturb the wildlife.
They can see wildlife that is usually too shy to be seen.
They can get very close to wildlife.
They can learn more about the wildlife from guides.
The holidays leave places clean and untouched / don’t harm habitats.
They can see lots of different animals / baby animals.
They can see spectacular scenery.
Award marks only for points that are largely expressed in learners’ own
words.
If learners write more than 30 words, award marks only for the content of
their first 30 words.
Rv [7Rv1, 7Rv3]
Question
15
Answer
What is the effect of using the pronouns ‘we’ and ‘you’ in the last
paragraph?
Marks
1
Award 1 mark for identifying one of the following:
•
•
They make the text more personal / the text talk directly to you.
They make the holiday company seem more human/friendly.
Rw [7Rw1]
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PROGRESSION TEST
Section B: Writing (Non-fiction)
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 upwards.
A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, whether the higher or lower mark is appropriate.
The lower mark within a box should be given if some of the criteria have been met but not all.
16 Write an article for a tourist magazine to persuade readers to come to your country or
your region on holiday.
You will need to think about:
•
•
•
•
16
what is special about your country/region
what people can do there
what people can see there
what writing techniques you will use in your article.
Content/purpose and audience (Wa)
8
Spelling (Ws)
3
Text structure and organisation (Wt)
7
Sentence structure (Wp)
7
[Total 25]
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PROGRESSION TEST
Content/purpose and audience (Wa)
8 marks
Spelling (Ws)
3 marks
The response has relevant ideas and content
developed in detail which show the relationship
between the writer and reader.
The text type is clearly established, e.g. an
article, a report, and the tone is generally
appropriate to the ideas and is sustained.
The vocabulary is well chosen for the purpose.
7–8
The response has relevant ideas and content
which are developed with some detail, and with
some awareness of reader.
The main features of the text type are evident
and the tone is generally appropriate for the
purpose and is largely consistent.
The vocabulary is relevant for the purpose.
5–6
The response includes basic information
relevant for the purpose, and some awareness
of the reader may be shown.
General aspects of the text type are evident and
the writer’s tone is present but inconsistent.
A simple range of vocabulary is relevant to the
purpose.
3–4
The response has limited relevance to the task.
Some elements of the text type are seen, with
limited attempts to convey the writer’s tone.
Spelling almost completely accurate, with a wide
range of words correctly attempted.
Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3
Spelling is generally accurate over a reasonable
range of words.
Some polysyllabic and more difficult words in
frequent use are spelled correctly.
2
The vocabulary is simple.
Simple words are used successfully.
1–2
No creditable response.
There are frequent errors in commonly occurring
words.
1
No creditable response.
0
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Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Text structure and organisation (Wt)
7 marks
Sentence structure (Wp)
7 marks
A range of appropriate and varied sentence
structures are used to create effect.
The response is presented coherently and
logically to help the development of ideas,
usually with an introduction and conclusion.
An appropriate selection of linking words and
phrases are used that are appropriate for
purpose and there is evidence of an introduction
and conclusion.
Sentence features are used to build up details,
convey shades of meaning and add clarity.
Almost entirely accurate grammar (tenses,
agreement, and word order) with some choices
to enhance and emphasise meaning.
Well-crafted paragraphs contribute to the
structure of the text.
6–7
6–7
The response is generally coherent and in a
logical order with ideas evident, with an attempt
at an introduction and conclusion.
Appropriate use of sentence structures, with
some attempt to create effect.
Some sentence features are used to provide
details and clarify meaning.
A range of linking words and phrases are used
and attempts to include an introduction and
conclusion.
Grammar and punctuation are mostly accurate.
Paragraphs/sections are evident and help to
structure the text.
4–5
4–5
The response is clear but not sequenced
logically to help the development of ideas.
Limited or partially effective use of complex
sentence structures.
Some attempt at using linking words and
phrases and a limited attempt to include an
introduction and/or a conclusion.
Mostly simple compound structures based on a
variety of connectives.
Grammar and punctuation are usually correct;
there may be evidence of comma splicing.
Paragraphs/sections may be used but not
consistently.
2–3
2–3
Some basic sequencing of material grouped by
content is evident.
Simple sentence structures are used
successfully.
Some correct use of grammar and punctuation,
e.g. full stops and capitals.
1
1
No creditable response.
No creditable response.
0
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Stage 7 Paper 2 Mark Scheme
Section A: Reading (Fiction)
Question
1
Answer
What does the narrator dislike about the violin?
Marks
1
Award 1 mark for the following:
•
practising / being told to practise.
Rx [7Rx1]
Question
2
Answer
In lines 1–3, which word does the writer use to show the narrator has
mixed feelings about her violin?
Marks
1
Award 1 mark for:
•
‘ambivalent’.
Rx [7Rx1]
Question
3
Answer
In lines 1–6, what effect does playing the violin have on the narrator?
