Cambridge Primary Progression Test

Mark scheme

English

Stage 4

DC (LEG) 94048/5RP
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Stage 4 Paper 1 Mark Scheme

Section A: Reading

Question 1

Part Mark Answer Further information

1 head/thorax/abdomen Accept legs/wings

Total 1

Question 2

Part Mark Answer Further information

• nectar Award 1 mark for two correct
• pollen answers
1
Do not accept:
honey
Total 1

Question 3

Part Mark Answer Further information

• Bees work as a group Award 1 mark for each correct tick.
2 • The honey is stored in a Award 0 marks if more than two
honeycomb boxes are ticked.
Total 2

Question 4

Part Mark Answer Further information

1st paragraph What bees look like? 2 marks for 3 or 4 correct responses
2nd paragraph What bees do? 1 mark for 2 correct responses
2 3rd paragraph How bees live 0 marks for 0 or 1 correct response
together
4th paragraph Why bees are useful
Total 2

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Question 5

Part Mark Answer Further information

1 It contains mostly facts.

Total 1

Question 6

Part Mark Answer Further information

If text 1 is ticked If text 2 is ticked There is no mark for the first part of
the question, but explanations must
either either match the choice made.

Text is Text is easier to The answer should refer to the style

informative read of the language.

or or Do not accept an opinion like ‘more

interesting’ or ‘more fun’ without
1
There is one Gives you some additional explanation.
sentence for advice/
each piece of instructions
information
or
or
Text is
Text gives you persuasive
facts
Total 1

Question 7

Part Mark Answer Further information

Sucking up/sipping/collecting nectar
(a) 1
(from flowers/plants)
(b) 1 move (their) wings (very quickly) Do not except: dry it out

Total 2

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Question 8

Part Mark Answer Further information

To show the order events happen in/ Accept answers that link the ordered
to make it very clear to the reader organisation of the text to the
(a) 1
the process or order of events/clear purpose of aiding understanding of a
layout process.
(b) 1 They make the order clear.

Total 2

Question 9

Part Mark Answer Further information

explain There is no mark for the first part of
It is set out in an order/logical/uses this question.
time connectives/impersonal or If ‘to explain’ is not ticked, no mark
1 passive language, no ‘you’ or ‘he/ can be awarded.
she’/the title is a question/clear Accept any answer that recognises
layout. the purpose/organisation/language
features of an explanation text.
Total 1

Question 10
Part Mark Answer Further information
honey/nectar/proboscis/hive/pollen/
1
beekeeper/honeycomb
Total 1

Question 11
Part Mark Answer Further information
1 To show surprise
Total 1

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Section B: Writing (Non-fiction)
12
PURPOSE AND
AUDIENCE
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.
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.
5 5
Text type is developed to
convey writer’s attitude
to the chosen text, e.g.
knowledge and enthusiasm
for subject matter.
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.
4 4
Reader given appropriate
information; e.g. the content
is all relevant to the school
day.
Some features of text type
are evident, e.g. present
tense.
3 3
Some elements of the text
type can be seen, e.g.
it is an attempt to give
information and explain.
Vocabulary used is
appropriate.
2 2
Text is non-fiction and uses
appropriate sentence types
1 1
Award 0 where performance fails to meet the lowest description.
© UCLES 2014
TEXT STRUCTURE
Clearly sequenced
paragraphs. Paragraphs
may be numbered.
Heading outlining aim of
instructions.
Introduction and conclusion
are developed.
Balance of coverage of
ideas is appropriate.
Paragraphs are generally
used to group or to
sequence ideas.
Clear layout.
Each point should be
separated.
Some attempt to sequence
ideas logically can be seen,
e.g. content is clear.
The text begins with an
opening statement to
engage the reader and
outline the purpose of the
text.
Ideas are grouped together
although paragraphs may
not be shown.
Some evidence of a
progression of ideas
through the text is shown.
5
SENTENCE
PUNCTUATION SPELLING
STRUCTURE
Expanded phrases or
clauses are used to develop
ideas.
A range of connectives
are used appropriately,
e.g. if, then, in addition,
consequently, finally.
5
Variety of sentence
structures are connected by
wider range of connectives,
e.g. first, later, or, when.
Use of tense is generally
appropriate and consistent,
e.g. present tense for
explanations.
4
Some variation in sentence
openings is evident, e.g. not
always starting with ‘then’;
e.g. use of adverbials to
show sequence.
3
Simple sentences are Demarcation of basic Spelling of high frequency
generally grammatically sentence structures is words is generally correct.
correct. usually accurate, e.g.
full stops, capital letters,
Three or four different question marks and
connectives used exclamation marks.
appropriately, e.g. and, but,
because, then.
2 2 2
Simple and compound End of sentence Spelling is phonetically
sentences used. punctuation is present in plausible so that any mis-
at least 50% of sentences, spelt words are easily
e.g. full stops, capital decodable.
letters, question marks and
exclamation marks.
1 1 1
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Section C: Grammar, punctuation and vocabulary

