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The document is a Cambridge Primary Progression Test for English, consisting of reading comprehension and writing sections. It includes various tasks such as answering questions based on texts, comparing texts, and writing a biography. The test is designed for Stage 6 students and covers grammar, punctuation, and vocabulary.

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100% found this document useful (1 vote)

1K views216 pages

Screenshot 2025-04-15 at 10.04.07 PM

Uploaded by

shimaharby910

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Ms.

Sara Ghareeb

Cambridge Primary Progression Test

Question paper

1 hour

English Paper 1 For Teacher’s Use

*8637046501*

Page Mark

Stage 6 1

3
Name ………………………………………………….………………………. 4

5
Additional materials: None
6
READ THESE INSTRUCTIONS FIRST
7
Answer all questions in the spaces provided on the question paper.
8
You should pay attention to punctuation, spelling and handwriting. 9

The number of marks is given in brackets [ ] at the end of each question or 10

part question. The total number of marks for this paper is 50.
11
Suggestions for how long to spend on each section are given in the booklet.
12

Total

IB E_S6_01/2RP
© UCLES 2014

1
Ms. Sara Ghareeb
2
Section A: Reading For
Teacher’s
Use
Spend 20 minutes on this section.

Read the text taken from the autobiography of a young girl and then answer the
questions.

Sophia’s day

Waking up in the night always leads me to glance up at the gaping hole in the
tin roof. Not being able to see it means I know I can go back to sleep, but if it’s
getting light then it’s nearly time to get up. I sleep in the same bed as my two
sisters, Solange and Claudette. Solange, who is only three, often wakes me
up to give me an account of her dreams. When this happens, I sing soothing
lullabies, which settles her back to sleep. We no longer have our parents to
care for us, so it’s down to me to take care of my sisters’ every need.

Our house, which has two rooms and a small latrine, is at the top of a steep
hill. Our grandparents had fully intended to sell the house, but Claudette and
I convinced them that we could look after ourselves. In the back room (where
we sleep), I stash away our food in old rice sacks and keep our clean clothes
in plastic bags. I suspend the bags so they don’t get wet when the rain comes
pouring through the hole in the roof.

Once I’ve collected our water for the day, I set about making porridge, which we
eat out of plastic mugs. Then Claudette goes to school while I take care of the
chores such as washing the mugs and scrubbing the floor. Of course, Solange
has to help too; she can shout the house down while she works! She copies
me – shouting, laughing and sweeping. She’s quite a handful, and sometimes
I wish she’d stop her incessant chattering. But, when all’s said and done, she’s
my little sister – and I love her very much!

1 How does Sophia know what time to get up each day?

...................................................................................................................... [1]

2 Give two examples of household tasks Sophia has to do each day.

1 ....................................................................................................................

2 ................................................................................................................[1]

© UCLES 2014 E/S6/01

2
Ms. Sara Ghareeb
3
3 Tick ( ) two boxes to show which statements are true. For
Teacher’s
Use

Sophia goes to school.

Solange helps with the housework.

The sisters live with their grandparents.

Sophia tidies the house.

Solange makes porridge.

[2]

4 Re-write the third paragraph to include the main points using about 25 words.

..........................................................................................................................

...................................................................................................................... [2]

5 Tick ( ) the best description of the text Sophia’s day.

It contains only facts.

It contains mostly facts.

It contains mostly opinions.

It contains about half facts and half opinions.

[1]

© UCLES 2014 E/S6/01 [Turn over

3
Ms. Sara Ghareeb
4
6 Compare these texts. For
Teacher’s
Use

Text 1 Text 2
I have such a busy day! I always Every day is hectic. I have to rise
get up early to make breakfast for early so that I am able to prepare
everyone. That’s OK because I love breakfast for the family. I do not mind
my sisters and want to help them. doing this because I love my sisters
It’s great to hang out with my little sis and wish to help them. I enjoy doing
and do jobs together. Though, I wish chores with my youngest sister.
she would be quieter – she’s really However, I would prefer her to be
noisy! quieter.

The information in both texts is the same but the language used is different.

Tick ( ) the text you prefer to read.

Text 1

Text 2

Explain why you chose that text.

..........................................................................................................................

...................................................................................................................... [1]

© UCLES 2014 E/S6/01

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Ms. Sara Ghareeb
5
Read the text taken from an internet information site and then answer the For
Teacher’s
questions. Use

Johannes Gutenberg

In 1450, Johannes Gutenberg invented a new way to print books, called the
printing press. This may not sound important, but the printing press is thought to
be one of the most significant inventions of modern times. Before Gutenberg’s
machine, books had to be hand written or printed from carved wooden blocks.
Both methods were very slow – one book could take a year to write!

A goldsmith’s son, Gutenberg started to experiment with metals and different

types of inks. Combining existing technology with his own ideas, Gutenberg
persevered until he created a machine that used metal letters (or typeface)
to quickly create printed pages. The metal typeface was robust and could be
used time and again without breaking or wearing out.

Pages could now be printed at incredible speed. At best, the old block method
could only manage 40–50 pages a day. The new presses, however, could print
thousands of pages a day. As a result of the mechanisation of printing, more
books were being produced for sale and therefore became cheaper to buy.
Knowledge and education spread like never before.

7 Johannes Gutenberg is a non-fiction text.

Find three facts that are given in the passage.

1 ....................................................................................................................

2 ....................................................................................................................

3 ................................................................................................................[2]

8 Sophia’s day is an autobiography and Johannes Gutenberg is a biography.

Give two reasons how you know Sophia’s day is an autobiography.

1 ....................................................................................................................

2 ................................................................................................................[2]

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Ms. Sara Ghareeb
6
9 Suggest one reason why Gutenberg’s printing press made a difference to For
Teacher’s
people’s lives. Use

..........................................................................................................................

...................................................................................................................... [1]

10 Answer both questions below.

(a) Using the text Johannes Gutenberg, explain how the production of books
changed after 1450.

................................................................................................................ [1]

(b) Look at the text Sophia’s day. Draw lines to link each paragraph with its
main topic.

Paragraph Main topic

1st paragraph Daily tasks

2nd paragraph Where we live

3rd paragraph My family

[1]

© UCLES 2014 E/S6/01

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Ms. Sara Ghareeb
7
Section B: Writing For
Teacher’s
Use
Spend 25 minutes on this section.

11 Write a biography of either a famous person or a member of your family so the reader
finds out about where they live, how they spend their day and anything special about
the person.

Remember to:

• include the main features of a biography

• think about the facts you need to include
• make it interesting
• organise your information into paragraphs.

PLANNING

Spend up to five minutes making notes in the box to plan your biography.

Purpose and Audience [6] Punctuation [2]

Text Structure [5] Spelling [2]
Sentence Structure [5]

© UCLES 2014 E/S6/01 [Turn over

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Ms. Sara Ghareeb
8
Write your biography here. For
Teacher’s
Use

.................................................................................................................................

© UCLES 2014 E/S6/01

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Ms. Sara Ghareeb
9
Section C: Grammar, Punctuation and Vocabulary For
Teacher’s
Use
Spend 15 minutes on this section.

12 Read this sentence.

Gutenburg’s press is an amazing machine because it uses blocks to quickly

press ink on the paper.

Find an adjective, adverb, preposition and pronoun in the sentence.

adjective ............................................................

adverb ............................................................

preposition ............................................................

pronoun ............................................................ [2]

13 (a) Underline the subordinate clause in this sentence.

The girls’ clothes and food get wet because rain comes through the roof.
[1]

(b) Add commas to this sentence.

Solange who is only three years old has to help tidy up. [1]

(c) Look at these sentences.

One book took a long time to make.

Books were hand written.
Gutenberg’s invention changed all that.

Combine the sentences into one sentence using connecting words. Think
about the order of the sentence. Do not alter the meaning.

....................................................................................................................

................................................................................................................ [1]

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Ms. Sara Ghareeb
10
14 (a) Rewrite this sentence using a passive verb. For
Teacher’s
Use
Johannes invented the printing press, or Gutenberg Press, in 1450.

