Professional Documents
Culture Documents
© UCLES 2017
Cambridge Primary – Mark Scheme
PROGRESSION TEST
The Cambridge Primary reporting strand and sub-strand is shown for each question.
The curriculum framework code of the learning objective related to each question is also shown, e.g.
6Rx2.
• it has wings.
Rx [6Rx2]
Rx [6Rx2]
Award 1 mark for answers that identify one of the following effects relating
directly to the fireflies text:
Do not accept generic answers (i.e. those that do not relate to the fireflies
text), e.g. it adds dramatic effect / it makes the text more interesting / it makes
the reader want to read on.
Rw [6Rw4]
• some female fireflies copy the flashing pattern of other species / pretend
to be another species by using the same flashing pattern
• the female encourages a male to come close to them (so the female can
attack the male).
Do not accept quotations from the text, e.g. ‘Some female fireflies imitate the
blinking pattern of another species in order to attract a male.’
Rx [6Rx2]
Award 1 mark for identifying the three correct stages after ‘eggs’:
[eggs]
larvae
pupae
adult (firefly).
Rx [6Rx2]
Rw [6Rw11]
Award 1 mark for answers that identify one of the following purposes relating
directly to the fireflies text:
Do not accept generic answers (i.e. those that do not relate to the fireflies
text), e.g. it splits the sentence into two related parts.
Rw [6Rw13]
Rx [6Rx2]
Award 1 mark for two correct answers or 2 marks for four correct answers:
Rw [6Rw8]
• third person
• present tense
• formal language
• facts
• technical/subject-specific language.
Do not accept generic features of all types of writing, e.g. paragraphs, titles.
Rv [6Rv3]
Rw [6Rw1]
Award 1 mark for answers which identify that the sentence gives advice
about the best thing to do, rather than an instruction that tells the reader what
to do (imperative), e.g.:
• to give advice
• to tell the reader the best thing to do.
Rw [6Rw1]
Ri [6Ri1]
• If you punch holes in the lid, the air in the jar will/might/could dry out.
• If you punch holes in the lid, the firefly will/might/could die.
Do not accept: If you punch holes in the lid, the firefly will/might/could get
out.
Rw [6Rw5]
Do not accept answers where more than one option has been ticked.
Rx [6Rx2]
• (unscrew the jar lid and) blow across the top (of the jar).
Rx [6Rx2]
Rw [6Rw4]
Do not accept answers that only state that the firefly might die.
Ri [6Ri2]
• The purpose of the first text is to inform / tell you about something.
• The purpose of the second text is to instruct / tell you how to do
something.
Award 1 mark for answers that include only one of the above.
Rv [6Rv1]
Remember to:
• choose an animal you know lots about, e.g. your favourite animal, a pet
• think about the important information you need to include
• think about extra information you can include to make your article more
interesting
• include instructions about how to care for the animal
• organise your article in paragraphs.
The writer’s attitude to the subject may be Correct spelling of most, not all, polysyllabic
conveyed, with some attempt to engage the words e.g. appear, information, making,
reader. possible, probably, wondering.
3–4 3
The response includes some material that is Spelling of common words, including
relevant to the task. polysyllabic and compound words, is generally
accurate, e.g. another, around, because,
The vocabulary is simple and relevant. anything, something.
Some elements of the text type can be seen. Spelling of plurals and some past and present
words is generally accurate, e.g. boxes, clothes,
told, stopped, wanted.
2
Spelling of high frequency words is generally
correct, e.g. their/there, when, were, what,
some.
1–2 1
No creditable response. No creditable response.
0 0
Cohesion within paragraphs is achieved using Grammar is almost always accurate throughout
devices such as connectives. the text.
Movement between paragraphs or sections may Generally correct grammar, i.e. subject and
be disjointed. verb generally agree. Past and present tense of
verbs are generally consistent.
Award 1 mark for answers that reflect the idea of ‘clasping it tight’, e.g.:
Rx [6Rx2]
Rx [6Rx2]
• simile.
Rw [6Rw2]
Rw [6Rw2]
Explain in your own words two ways the writer makes the young woman
seem mysterious.
• Snowflakes seem to turn into diamonds when they touch the woman.
• The woman’s face can’t be seen.
• The woman is conjured up by Sophie’s father.
Ri [6Ri2]
Rx [6Rx2]
Give three ways the writer makes the father’s story sound scary.
Rw [6Rw3]
Rv [6Rv8]
Explain in your own words what Sophie is feeling at this point in the
story.
Ri [6Ri2]
Do not accept answers where more than one option has been ticked.
Ri [6Ri2]
• explains how the writer uses the senses to show how Sophie feels in the
dream
or
• gives an example / quotation of how the senses are used by the writer,
e.g. ‘she could taste the cold, clear air …’, ‘feel the forest …’, ‘hear the
snow …’.
Rw [6Rw1]
Rx [6Rx2]
Explain in your own words what ‘just school’ suggests about Sophie’s
view of boarding school?
Award 1 mark for an answer that identifies that Sophie thinks of school as
lacking adventure, e.g.:
Ri [6Ri2]
Rv [6Rv7]
• Sophie only thinks she can remember her father’s expression when she
looks at his photograph (lines 47–48).
Do not accept quotations from the text that do not include further
explanation.
Ri [6Ri2]
Award 1 mark for answers that identify any of the following, up to a maximum
of 2 marks:
Ri [6Ri1]
Award 1 mark for any answer that says yes/no and gives a justification
relating to this story, e.g.:
Rv [6Rv8]
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17 Write your own opening to a longer story with the title The Forest.
Include descriptions of the characters and the setting to interest the reader.
Characters • a narrator
• a wolf?
• anyone else?
Setting • the woods
• What time of year is it?
• What does the main character see?
• What is special about the woods? Is it a magical place?
Plot • Why is the main character in the woods?
• Does the main character meet anyone?
• Does anything go wrong? Is the main character frightened by
something?
Remember to include as much detail as you can. Try to make it exciting so that people
reading it will want to read on and find out what happens.
Vocabulary is simple, with some choices to Spelling is generally correct throughout. (There
create interest. may be occasional phonetically plausible
attempts at complex words.)
At least one event is described.
Correct spelling of most, not all, polysyllabic
General features of the genre, if required, are words e.g. appear, information, making,
shown. possible, probably, wondering.
Ideas are mostly relevant to the narrative, which Spelling of common words, including
has a simple plot. polysyllabic and compound words, is generally
accurate, e.g. another, around, because,
The vocabulary is simple and relevant. anything, something.
Logical sequence with evident but inconsistent Grammar in complex sentences is generally
attempts to link ideas with fitting openings and correct in terms of tense and verb form.
closings.
End of sentence punctuation is nearly always
accurate throughout the text. Capitalisation is
always correct.
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