Question 13

Part Mark Answer Further information

young = adjective Award 2 marks for three or four lines
bees = noun correctly drawn.
2 they = pronoun Award 1 mark for one or two lines
carefully = adverb correctly drawn.
by = preposition
Total 2

Question 14

Part Mark Answer Further information

Bees make honey so they can feed Award the mark for any two correct,
the larvae and have a food store for but different, connectives.
(a) 1
winter. No mark can be awarded if any
other words are identified.
Bees like yellow, blue or purple Accept any appropriate connective.
flowers Do not accept sentences joined with
(b) 1 but/however/although and.
some bees search for only one
colour or type of flower.
Total 2

Question 15

Part Mark Answer Further information

A beekeeper will collect honey from Accept ‘carefully’ at the beginning
the hive carefully. of the sentence, with or without a
1 or comma.
A beekeeper will collect honey
carefully from the hive.
Total 1

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Question 16

Part Mark Answer Further information

A beekeeper will collect the honey Award 1 mark for both words
(a) 1
from the hive. underlined.
A beekeeper collected the honey
(b) 1
from the hive.
Total 2

Question 17

Part Mark Answer Further information

fly Award the mark only if both
Field bees flies from the hive to corrections are made.
1
find
finding pollen and nectar.
Total 1

Question 18

Part Mark Answer Further information

Plants need bees to spread pollen. = Both correct = 1 mark
statement.
1
How do bees make honey? =
question
Total 1

Question 19

Part Mark Answer Further information

Although bees make honey to feed
1 their larvae, humans can eat it too.

Total 1

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Question 20

Part Mark Answer Further information

The queen bee’s job is very Both apostrophes correctly placed =
1 important. Colonies can’t survive 1 mark.
without one.
Total 1

Question 21

Part Mark Answer Further information

“Where do bees live?” asked Tom. Also accept – “In a hive !”
“In a hive,” Tom’s teacher replied. Award 2 marks if 4-5 of the missing
punctuation marks are in the correct
place and in the correct order.
2
Award 1 mark if 2-3 of them are
correct.
Award 0 marks if there are 6 or more
punctuation marks.
Total 2

Question 22

Part Mark Answer Further information

unnecessary: neededless, Award 1 mark for each appropriate
non-essential, not wanted, uncalled word or phrase that retains the
for sense of the sentence.
remove: take away, take out, get rid Do not accept words that would
of, clear change the meaning of the
2 sentence.
Accept:
not necessary, not needed, not
essential
Do not accept
un-needed
Total 2

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Stage 4 Paper 2 Mark Scheme

Section A: Reading

Question 1

Part Mark Answer Further information

1 Kitty did not enjoy sports day. Award 1 mark for each correct tick.
1 Kitty was upset when Rosie chose Award 0 marks if more than two
Carla. boxes are ticked.
Total 2

Question 2

Part Mark Answer Further information

1 Showed her where everything was.

Total 1

Question 3

Part Mark Answer Further information

1 clever/good at games Do not accept: good at everything.

Total 1

Question 4

Part Mark Answer Further information

Any two of: Do not accept: they did everything
• Shared biscuits at break together.
1 • Swapped books Award 1 mark for two correct
• Chose each other as partners in answers.
gym/dance
Total 1

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Question 5

Part Mark Answer Further information

No There is no mark for the first part of
You’re so lucky. the question.
You’re good at everything.
1 She’d always wanted a really best Do not accept answers where ‘Yes’
friend. had been ticked.
Will you always choose me? Accept any quote that shows Kitty is
not confident.
Total 1

Question 6

Part Mark Answer Further information

She’d always wanted a really best Do not accept: because she liked
friend. her/because she thought she was
1
They were friends. That was more lucky.
important than anything.
Total 1