................................................................................................................ [1]

(b) Change the verb in this sentence to show it is only a possibility.

Rain will come through the roof.

................................................................................................................ [1]

15 Correct two mistakes in this sentence. Do not change the meaning.

Not only does the printing press makes books in a more economical way but
also more quick. [1]

16 Choose three connectives to complete these sentences.

although but however sometimes

………………… Solange is noisy, …………………. she does try to be helpful,

……………… she can be naughty. [2]

17 Add two apostrophes to this sentence.

Sophias clothes and bags of food wouldve got

wet if it had rained. [1]

18 Add the missing punctuation to this sentence.

I wonder said Arjun how books are made [2]

© UCLES 2014 E/S6/01

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Ms. Sara Ghareeb
11
19 Read these sentences about Johannes Gutenberg. For
Teacher’s
Use
In 1438, Gutenberg used his knowledge of metals to construct a printing
machine that was able to print thousands of pages a day. His metal presses
were robust and, combined with the speed of printing, book production
significantly increased.

Write other words or phrases that mean the same as the underlined words.

Your new words must not change the meaning of the sentence.

construct .........................................................................................................

robust .......................................................................................................... [2]

© UCLES 2014 E/S6/01

11
Ms. Sara Ghareeb

Cambridge Primary Progression Test

Insert

English Paper 2
*0000764275-I*

Stage 6

IB E_S6_02/2RP
© UCLES 2014

12
Ms. Sara Ghareeb
2
Section A: Reading

Read this passage from Anne of Green Gables by L. M. Montgomery and then
answer the questions in the question paper.

When Matthew reached Bright River there was no sign of any train; he thought
he was too early, so tied his horse in front of the Bright River hotel and went over
to the station house. The long platform was almost deserted. The only living
creature in sight was a girl who was sitting at the far end. Matthew, barely noting
that it was a girl, sidled past her as quickly as possible without looking. Had he 5
looked, he could hardly have failed to notice the tense expression of expectation
on her face. She was sitting there waiting for something or somebody and, since
sitting and waiting was the only thing to do just then, she sat and waited with all
her might.

Matthew found the station master locking up the ticket office, and asked him if 10
the five-thirty train would soon be along.

‘The five-thirty train has been in and gone half an hour ago,’ answered the
impatient official. ‘But there was a passenger dropped off for you – a little girl.
She’s sitting out there. I asked her to go to the ladies’ waiting room, but she
informed me gravely that she preferred to stay outside as there was more scope 15
for the imagination. She’s a case, I should say.’

‘I’m not expecting a girl,’ said Matthew blankly. ‘It’s a boy I’ve come for. He
should be here.’

The station master whistled. ‘Guess there’s some mistake,’ he said. ‘Mrs Spence
came off the train with that girl and gave her into my charge. Said you and your 20
sister were adopting her from an orphanage.’

‘I don’t understand,’ said Matthew, helplessly.

‘Well, you’d better ask the girl,’ said the station master casually. ‘I dare say she’ll
be able to explain. She’s got a tongue of her own, that’s for certain!’

The station master walked away, cheerfully, leaving Matthew to speak to the girl 25
– something he was feeling very uncomfortable about. Matthew groaned as he
turned around and shuffled gently down the platform towards her.

She had been watching him ever since he had passed her. However, Matthew
was not looking at her. If he had been, he would have seen this: a child of about
eleven, dressed in a very short, very tight, very ugly dress of yellowish white 30
cloth. She wore a faded brown sailor hat, and beneath the hat, extending down
her back, were two braids* of very thick red hair. Her face was small, white and
thin, also much freckled; her mouth was large and so were her eyes, which
looked green in some lights and moods, and grey in others.

© UCLES 2014 E/S6/02

13
Ms. Sara Ghareeb
3

Most people would also notice that her chin was very pointed and pronounced; 35
that the big eyes were full of spirit and vivacity; that the mouth was sweet-lipped
and expressive; that the forehead was broad and full. In short, most people
could see that she was just an ordinary child. But shy, uneasy Matthew Cuthbert
saw none of this. Fortunately, for him, he was spared the ordeal of having to
speak first. 40

‘I suppose you are Mr Matthew Cuthbert of Green Gables?’ she said in a

peculiarly clear, sweet voice. ‘I’m very glad to see you. I was beginning to be
afraid you weren’t coming for me.’

* braids: plaits

© UCLES 2014 E/S6/02

14
Ms. Sara Ghareeb

Cambridge Primary Progression Test

Question paper

1 hour

English Paper 2 For Teacher’s Use

*0000764275*

Page Mark

Stage 6 1

3
Name ………………………………………………….……………………….
4
Additional materials: None
5
READ THESE INSTRUCTIONS FIRST
6
Answer all questions in the spaces provided on the question paper.
7
You should pay attention to punctuation, spelling and handwriting.
8
The number of marks is given in brackets at the end of each question or
part question. The total number of marks for this paper is 50. Total

Suggestions for how long to spend on each section are given in the booklet.

IB E_S6_02/2RP
© UCLES 2014

15
Ms. Sara Ghareeb
2
Section A: Reading For
Teacher’s
Use
Spend 30 minutes on this section.

Read the passage from Anne of Green Gables by L. M. Montgomery in the INSERT
and then answer these questions.

1 Read these statements about Anne.

Tick ( ) two boxes that are true from the passage.

Anne was wearing smart clothes.

Anne was the only passenger on the platform.

Anne had short hair.

Anne liked being outdoors.

Anne was waiting for a train.

[2]

2 Anne had travelled by train. Who had she travelled to Bright River with?

...................................................................................................................... [1]

3 Write one word from the third paragraph which shows that Anne spoke in a
serious way.

...................................................................................................................... [1]

4 Why did Matthew look for the station master?

...................................................................................................................... [1]

© UCLES 2014 E/S6/02

16
Ms. Sara Ghareeb
3
5 Was Matthew happy about having to speak to Anne? For
Teacher’s
Use
Tick ( ) one box.

Yes

Give a reason from the passage to support your answer.

...................................................................................................................... [1]

6 Are Anne and Matthew very different characters?

Tick ( ) one box.

Yes

Explain the effect this has on the reader.

...................................................................................................................... [1]

7 (a) Do you think that Anne has been well cared for in the past?

Tick ( ) one box.

Yes

Explain your answer.

....................................................................................................................

................................................................................................................ [1]

© UCLES 2014 E/S6/02 [Turn over

17
Ms. Sara Ghareeb
4
For
Teacher’s
(b) What does the station-master mean when he says, ‘She’s got a tongue of Use
her own, that’s for certain!’ about Anne?

....................................................................................................................

................................................................................................................ [1]

8 Why does Anne prefer to stay on the platform rather than sit in the waiting
room?

...................................................................................................................... [1]

9 Do you think that Anne finds it hard to meet new people?

Explain your answer using your own words.

..........................................................................................................................

Give a phrase from the passage to support your explanation.

...................................................................................................................... [2]

10 Matthew expected to meet a boy. Does the author’s choice of words make you
feel sorry for Matthew in this situation?

Tick ( ) one box.

Yes

Explain your answer using your own words.

..........................................................................................................................

Give a phrase from the passage to support your explanation.

...................................................................................................................... [2]
© UCLES 2014 E/S6/02

18
Ms. Sara Ghareeb
5
11 (a) Find a phrase from the passage which shows that Anne might want For
Teacher’s
Matthew’s attention. Use

................................................................................................................ [1]

(b) In paragraph 10 (the paragraph that begins ‘Most people…’), the writer
continues describing Anne. Which phrase shows that Anne is interesting
and lively?

................................................................................................................ [1]

12 This passage is an extract from the second chapter of a fiction book. Give a
possible title for this chapter.

...................................................................................................................... [1]

13 (a) Is the story Anne of Green Gables being told by:

Anne

Matthew

the station-master

none of the characters

[1]

(b) Explain your answer.