Support your answer with a quotation.
Marks
2
Award 1 mark for answers that identify the powerful effect of the violin.
Award 1 mark for supporting their answer with one of the following:
•
•
•
•
‘(I could) lose myself in the music.’
‘(just beginning to) feel at one with my violin.’
‘(I could) feel the skin prickling (with pleasure all down my arms.)’
‘The magic was broken.’
Ri [7Ri1]
Question
4
Answer
Explain in your own words why the narrator stops playing her violin
when the doorbell rings for the first time.
Award 1 mark for an answer that identifies that the doorbell:
•
brings her back to the real world / breaks the spell.
Do not accept the quotation ‘the magic was broken’.
Ri [7Ri1]
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Marks
1
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Question
5
Answer
Marks
2
Look at lines 8–12.
Explain in your own words two ways the writer creates suspense in
these lines.
Award 1 mark for an answer that recognises any of the following, up to a
maximum of 2 marks:
•
•
•
•
the use of a shadow (before the old man is revealed) / the narrator can’t
see what is happening as she comes down the stairs / the narrator
asking ‘Who is it?’
the stillness of the mother / the use of the word ‘motionless’ at the end of
the sentence
repetition of the word ‘shadow’
the shadow moving suddenly / the shadow suddenly turning into the old
man.
Rv [7Rv2]
Question
6
Answer
Why doesn’t the mother believe what the old man is saying?
Marks
1
Award 1 mark for correctly identifying that:
•
her mother believes that ‘Arthur hasn’t got a father’.
Rx [7Rx1]
Question
7(a)
Answer
‘It was as if his whole body was weeping tears.’ (line 18)
Marks
1
What literary technique is this an example of?
Award 1 mark for:
•
simile
Rw [7Rw4]
7(b)
How does the writer want the reader to feel about the old man?
1
Award 1 mark for answers that recognise any of the following:
•
•
•
sympathy for the old man
feel sorry for the old man
sadness for the old man.
Do not accept that he is wet.
Rw [7Rw2]
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Question
8
Answer
Why does the old man open his wallet ‘… with great care, almost
reverently’ (line 21)?
Marks
1
Award 1 mark for answers that recognise inferences from both ‘great care’
and ‘reverently’, for example:
•
•
•
because his wallet contains something important / a special photograph
because his wallet is full (of money)
because he is worried something may fall out of his wallet.
Ri [7Ri1]
Question
9
Answer
Who is the ‘young man’ in the photograph (line 23)?
Marks
1
Award 1 mark for answers that identify any of the following:
•
•
the old man
any correct description of the old man’s relationship with the girl or her
mother or father, e.g. the girl’s/narrator’s grandfather / Arthur’s father.
Rx [7Rx1]
Question
10
Answer
3
Look at lines 27–30.
The narrator’s excitement builds up in this part of the text. Explain in
your own words three ways the writer shows this.
Award 1 mark for answers that recognise any of the following, up to a
maximum of 3 marks.
•
•
•
•
•
•
use of ‘warm shiver creeping up my back’ (oxymoron) / the lines describe
the physical effects of excitement
repetition of ‘blue eyes’ / ‘He had … My father had … I had …’ / ‘father’
use of short sentences (to build excitement/tension)
emphatic use of ‘vanished … had to be.’ / the lines build up to certainty
there’s an element of interior monologue / the narrator shares her
thoughts/feelings as they happen
structure of final sentence ‘… father’s father, my grandfather’ ends on a
realisation / paragraph builds to a climax.
Rw [7Rw1/7Rw2/7Rw6]
© UCLES 2017
Marks
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Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Question
11
Answer
Marks
1
What is the word ‘slurped’ (line 34) an example of?
Tick (9) one box.
Award 1 mark for:
•
onomatopoeia.
Do not accept answers where more than one option has been ticked.
Rw [7Rw2]
Question
Answer
12
Give two things the writer suggests about the old man from the way he
eats and drinks.
Marks
4
Support each suggestion with a different quotation.
Award 1 mark for answers that recognise any of the following, up to a
maximum of 2 marks.
Award 1 mark for a different quotation that supports each point, up to a
maximum of 2 marks.
•
•
•
•
He is very hungry. / He eats and drinks very quickly. (‘devouring’ / ‘set
about’ / ‘scarcely a pause for breath’ / ‘famished’)
He does not eat very politely. / He does not have good manners. / He
makes a lot of noise when he eats and drinks. (‘sipped and slurped’ /
‘dunking’)
He is very much enjoying the tea and biscuits. (‘both hands holding the
mug’ / ‘savouring it’)
He does not care what other people think.
Ri [7Ri1]
Question
Answer
Marks
13
Give one sentence from the text that shows the narrator is fascinated by
her grandfather.