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Question 7

Part Mark Answer Further information

1 Yes Award 1 mark for explanation

Explanation Award 1 mark for quotation to

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.
support given answer.
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 Answer Further information

She appeared happy on the outside
1 but unhappy on the inside.
She tried to hide her feelings.
Total 1

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Question 9

Part Mark Answer Further information

Kitty watches Rosie win all the Award 2 marks if all the sentences
practise races. 4 are correctly numbered.
Kitty waited for Rosie to choose her.
2 5 Award 1 mark if two or three
Kitty was happy. 3 sentences are correctly numbered.
Kitty had a new girl in her class. 1
Kitty helps Rosie on her first day. 2
Total 2

Question 10

Part Mark Answer Further information

dive like a fish/as if the smile was Any two appropriate answers.
2 glued to her face/like a crumpled ball
of paper.
Total 2

Question 11

Part Mark Answer Further information

Kitty There is no mark for the first part of
the question.
Explanation

because…./she’s a real-life Accept any suitable explanation but

character who does and says things it is important that the explanation
children do./her friendship feelings fits the theme of the story (real-life
are real. characters) and is part of the story.

Rosie Do not accept simple comments like

‘they’re boring’ ‘funny’ ‘didn’t like the
1 Explanation story’ etc. without a full explanation
given.
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 1

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Question 12

Part Mark Answer Further information

1 Happy

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 Answer Further information

sighed/complained/questioned/ Any one = 1 mark.
1
growled
Total 1

Question 14

Part Mark Answer Further information

(a) 1 real life story

The story is about two children at Accept anything that refers to real
(b) 1 school. events in everyday life/familiar
setting.
Total 2

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Section B: Writing (Fiction)

13

TEXT SENTENCE
CONTENT AUDIENCE PUNCTUATION VOCABULARY SPELLING
STRUCTURE STRUCTURE

The story is well Paragraphs are Expanded phrases

crafted and uses appropriately used or clauses are
the information to help structure used to develop
given to produce the narrative and ideas.
a satisfying shape the story.
conclusion. 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

The narrative The reader can Paragraphs are Variety of sentence Commas are Correct spelling of
is developed identify mood and sometimes used to structures are always used polysyllabic
by building on feeling. sequence ideas. connected by in lists and words that conform
the events that wider range of sometimes to mark to a pattern is
have happened Additional details Ideas are connectives, e.g. clauses. evident, e.g.
so far, e.g. there allow the reader organised simply but, so, because. making, probably,
may be one or to ‘see’ the with a fitting An attempt to clapped, possible,
more characters characters and opening and use speech possibly.
or settings that settings. conclusion, mostly punctuation
are purposefully logical and well- correctly is made.
linked. paced.

4 4 4 4 4 4

The story is The reader is Some attempt to Some variation Straightforward Powerful verbs Spelling of
developed in engaged through sequence ideas in sentence sentences and specific nouns common words
its setting, i.e. one or two logically is made, openings, e.g. not are usually are used with with more than one
narrative matches additional details. e.g. content clear. always starting demarcated exciting adjectives syllable, including
setting. with noun or other accurately with and adverbs to compound words,
Character’s Opening and word like ‘then’. full stops, capital create strong is generally
At least one event reactions to conclusion letters, question images. accurate.
is described events are often sometimes marks and
although detail described, e.g. evident. exclamation marks
may be lacking. Kitty’s or Rosie’s throughout the
text.

3 3 3 3 3 3 3

The story has Some interesting Ideas are grouped Simple sentences Straightforward Some evidence of Correct spelling
a simple plot, words are used together. are generally sentences careful vocabulary of high frequency
e.g. something to describe the grammatically are usually choices on at least words is shown.
happens on sports setting(s) and correct. demarcated two occasions can
day. characters. accurately, be seen.
‘and’ may be e.g. full stops,
used to connect capital letters,
clauses. question marks
and exclamation
marks.

2 2 2 2 2 2 2

The story is about The reader is Some evidence of Some simple End of sentence Simple vocabulary Spelling is
Kitty and Rosie. given basic a progression of sentences are punctuation is is used. phonetically
information that ideas through the grammatically present in at least sophisticated
is relevant to the text is shown. correct. 50% of sentences, so that any mis-
narrative, e.g. they e.g. full stops, spelled words are
may/may not be capital letters, easily decoded.
friends. question marks
and exclamation
marks.

1 1 1 1 1 1 1

Award 0 where performance fails to meet the lowest description.

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