....................................................................................................................

................................................................................................................ [1]

© UCLES 2014 E/S6/02 [Turn over

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Ms. Sara Ghareeb
6
Section B: Writing

Spend 30 minutes on this section.

14 You have read a passage from Anne of Green Gables.

Write a story about what happens during Anne’s first day at her new home.

Ideas to help you:

Characters What other characters are in your story?

How do they react to Anne?
Where is Anne’s new home?
Setting
What is it like?
What happens to Anne in her new home?
Plot
What does she do there?

Remember to include as much detail as you can in your story. Try to make it exciting
so that people reading it will want to read on and to find out what happens.

PLANNING

Spend up to five minutes making notes in the box to plan your story.

© UCLES 2014 E/S6/02

20
Ms. Sara Ghareeb
7
Write your story here. For
Teacher’s
Use
.................................................................................................................................

.................................................................................................................................

© UCLES 2014 E/S6/02 [Turn over

21
Ms. Sara Ghareeb
8
................................................................................................................................. For
Teacher’s
Use
.................................................................................................................................

.................................................................................................................................

Content [5] Punctuation [4]

Audience [4] Vocabulary [3]

Text Structure [5] Spelling [4]

Sentence Structure [5]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 E/S6/02

22
Ms. Sara Ghareeb

Cambridge Primary Progression Test

English question paper 1 insert
Stage 6
*0123456789*

23
Ms. Sara Ghareeb
2
Text A

The magic of fireflies

Did you know that the firefly is a beetle and not a fly at all? Fireflies belong
to the glow-worm family of insects, which produce light. Unlike the rest of the
glow-worm family, fireflies have wings. There are many species of fireflies, but
all fireflies have flat bodies, large eyes and short antennae. Both adults and
larvae are capable of glowing. Amazingly, even the eggs can glow! 5

The glow of an adult firefly is usually green, but can also be orange or yellow.
The firefly can control the flashing of its light by controlling its breathing. Each
kind of firefly has a different flashing pattern. The firefly’s flashing pattern helps
it to find a mate. A male flies just above the grass, flashing until a hidden female
flashes back. But this can be risky. Some female fireflies imitate the blinking 10
pattern of another species in order to attract a male – and then eat him.

Females lay their eggs under leaves and the larvae hatch out after one month. It
is difficult to believe, but firefly larvae then live underground for almost two years.
The larvae feed on earthworms, slugs and snails. In late spring, the larvae turn
into pupae. After three weeks, the pupae change into adult flying beetles. The 15
adults live just long enough to mate and lay eggs, usually one or two weeks.

Fireflies prefer the warm, humid areas of the world, and are most common in
South and Central America and southern Asia. They are found in a variety of
habitats: forest edges, wooded backyards and marshland areas near streams
or ponds. In the parts of the world where fireflies are common, children enjoy 20
catching them in glass jars and watching their glow for a short while, before
letting them go.

© UCLES 2017 E/S6/01

24
Ms. Sara Ghareeb
3
Text B

Catching and keeping fireflies

To catch fireflies without harming them, you should use a net.

Once you catch a firefly in the net, put it into a jar. Hint: Hold the jar upside down
and put the net under it. Fireflies always crawl up, never down, so they should
crawl into the jar.

Once you have the fireflies in a jar, screw on the top. DO NOT punch air holes in 5
the lid. Air holes dry out the air in the jar, and fireflies need damp air to survive.
There is plenty of air in the jar to keep the insects alive for a day or more. Put
a small piece of washed apple and a small clump of fresh grass in the jar. The
apple helps keep the air in the jar moist, and it gives the fireflies something to
grab onto. The grass is for them to climb on and hide in. 10

Every day, unscrew the jar lid and blow across the top of the jar. This keeps the
air in the jar fresh. Don’t put the jar in direct sunlight.

You don’t need to feed the fireflies. Most adults never eat. They did all their
eating as larvae. But don’t keep them in a jar for more than two or three days.
Fireflies only live a few days or weeks and don’t want to spend their whole lives 15
in a jar.

© UCLES 2017 E/S6/01

25
Ms. Sara Ghareeb

Cambridge Primary Progression Test

English question paper 1
Stage 6
*0123456789*

1 hour

For Teacher’s Use

Page Mark

5
Name ………………………………………………….……………………….
6

Additional materials: Insert 7

READ THESE INSTRUCTIONS FIRST 8

Answer all questions in the spaces provided on the question paper. Total

You should pay attention to punctuation, spelling and handwriting.

The number of marks is given in brackets [ ] at the end of each question or part question.

The total number of marks for this paper is 50.

Suggestions for how long to spend on each section are given in the booklet.

26
Ms. Sara Ghareeb
2
Section A: Reading For
Teacher’s
Use
Spend 30 minutes on this section.

Read Text A, a text about fireflies, in the Insert. Then answer questions 1–11.

1 How is the firefly different from the other members of its family?

..................................................................................................................... [1]

2 How does a firefly control its light?

..................................................................................................................... [1]

3 What effect does the writer create by using a short sentence in line 10?

..................................................................................................................... [1]

4 Explain in your own words how some female fireflies trick the males of other
species.

..........................................................................................................................

..................................................................................................................... [2]

5 Complete the stages of a firefly’s life cycle in order. The first stage has been
done for you.

eggs

........................................

........................................ [1]

6 ‘They are found in a variety of habitats.’

What verb form is used in this sentence?

..................................................................................................................... [1]

© UCLES 2017 E/S6/01

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Ms. Sara Ghareeb
3
7 Explain why a colon (:) has been used in the fourth paragraph. For
Teacher’s
Use
..................................................................................................................... [1]

8 Complete the fact file below using the information in the text.

Fact file

Three features of a firefly’s body

Two weather conditions popular with

fireflies

Three colours of a firefly’s glow

[3]

9 These subheadings belong to the text. Number the subheadings to match the
order of the paragraphs.

The whole life cycle

Patterns of light

Flies, beetles or worms?

Where’s home?

[2]

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Ms. Sara Ghareeb
4
10 Subheadings are a feature of reports. For
Teacher’s
Use
Name two other features of reports as shown in Text A.

• ........................................................................................................................

• ................................................................................................................... [2]

11 Find one quotation that shows the writer thinks fireflies are fascinating.

..................................................................................................................... [1]

Read Text B, a blog about catching fireflies, in the Insert. Then answer questions
12–19.

12 Why has the writer used the modal verb ‘should’ in line 1?

..................................................................................................................... [1]

13 In line 5, why do you think ‘DO NOT’ is written in capital letters?

..................................................................................................................... [1]

14 Write a sentence saying what will happen if holes are punched in the lid of the
jar. Start your sentence with the word ‘If’.

..................................................................................................................... [1]

15 What helps to keep the air in the jar damp?

Tick ( ) one box.

holes in the lid

the clump of grass

the piece of apple

no sunlight

[1]
© UCLES 2017 E/S6/01

29
Ms. Sara Ghareeb
5
16 How can you add new air to the jar? For
Teacher’s
Use
..................................................................................................................... [1]

17 Why does the writer use short sentences in lines 11 and 12?

..................................................................................................................... [1]

18 Explain in your own words why it is not fair to keep a firefly in a jar for more
than two or three days.

..................................................................................................................... [1]

19 How is the main purpose of Text B different from the main purpose of Text A?

..........................................................................................................................

..................................................................................................................... [2]

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Ms. Sara Ghareeb
6
Section B: Writing For
Teacher’s
Use
Spend 30 minutes on this section.

20 The second text explains how to care for a firefly.

Write about how to care for a different animal.

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.

PLANNING

Spend up to five minutes making notes in the box to plan your writing.

Space for your plan:

Write your text on the next page. [25 marks]

© UCLES 2017 E/S6/01

31
Ms. Sara Ghareeb
7
For
Teacher’s
.......................................................................................................................... Use

..........................................................................................................................

© UCLES 2017 E/S6/01 [Turn over

32
Ms. Sara Ghareeb
8
For
Teacher’s
.......................................................................................................................... Use

..........................................................................................................................