1
Award 1 mark for answers that identify any of the following:
•
•
‘I’d never seen a face like it.’
‘I couldn’t take my eyes off him.’
Rx [7Rx1]
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Question
14
Answer
The text is narrated by the girl. The mother does not say much.
Marks
3
How does the writer show the mother’s feelings? Give three quotations
from the text and explain what each one shows about the mother’s
feelings at that point.
Award 1 mark for each of the following quotations and matching
explanations, up to a maximum of 3 marks:
•
‘(my mother was standing beside it) motionless’
The mother is shocked/disconcerted/scared.
•
‘I felt my mother take my hand and hold on to it tightly, so tightly it was
hurting me.’ / ‘My mother still held me by the hand in a grip of steel.’ /
‘pulling me close to her.’
The mother feels protective of her daughter.
•
‘My mother just sat there staring’ / ‘she was gawping at him shamelessly.’
The mother is shocked/worried (about how Arthur will react to his father).
Rv (7Rv1)
Question
Answer
15
‘He was obviously too intent on his tea and biscuits to say anything at
all.’ (lines 39–40)
What does the phrase ‘intent on’ mean in this quotation?
Award 1 mark for answers that recognise any of the following:
•
•
focused on / obsessed with / pre-occupied with (his tea and biscuits)
his tea and biscuits are all he’s interested in.
Rx (7Rx1)
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Marks
1
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Section B: Writing (Fiction)
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 upwards.
A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, whether the higher or lower mark is appropriate.
The lower mark within a box should be given if some of the criteria have been met but not all.
16 Write your own story called An unexpected visitor.
You will need to consider:
Narrator
Who will tell the story? How?
Character
Who are your characters?
How do they know one another?
Setting
Where is your story set?
Will it stay in one setting or move to another?
Plot
How will the plot develop?
Is the visitor welcome or not?
What happens in the end?
16
Content/purpose and audience (Wa)
8
Spelling (Ws)
3
Text structure and organisation (Wt)
7
Sentence structure (Wp)
7
[Total 25]
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Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Section B: Writing (Fiction)
Content/purpose and audience (Wa)
8 marks
Spelling (Ws)
3 marks
The response is relevant to task/purpose, with
appropriate degrees of formality used throughout.
The response has content and relevant ideas
developed in detail, and there is clear and
consistent engagement with reader.
The character, point of view and voice are
sustained.
Precise and imaginative use of vocabulary that
is relevant to the audience and clarifies and
extends the meaning.
7–8
The response is mainly relevant to task/purpose,
with clear and appropriate degrees of formality.
Content and relevant ideas are developed with a
clear awareness of audience.
Some specific vocabulary used to develop
meaning with an awareness of audience and
purpose.
5–6
The response has general relevance to task/
purpose, with an attempt at using appropriate
degrees of formality.
There are basic ideas with a little development,
and the beginnings of an awareness of audience.
A simple range of vocabulary relevant to the
purpose is used with the beginnings of an
awareness of audience.
3–4
The response has limited relevance to task/
purpose, and the appropriate degree of formality
is sometimes used, but is inconsistent.
Spelling almost completely accurate, with a wide
range of words correctly attempted.
Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3
Spelling is generally accurate over a reasonable
range of words.
Some polysyllabic and more difficult words in
frequent use are spelled correctly.
There is a limited range of material.
2
A simple, repetitive vocabulary is attempted with
limited awareness of audience and purpose.
1–2
No creditable response.
Simple words are attempted successfully.
There are frequent errors in commonly occurring
words.
1
No creditable response.
0
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Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
Text structure and organisation (Wt)
7 marks
Sentence structure (Wp)
7 marks
The ideas are organised into a planned and
coherent story, including an effective opening
and satisfying closing.
A range of appropriate and varied sentence
structures are used to provide clarity and
emphasis to the writing.
Clear, well-organised paragraphs are linked
to structure the narrative and contribute to
controlling the pace of the story.
The use of sentence features contributes to the
fluency and development of the text.
Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise meaning.
Punctuation is correctly used to make the
meaning clear.
6–7
6–7
Appropriate use of sentence structures, with
some attempt to create effect.
The ideas are developed into a story from an
appropriate opening but may not reach an
effective conclusion.
Some sentence features are used to clarify and
emphasise meaning.
Paragraphs/sections are evident and help to
structure the text.
4–5
Grammar and standard punctuation are mostly
accurate.
4–5
The opening, development and conclusion of
the story are logically related.
Limited or partially effective use of complex
sentence structures.
Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
Mostly simple compound structures based on a
variety of connectives.
2–3
Some basic sequencing or outline of the story is
evident.
Grammar and punctuation are usually correct;
there may be evidence of comma splicing.
2–3
Simple sentence structures are used
successfully.
Some correct use of grammar and punctuation,
e.g. full stops and capitals.
1
1
No creditable response.
No creditable response.
0
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