Text A © National Geographic Society; [Link] July 2015.

Text A © Nussbaum Education Network, LLC; [Link] 2015.
Text B © Sharon Huntington; [Link] 17 June 1997.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible.
Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been
included, the publisher will be pleased to make amends at the earliest possible opportunity.

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2017 E/S6/01

33
Ms. Sara Ghareeb

Cambridge Primary Progression Test

English question paper 2 insert
Stage 6
*0123456789*

34
Ms. Sara Ghareeb
2
Text for Section A, an extract from The Wolf Princess by Cathryn Constable.

‘Hold my hand, Sophie. We have to leave!’

It was her father’s voice. She couldn’t see him, but she knew, somehow, that
his hair was dishevelled1 and that he was wearing his tatty overcoat, the one
with the hem that hung down like a ragged wing. He slipped his hand into hers,
clasping it tight, and together they ran through the frozen silver forest. She knew 5
where they were going. Always the same place – a place conjured from his
stories, dreams and memories. At the edge of the trees, they stopped. Their
breath scrolled out before them and the snow fell like a heavy lace curtain.
Flakes as large as moths fluttered in front of her eyes.

‘Wait, Sophie,’ he said. ‘She’s coming. Can you see her?’ 10

And his words called up a young woman in a long cloak, her face hidden
beneath a hood. Sophie glimpsed a tendril2 of dark-blond hair. It was covered
with snowflakes that changed to diamonds as she watched.

‘Who is she?’

She couldn’t hear her father’s answer, but he gripped her hand a little tighter 15
and he sang to her … that lovely song whose words she had forgotten. Sophie
wanted to ask her father about the woman, but now the song had become a
story. He wouldn’t stop telling her the story.

It was winter. It was snowing. There was a girl lost in the woods. And – Sophie
felt her chest tighten with fear – a wolf … 20

She felt her father’s hand slip out of hers.

‘Don’t leave me!’

But he was no longer there. And the sadness and the fear got mixed up with the
snowflakes and covered everything.

‘Sophie!’ 25

No! This voice was from another place. She didn’t want to answer.

She pressed her face into the pillow, trying to climb back into the forest. To hold
herself in the strange dreamtime, where she could taste the cold, clear air like a
mixture of peppermints and diamonds … feel the forest all around her … hear
the snow creak beneath her feet … 30

‘Are you awake?’

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Ms. Sara Ghareeb
3

Sophie sighed and moved her hand across the bedspread, as if to brush snow
from it.

‘I am now, Delphine.’

She tried not to sound grumpy. But the day at the New Bloomsbury College 35
for Young Ladies had started and it would not be stopped. It was too late for
dreams.

She turned on to her back and stared at the ceiling. Why did boarding school
seem so … beige? She looked around at the three narrow wardrobes, three
flimsy bedside cabinets and three scratched desks and chairs, and wished for 40
… something else. Something beautiful, however small. Enormous branches of
cherry blossom in an agate urn3 … panels of lace at the window … candlelight
… In this cramped, mean London room, there would never be any beauty or
excitement. No secrets or espionage4. No adventures.

Just school. 45

Sophie sat up. For a moment she gazed at the photograph of her father on
the windowsill. The picture had caught the dreamy, quizzical5 expression
she thought she remembered, as if he had just seen or heard something that
interested him. She pulled back the curtain.

Glossary
1 dishevelled – untidy, messy
2 tendril – a thin curl
3 agate urn – a stone vase
4 espionage – spying
5 quizzical – questioning

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Ms. Sara Ghareeb

Cambridge Primary Progression Test

English question paper 2
Stage 6
*0123456789*

1 hour

For Teacher’s Use

Page Mark

5
Name ………………………………………………….……………………….
6

Additional materials: Insert 7

READ THESE INSTRUCTIONS FIRST 8

Answer all questions in the spaces provided on the question paper. 9

10
You should pay attention to punctuation, spelling and handwriting.
Total
The number of marks is given in brackets [ ] at the end of each question or
part question.

The total number of marks for this paper is 50.

Suggestions for how long to spend on each section are given in the booklet.

37
Ms. Sara Ghareeb
2
Section A: Reading For
Teacher’s
Use
Spend 30 minutes on this section.

Read the Text in the Insert and then answer questions 1–16.

1 Describe in your own words how Sophie’s father holds her hand.

..................................................................................................................... [1]

2 Give a quotation from lines 2–9 that shows where Sophie and her father are
when they see the cloaked figure.

..................................................................................................................... [1]

3 ‘… the snow fell like a heavy lace curtain.’ (line 8)

(a) What is this an example of?

Tick ( ) one box.

metaphor

personification

simile

alliteration

[1]

(b) Explain in your own words two things that ‘fell like a heavy lace curtain’
tells you about the snow.

• ..................................................................................................................

• ............................................................................................................. [2]

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3
4 Look at lines 10–14. For
Teacher’s
Use
Explain in your own words two ways the writer makes the young woman seem
mysterious.

• ........................................................................................................................

• ................................................................................................................... [2]

5 Why was Sophie unable to find out anything about the young woman?

Give two reasons.

• ........................................................................................................................

• ................................................................................................................... [2]

6 Look at lines 19–20.

Give three ways the writer makes the father’s story sound scary.

• ........................................................................................................................

• ................................................................................................................... [3]

7 ‘Hold my hand, Sophie.’ (line 1)

‘She felt her father’s hand slip out of hers.’ (line 21)

Why are these two lines important in the story?

..................................................................................................................... [1]

8 ‘And the sadness and the fear got mixed up with the snowflakes and covered
everything.’ (lines 23–24)

Explain in your own words what Sophie is feeling at this point in the story.

..................................................................................................................... [1]

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4
9 ‘She pressed her face into the pillow, trying to climb back into the forest.’ For
Teacher’s
(line 27) Use

What does this sentence tell you about Sophie?

Tick ( ) one box.

She is tired because of her emotional dream.

She is asleep and unable to wake up.

She is awake and wants to return to her dream.

She is asleep and wants to escape from the wolf in her dream.

[1]

10 Give one way the writer shows how real the dream seemed to Sophie.

..................................................................................................................... [1]

11 Give two things that Sophie doesn’t like about how her room looks.

• ........................................................................................................................

• ................................................................................................................... [2]

12 Look at line 45.

Explain in your own words what ‘just school’ suggests about Sophie’s view of
boarding school?

..................................................................................................................... [1]

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5
13 In lines 38–45, how does the writer make it clear that these are Sophie’s For
Teacher’s
thoughts? Use

Give two ways.

• ........................................................................................................................

• ................................................................................................................... [2]

14 How do you know that Sophie hasn’t seen her father for a long time?

..................................................................................................................... [1]

15 Explain in your own words two things you learn about Sophie’s character from
the text.

• ........................................................................................................................

• ................................................................................................................... [2]

16 This text starts with a dream and is the opening to a longer story.

Do you think it is a good opening to the story? Explain your answer.

..........................................................................................................................

..................................................................................................................... [1]

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6
Section B: Writing For
Teacher’s
Use
Spend 30 minutes on this section.

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.

Ideas to help you:

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.

Plan your story opening on the next page.

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7
PLANNING For
Teacher’s
Use
Spend up to five minutes making notes to plan your opening in this box.

Space for your plan:

Write your story opening on the next page. [25 marks]

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8
For
Teacher’s
.......................................................................................................................... Use

..........................................................................................................................

© UCLES 2017 E/S6/02

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9
For
Teacher’s
.......................................................................................................................... Use

..........................................................................................................................

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Ms. Sara Ghareeb

Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 1
Insert
Stage 6

English_S6_01_INS/3RP
© UCLES 2020

46
Ms. Sara Ghareeb
2

Text A

The body factory

The human body is a mobile chemical factory. As in any factory, materials have
to enter it to be processed, or changed, into something useful. Food, as well as
water and oxygen, enters the body and goes through a series of complicated
chemical reactions called metabolism.

Metabolism produces energy which can be put to work in all kinds of ways so 5
that the human body can function properly. For example, it maintains body
temperature, helps to make new cells and permits humans to do things like run
and jump. At the end of the process any waste matter is expelled from the body.

The food you eat can be divided into several categories. The three main ones are
fat, carbohydrate and protein. Fat provides almost twice as much energy as 10
carbohydrate or protein. However, there are good fats and bad fats. Generally,
fat that goes solid at room temperature is bad, and fat that stays runny is good.
The ‘bad’ fats, or saturated fats, are the ones to avoid and are found in foods like
pizza, biscuits and crisps. The ‘good’ fats, or unsaturated fats, are better for the
body. They are present in foods like nuts, avocados, olive oil and fish, such as 15
salmon and tuna. Fat is essential for: the immune system (the body system
which helps fight against disease); keeping joints in working order; and healthy
hair, nails and skin.

There are two main types of carbohydrates – simple and complex. Simple
carbohydrates are known as sugars. They provide instant energy, but not energy 20
that lasts. It is much better to use a fuel that releases its energy slowly – and this
is where complex carbohydrates come in. They are found in food such as
wholemeal bread, nuts and oats. They provide a long-lasting source of energy.

Proteins are important to the body because they provide the ‘building bricks’ that
make new cells and repair or replace old ones. They are found in foods like 25
meat, fish, eggs and milk.

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Text B

Meat the future of food

Test-tube burgers anyone?

Did you know that in many countries the price of meat could double over the next
few years, making your hamburger an expensive luxury! Some time ago, clever
Dutch scientists came up with a solution – they produced meat in a science
laboratory! And now scientists around the world are competing to be the first to
create the cheapest, best-tasting ‘test-tube burgers’. Those developed so far 5
apparently taste ‘almost like meat’, but are not as juicy and ‘surprisingly …
crunchy!!’ Mmm, crunchy burgers … yum!

What about insects for dinner?

Yes, really! Not convinced? Well, insects could become a staple of your diet if
meat becomes scarce. They provide as much nutritional value as ordinary meat
and, according to researchers, are a great source of protein. There are actually a 10
staggering 1,400 species that are edible. What’s more, insect burgers and
sausages (made of ground crickets or grasshoppers) are so far a much closer
match to the real thing than the stuff produced in laboratories.

Or perhaps dinner with sound?

If I asked you what makes your favourite dish so appealing before you’ve even
tasted it, you’d probably describe to me the way it looks and smells. Right? But 15
researchers at Oxford University have found that the way we think food tastes
can be altered by different background sounds. World famous chef Heston
Blumenthal has been doing his own experiments. He now serves one of his
dishes accompanied by a recording of the sounds of the seaside; supposedly this
makes people think the food tastes fresher! 20

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Ms. Sara Ghareeb

Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 1
Stage 6
1 hour

Name

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• Suggestions for how long to spend on each section are given in the booklet.

English_S6_01/4RP
© UCLES 2020

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Ms. Sara Ghareeb
2

Section A: Reading

Spend 30 minutes on this section.

Read Text A about how our bodies use food, in the Insert, and then answer
questions 1–9.

1 Which literary technique is used in the first paragraph (lines 1–4)?

Tick () one box.

a simile

alliteration

a metaphor

onomatopoeia

[1]

2 Look at the second paragraph (lines 5–8).

(a) Give one word that means ‘allows’.

[1]

(b) Give one thing that metabolism does for the human body.

[1]

3 Look at this phrase: … any waste matter is expelled from the body. (Line 8)

is expelled is an example of a passive verb form.

Give one more example of a passive verb form from the third paragraph (lines
9–18).

[1]

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3

4 Which food category provides the most energy?

[1]

5 In the third paragraph, brackets () are used.

Why are they used? Tick () one box.

to give a definition

to give an example

to add a personal opinion

to add dramatic emphasis

[1]

6 Why do you think it is important for athletes to eat foods like nuts and fish?
Give two reasons using information from the text.

[2]

7 Why would an athlete eat a sugary snack just before competing in a race?

[1]

8 Look at the fifth paragraph (lines 24–26).

Why are inverted commas ( ‘ ’ ) used?

[1]

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9 (a) The writer uses bold for some words in the first three paragraphs. These
words are the main topics of the paragraphs.
Give one other technique writers use to show the main topic of a
paragraph.

[1]

(b) Give one word from the fourth paragraph and one word from the fifth
paragraph which should be in bold to tell us the topics of those
paragraphs.
•

• [2]

Read Text B about the future of food, in the Insert, and answer questions 10–16.

10 How has the writer tried to be funny in the heading?

[1]

11 Why is there research to find a replacement for meat?

[1]

12 How do you think the writer feels about eating test-tube burgers? Give a
quotation from the text to support your answer.

• Writer’s feelings:

• Quotation:

[2]

13 Give one reason why insects would be a good source of food for humans.

[1]

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14 What does a staple mean in the way it is used in line 8? Tick () one box.

a main part

a delicious part

a healthy part

an optional part

[1]

15 What does the real thing (line 13) refer to?

[1]

16 (a) Look at this phrase: this makes people think the food tastes fresher (lines
19–20).
This is not the writer’s opinion. Give one word that tells us this.

[1]

(b) From the second paragraph, give another example of an opinion that is not
the writer’s.

[1]

17 Give three typical features used in Text B of an informal text.

•

• [3]

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6

Section B: Writing

Spend 30 minutes on this section.

18 Text A and Text B give information about food in a way that makes it clear for the
reader.
Write an information text about ‘A healthy lifestyle’ for school students.
You could include: What makes a healthy lifestyle? and/or What doesn’t make a
healthy lifestyle?

Remember to:

• inform your reader

• explain any technical words or words that might be unfamiliar to the reader
• present your information in a logical order
• make yourself clear.

Space for your plan:

Write your information text on the next page. [25 marks]

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7

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8

Copyright © UCLES, 2020

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

© UCLES 2020 E/S6/01

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Ms. Sara Ghareeb

Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 2
Insert
Stage 6

English_S6_02_INS/4RP
© UCLES 2020

57
Ms. Sara Ghareeb
2

Text for Section A, an extract from ‘Flambards’ by K. M. Peyton.

Christina Parsons, a teenage orphan, has been sent to live with her Uncle
Russell. The house is called Flambards. In this text, Christina arrives at
Flambards to find that her cousin William has been in an accident.

***

‘This is Flambards, miss.’

Some big chestnut trees lined the long drive: a great heap of rotted leaves lay
tumbled below, with burst conkers* all over the gravel, their shells shrivelled like
little brown oranges. The man stopped the horse in front of the door, and helped
Christina down. Nobody seemed to be waiting for her. 5

‘I’ll’ carry your trunk into the hall, miss. Go in. The door will be open.’

Christina crossed the porch which was full of muddy boots, and anxiously pushed
opened the door. She found herself in a big, cold hall. A thin, worn looking
woman, obviously a servant, was coming through a doorway on one side to greet
her, and in the doorway on the other side a man on crutches appeared suddenly, 10
giving Christina a start.

‘Is it William?’ he said. Seeing Christina, he added, ‘Oh, no, it’s you.’

‘It’s Miss Christina, sir’ said the woman.

‘Yes, well – see to her,’ the man said shortly – very rudely, Christina thought.

She looked at him curiously, having heard so much of Uncle Russell, and found 15
him not unlike she had imagined: a big, but shrunken-looking man, with heavy
shoulders and long, spindly legs, he was wrinkled, with a flattened, broken nose
and very fierce eyes. I shall keep out of his way, she thought, but said politely,
‘How do you do, Uncle’, but he took no notice.

‘Tell me when William comes,’ Russell said to the woman, but the man, coming 20
in with Christina’s trunk said, ‘The carriage is coming up the drive now, sir, and
Dr Porter’s right behind.’

Through the open door the scrunch of several lots of hooves could be heard. The
woman said quickly to Christina, ‘I’ll see you in a minute, miss. Everything’s
happening at once, Mister William’s had an accident.’ 25

Christina shrank back as everyone went to the door. The thin-faced servant
turned and said, ‘Come along, I’ll show you to your room.’ She pointed down the
corridor, ‘That’s your room. Last door on the left.’
Christina walked down the corridor and opened the door. At first glance it looked

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3

charming, much prettier and bigger than any room she had ever been given 30
before. However, on closer inspection, it was shabby. The wallpaper, a close
design of pink and brown flowers was faded, the washstand china was chipped,
and the patchwork quilt all coming apart. The general effect, though, was pretty
and homely, with a big window looking out over the garden. There was plenty of
furniture, a big wardrobe, a dressing table and a carpet on the floor. Her trunk 35
stood at the foot of the bed. She opened it and started to put her things away,
leaving out a navy blue dress to change into for dinner. She did not fancy going
down to Uncle Russell. She took as long as she could about washing and
changing, and became painfully aware that she was very hungry indeed. She
had no alternative but to go downstairs. 40

Glossary
a conker: a kind of nut

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Ms. Sara Ghareeb

Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 2
Stage 6
1 hour

Name

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

English_S6_02/5RP
© UCLES 2020

60
Ms. Sara Ghareeb
2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in Section A, in the Insert, and answer questions 1–12.

1 Look at lines 1–5.

(a) Give one word that tells us that the pile of leaves is untidy.

[1]

(b) Which two literary techniques are used in lines 3–4? Tick () two boxes.

idiom

alliteration

onomatopoeia

personification

simile

[2]

2 Where is Christina when she first sees Uncle Russell?

[1]

3 Give two phrases from the text that tell you that Uncle Russell has been
injured.
•

• [2]

4 Give one quote that tells you that Christina has not met Uncle Russell before.

[1]

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3

5 Why has the writer used a colon ( : ) in line 16?

[1]

6 Give a phrase from the text that shows Christina is slightly afraid of Uncle
Russell.

[1]

7 Explain how Uncle Russell is rude to Christina. Give two ways.

•

• [2]

8 Give one phrase from lines 23–28 that shows us that Christina is trying to
keep away from other people.

[1]

9 Look at lines 29–40.

(a) Give two comparative adjectives.

•

• [2]

(b) Give one example of a passive verb form.

[1]

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10 Flambards seems like a house that is uncared for.

Give three examples from the text to support this idea.
•

• [3]

11 How do you think Christina feels about seeing Uncle Russell again? Give two
quotations from the text to support your answer.

Christina feels

Quotations
•

• [3]

12 Number the following events 1–6 as they happen in the text. The first event
has been numbered for you.

Christina sees Flambards for the first time.

Christina greets Uncle Russell.

William has an accident. 1

Christina sees Uncle Russell.

Dr Porter arrives with William’s carriage.

A servant comes to greet Christina.

[4]

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5

Section B: Writing

Spend 30 minutes on this section.

13 Now write the beginning of a story of your own, in which your character arrives at
a new place for the first time.

Who is your main character?

Where and when is your story set?
What is the new place like?
What happens?

You only need to write the beginning of the story. It can be any genre you like.

Space for your plan:

Write your story on the next page. [25 marks]

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6

© UCLES 2020 E/S6/02

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7

© UCLES 2020 E/S6/02

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English
Stage 6

Paper 1 Non-fiction 2022

Cambridge Primary Progression Test
Insert

3126_01_INS_2RP
© UCLES 2022
67
Ms. Sara Ghareeb
2

Text A

Gerald Durrell was a famous naturalist. As a child, he collected lots of different

animals. Kokino, a local fisherman, liked to help him. In this autobiographical
account, Gerald tells us about one very exciting day.

One morning, I was looking through a pile of seaweed and Kokino came over to
help me. There was the usual assortment of squids the size of a matchbox, crabs
and tiny fish. Suddenly, Kokino picked something out of tangled seaweed and
held it out to me. I could hardly believe my eyes, for it was a seahorse*. Browny-
green, it lay on Kokino’s hand, gasping, with its tail coiling and uncoiling 5
frantically.

Hurriedly, I snatched it from him and plunged it into a jar which was full of sea
water. To my delight it righted itself*, its tiny fins fluttering. Feverishly, I scrabbled
through the rest of the weed. I was soon rewarded, for in a few minutes, I had six
seahorses in the jar. 10

Thrilled by my good luck, I raced back to our villa. I knew that the oxygen in the
jar would not last long and, if I wanted to keep them alive, I would have to move
quickly. Carrying an aquarium*, I ran down to the sea again, filled the bottom with
sand and dashed back to the villa with it; then I had to run down to the sea again
three times with buckets to fill it up with the required amount of water. I began to 15
wonder whether the seahorses were worth all this trouble.

But as soon as I tipped them into the aquarium, I knew that they were. I had
anchored a small, twiggy branch in the sand, and as the seahorses plopped out
of the jar they righted themselves and then they sped round and round the
aquarium, their fins moving so fast that you could not see them. After that, they 20
all made for the branch, wrapped their tails round it lovingly, and stood there
gravely at attention. The seahorses were an instant success with all the family.
Even Larry used to watch them zooming and bobbing around their tank.

*Glossary
seahorse – a small fish that swims in an upright position and has a head like a horse
righted itself – turned the right way up
aquarium – a glass tank for keeping fish

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3

Text B

The Children’s Guide to Nature-watching

Urban environment

Towns and cities can be great places for watching wildlife. In some places, they
are even better than the surrounding countryside because parks, gardens and
waste ground provide a range of habitats that may no longer exist elsewhere in
the area.

In general, if you are looking for wildlife in towns and cities, try to find the oldest, 5
untidiest places. Neat, modern places have less wildlife. Lakes in city parks, and
rivers running through towns, are great for birds, and you may even see
dragonflies, ducks or frogs there.

Buildings

Some urban wildlife, from nesting sparrows to bats and sometimes even
hedgehogs, depends on buildings. Some birds may roost in towns in winter 10
because it’s warmer there than in the countryside. Tall buildings can also provide
nesting sites for birds of prey, kestrels for instance, and seemingly empty corners
of building sites can have all sorts of insects and wild flowers. Even cracks in
pavements or walls will be colonised by wild flowers. Don't think of them as just
weeds – they are a valuable food source for many insects. 15

Enjoy life

The key for the urban wildlife watcher is just to keep your eyes open. And when
you spot something, try to find out a bit about it and enjoy it for its own sake. It’s
alive, it’s here and it’s fascinating!

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Ms. Sara Ghareeb

English
Stage 6

Paper 1 Non-fiction 2022

1 hour

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

3126_01_3RP
© UCLES 2022
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Ms. Sara Ghareeb
2

Section A: Reading

Spend 30 minutes on this section.

Read Text A in the insert, and answer questions 1–11.

1 Name one of the sea creatures that Gerald finds before he finds the seahorse.

[1]

2 Give one phrase which means ‘amazed ’.

[1]

3 Why is the seahorse gasping?

[1]

4 Look at the second paragraph (lines 7–10).

What does it replace in the first sentence? Tick () one box.

jar

hand

seahorse

sea water

[1]

5 Give two verbs from Text A which mean ‘to run quickly’.
•

• [2]

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3

6 Look at lines 13–15.

Why has a semi-colon ( ; ) been used in this sentence?

[1]

7 Why do you think Gerald wonders whether the seahorses were worth all this
trouble?

[1]

8 Give one phrase that tells us that Gerald’s relatives immediately liked the
seahorses.

[1]

9 Do you think Gerald is a kind boy?

Yes

Give evidence from the text to support your answer.

[1]

10 Look at the last sentence (line 23).

How do you think Larry (Gerald’s brother) usually feels about Gerald’s
animals? Explain your answer using evidence from the text.

[2]

11 The writer uses One morning to mark the start of the events he tells us about.
Give three more adverbial phrases of time the writer uses to show the order of
the events.
•

• [3]

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Now read Text B in the insert, and answer questions 12–15.

12 Look at the first and second paragraphs (lines 1–8).

(a) Why does the writer say that it is sometimes better to look for wildlife in
urban areas?

[1]

(b) Give one superlative adjective.

[1]

(c) Lakes and rivers are good places to see birds.

Give one example from the text of other wildlife you can find in lakes and
rivers.

[1]

13 Look at the third paragraph (lines 9–15).

(a) Give one verb from the text which means ‘rest’ or ‘sleep’.

[1]

(b) Look at lines 11–13.

Why have commas ( , ) been used in this sentence? Tick () one box.

to add a comment

to give an example

to separate items in a list

to give the writer’s opinion

[1]

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14 Look at the last paragraph (lines 16–18).

(a) Give one phrase which means ‘to watch carefully for something’.

[1]

(b) In the last sentence, how does the writer emphasise the excitement of
seeing wildlife?
•

• [2]

15 In Text B the writer uses paragraphs to structure the text.

What other feature does the writer also use to structure Text B?

[1]

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Section B: Writing

Spend 30 minutes on this section.

16 Write a recount of a special event in your life which you enjoyed. It could be about
a special occasion or holiday, a great day out or something else.

Remember to write mainly about yourself. Explain what happened, how you felt
and why.

Space for your plan:

Write your story on the next page. [25 marks]

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To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced annually and is available to download at
[Link]

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

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English
Stage 6

Paper 2 Fiction 2022

Cambridge Primary Progression Test
Insert

3126_02_INS_3RP
© UCLES 2022
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Text for Section A, an adapted extract from Shadowsea by Peter Bunzl

First there was darkness.

Then patches of watery green light.

Then fish, whole schools of them. With luminous fins bright as knives, glowing
scales that shimmered like armour.

They swam past the shadow of a submarine base. 5

The base was the shape of a giant rusted wheel, with spokes that ran from the
exterior to its centre. Parts of it were unfinished – the ties that bound it to the
seabed still under construction. Rising from the hub was a tower.

Through the tower’s only porthole, a blond boy of thirteen with bright, inquisitive
eyes could be seen sitting on the cabin floor. The boy was humming a tune to 10
himself – a tune that matched the buzzing in the walls – as he worked on a
miniature wagon. Jar lids made up the wagon’s wheels, flattened cans its
carriage. It had pencils for axles and wire for its yoke*.

When he was done, the boy plucked a white mouse from his pocket and tied it to
the wagon. He placed the mouse on the floor and it tottered forward on tiny red 15
paws, pulling the wagon behind it.

After a moment it broke into a run, skittering beneath a table, where two adults, a
man and a woman with the same blond hair and inquisitive eyes as the boy, sat
working.

The boy chased the mouse under the table and followed it out the door. 20

Hot on its heels, he ran down the passageway.

The mouse crossed grates and vents and wove beneath pipes, sticking close to
the walls. It clattered its cart past damp bulbous diving suits that stank of the sea,
tumbled across galleys and mess halls where crew members sat eating.

Still the boy chased it. 25

Finally, it ran through a crack where a door stood slightly ajar.

In the room beyond, row upon row of mice scrabbled about in cages.

The white mouse stopped in the centre of the spotless floor.

The boy crouched, mouth half-open, stretching out a hand to pick it up.

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A swish of a skirt. 30

A shiny leather shoe stepped across his path.

The boy glanced up. ‘Hey, Aunt Matilda!’

A gaunt-faced woman with short slicked-back hair, wearing a white lab coat and
goggles pushed back on her head, was putting on a pair of rubber gloves. ‘That’s
Professor Milksop to you.’ 35

Professor Milksop scooped up the mouse and dropped the cart unceremoniously
on the floor. ‘This rodent’s valuable. You should never have taken it from the lab.’

‘He looked sad,’ the boy said. ‘I named him Spook, on account of his colouring.
He looks like a Spook*, don’t ya think?’

The boy glanced at the mouse, scrabbling in the professor’s hand. 40

It squeaked softly.

‘Don’t be naming them,’ the professor said. ‘Name a thing and you start to have
feelings for it.’

‘Go back to your quarters now, Dane. You shouldn’t be here.’

The professor kicked aside the cart and headed for a second, lead-lined door at 45
the end of the room.

*Glossary
yoke: used to attach an animal to a cart
spook: ghost

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English
Stage 6

Paper 2 Fiction 2022

1 hour

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

3126_02_4RP
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Section A: Reading

Spend 30 minutes on this section.

Read the text in the insert, and answer questions 1–9.

1 Where is the story set? Tick () one box.

in a school

under water

in outer space

in an aquarium

[1]

2 Look at the structure of the first three lines.

Explain how the writer uses structure to attract our interest. Give two ideas.
•

• [2]

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3 Look at lines 1–8.

(a) Give one word which means ‘groups’.

[1]

(b) The phrase bright as knives is a simile.

What does bright as knives tell us about the fish?

[1]

bound adjective

from adverb

giant noun

ties preposition

still verb
[3]

4 Look at lines 9–16.

(a) Why are dashes ( – ) used in this part?

[1]

(b) Who is making the wagon?

[1]

• [2]

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5 Look at lines 17–26.

(a) Who do you think the two adults are? Support your answer with evidence
from the text.

[2]

(b) Give one verb which is a synonym for how the mouse runs.

[1]

6 Look at lines 27–35.

How does the writer make Aunt Matilda seem unpleasant? Give two ways.
•

• [2]

7 Look at lines 36–47.

(a) Give one two-word phrase which makes the mouse seem weak and
helpless.

[1]

(b) Give a phrase which shows that Professor Milksop did not care for the
vehicle which the boy made.

[1]

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8 Look at the whole text again.

Which two adjectives would you use to describe the boy?

• lonely
• unkind
• curious
• creative
• naughty

Write the adjectives. Give evidence from the text to support each answer.

Adjective 1:

Evidence 1:

Adjective 2:

Evidence 2:
[2]

9 Match each idea with the correct part of the text. An example has been done
for you.

setting up the game lines 27–35

arriving in the lab lines 36–47

racing round the rooms lines 1–8

looking in from outside lines 17–26

putting an end to the fun lines 9–16

[3]

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Section B: Writing

Spend 30 minutes on this section.

10 Write the beginning of a story. Set the scene, and then describe a surprise
meeting between the main character (an ordinary boy or girl) and somebody else.
It could be someone famous, someone from his or her past, or someone else.

Think about these ideas:

• Setting: Where does the meeting take place?

• Characters: The main character

The other person
Anyone else?
What are they like?
How do they feel?

• Plot: Why are they there?

What happens?

Space for your plan:

Write your story on the next page. [25 marks]

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English
Stage 6

Paper 1 Non-fiction 2023

Cambridge Primary Progression Test
Insert

3126_01_INS_2RP
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Text A

The Titanic

The Titanic was the world’s largest passenger ship of its time but it sank after
hitting an iceberg1 during its first voyage in 1912.

The Titanic, which was built in Belfast, Northern Ireland, was the most impressive 5
and luxurious ship of her time. She was the biggest, too, measuring 28 metres
wide, 53 metres tall and 269 metres long – that’s about the length of three
football fields! After three years in construction, the ship was ready for the ocean
by the end of March 1912.

On 10 April 1912, the Titanic set out on her maiden voyage across the Atlantic 10
Ocean. As she set sail, the Titanic had 900 crew members and over 1300
passengers. These included holiday-makers, businessmen and people who
wanted to start a new life in the US.

Life on board the Titanic depended on who you were and how much money you
had. Wealthy people travelled in first class, located at the top of the ship. They 15
enjoyed delicious food in an elegant dining room and had access to lots of
facilities. Second-class accommodation consisted of cabins with two or four
beds, limited storage, a sink and a mirror. Second-class passengers could also
enjoy a library and a nice restaurant. The third-class facilities, at the bottom of
the ship, were much more basic. Cabins there held up to ten people and food 20
was served three times a day in a simple dining room. The big downside was that
all 700 passengers had to share two bathtubs!

Around midnight on day five of her maiden voyage, an iceberg loomed out of the
darkness. Too big to quickly change direction, the Titanic scraped along the ice,
tearing holes in her side. The captain and crew knew that the collision meant the 25
Titanic would sink in just hours. At around 2 a.m. the vessel broke into two,
sending everyone still on board into the freezing water. There were only enough
lifeboats to hold around half the people on board. More than 1500 people lost
their lives on the Titanic that fateful night.

Glossary 30
1
iceberg: a floating mountain of ice

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Text B

The Titanic Quarter – Belfast

Yesterday, I visited the part of Belfast known as the Titanic Quarter, and it was a
magnificent experience! My visit started with Paul, who is one of the most well-
informed guides I’ve ever met, and whose knowledge of facts relating to the 5
famous ship is simply remarkable. First of all, he walked our group all around the
outside of the beautiful building the Titanic Museum is set in, and explained its
architecture and link to the Titanic.

It seems only right that Belfast gets to tell its part in the ship’s story. In the
museum itself, every little detail from the ship’s design to its sinking has been 10
covered. It really immerses you, both in the extent of the human tragedy and the
industrial history of the era.

As well as the information boards and films, there are plenty of interactive
screens that bring the whole story to life. There’s a lot to read – perhaps some of
the display boards could have larger print as they’re difficult to see if there are 15
too many people around. Among the items on display is the range of tableware
that each class of passenger on the ship used.

The Titanic Quarter’s definitely worth a visit. The tours are sensibly priced, giving
great value for money. Make sure you pop into the restaurant for a bite to eat
before you leave. It serves quality local Irish dishes. And if you’re anything like 20
me, you’ll probably want to go home and watch the Titanic film all over again!

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English
Stage 6

Paper 1 Non-fiction 2023

1 hour

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

3126_01_2RP
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Section A: Reading

Spend 30 minutes on this section.

Read Text A in the insert, and answer questions 1–6.

1 Look at the first paragraph (lines 5–9).

(a) Give one example of a passive verb form.

[1]

(b) How long did it take to build the Titanic?

[1]

2 Look at the second paragraph.

(a) Give one phrase that means first trip.

[1]

(b) Which group of passengers on the Titanic would have bought one-way tickets?

[1]

3 How does the writer link the ideas between the first and second paragraphs?

[1]

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4 Look at the third paragraph.

(a) Give one abstract noun from the first sentence.

[1]

(b) What does elegant mean? Tick () one box.

expensive

stylish

entertaining

sociable

[1]

(c) Give one example of a sentence with parenthetic commas ( , , ).

Write the whole sentence.

[1]

(d) Do you think you would like to have been a second-class passenger on the
Titanic? Tick () one box.

Yes

Give two pieces of evidence from the text to support your answer.

Piece of evidence 1:

Piece of evidence 2:

[2]

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5 Look at the fourth paragraph.

(a) The writer uses language that tells us something frightening suddenly
appeared. Which verb tells us this?

[1]

(b) Give a synonym for ship.

[1]

(c) How do you think the captain felt when the Titanic hit the iceberg?
Explain your answer giving evidence from the text.

Explanation:

Evidence:
[2]

6 The information in the final paragraph connects back to the second paragraph.
Explain how. Give one idea.

[1]

Read Text B in the insert, and answer questions 7–11.

7 Look at the first paragraph.

(a) Give one relative pronoun.

[1]

(b) Why was the writer impressed by Paul?

[1]

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8 Look at the second paragraph.

(a) Which literary technique is used in this paragraph? Tick () one box.

onomatopoeia

personification

rhyme

simile

[1]

(b) Give a synonym for a very sad event.

[1]

9 Look at the third paragraph.

How can visitors change some of the displays?

[1]

10 Look at the fourth paragraph.

(a) Look at the second sentence. Give the subordinate clause.

[1]

(b) How does the writer persuade the reader that they should visit the Titanic
Quarter? Give one idea.

[1]

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11 Match each idea with the correct paragraph of the text. One example has been
done for you.

Idea Paragraph

Linking the city to the Titanic 2

Getting refreshments

Admiring the appearance of the museum

Discovering how the passengers ate

[2]

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Section B: Writing

Spend 30 minutes on this section.

12 You have been on a day trip to a museum with your school.

Write a review of the museum for your school website. Remember to include the
features of review writing.

Space for your plan:

Write your review on the next page. [25 marks]

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English
Stage 6

Paper 2 Fiction 2023

Cambridge Primary Progression Test
Insert

3126_02_INS_RP
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Text for Section A, an extract from The House of One Hundred Clocks by A. M.
Howell

Helena grasped the bars of the domed birdcage resting on her lap until her
fingers ached. Mr Westcott was staring into the cage with an odd kind of intent
that danced a shiver across the back of her neck. His rake-thin frame leaned 5
forward across the desk, his eyes narrowing. ‘You omitted to say in your
acceptance letter that you were bringing...a...bird,’ he said, his cheeks tightening
as he glanced first at Helena’s father, and then at Helena.

Mr Westcott’s sister stood beside him in a high-waisted silk dress the colour of
peaches, her gloved hand resting on the back of his chair. They had the same 10
small sapphire blue eyes. Miss Westcott’s eyes were crinkling into a smile as
they looked at Helena. Mr Westcott’s were not.

Helena’s skin bristled as she glanced at her father, who was sitting bolt upright in
his chair, his shoulders taut.

‘Jack and Jill went up the hill. Pail of water. Snicker-squawk! ’ 15

Mr Westcott’s forehead furrowed at the bird.

‘Shush,’ Helena murmured, reaching through the brass bars and running a finger
down her parrot’s shimmery green-blue tail feathers. Mr Westcott had called her
mother’s parrot ‘a bird’. Except he wasn’t just any old bird. Orbit was a Blue-
fronted Amazon. It was important Mr Westcott knew that, but Helena sensed now 20
was not quite the right time to give him a lesson on exotic creatures.

Miss Westcott’s eyes twinkled. ‘What an amusing parrot,’ she said in a sing-song
voice.

‘My sincere apologies, Mr Westcott. And to you too, Miss Westcott,’ Helena’s
father said, throwing Helena a look which she interpreted to mean, Keep that 25
parrot quiet or else. He pulled at his close-clipped beard. ‘There was so little
time, and you made it clear in your correspondence that you were in urgent need
of a timekeeper and clock conservator. Wherever my daughter Helena goes, her
parrot goes too.’

Mr Westcott stood up to turn and face a large window, which overlooked 30

Trumpington Street and beyond, to a tapestry of colour blooming behind the
railed gardens of a university college. He folded his arms and a small huff
expelled from his mouth. Noises from outside carried through the glass. A horse
and cart rumbling. The pounding of children’s footsteps and peals of laughter.
Bicycle bells clamouring. Helena closed her eyes for little more than a blink – 35
long enough to imagine herself outside in the fresh air and out of the oppressive
wooden room, where everything seemed dull and dusty.

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‘Oh, brother dearest,’ Miss Westcott said lightly. ‘What harm will a parrot do?’

Helena frowned. Mr Westcott did not seem too fond of birds, but at least his
sister was a trifle more amenable. Memories of Orbit’s arrival four years ago 40
sprang into her head. Father had gladly spent more than a month’s wages on the
parrot as a birthday present for her mother. The shopkeeper had suggested a
fancier (and more expensive) parrot with golden plumage, but Mother would not
be dissuaded. ‘Thank you, sir, but I do not desire this parrot for his looks, it is his
voice and personality that amuses me. I have a feeling he will be the perfect 45
addition to our small family,’ her mother had said with a broad smile. And she
had been right.

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English
Stage 6

Paper 2 Fiction 2023

1 hour

Additional materials: Insert

INSTRUCTIONS
• Answer all questions.
• Write your answer to each question in the space provided.
• You should pay attention to punctuation, spelling and handwriting.

3126_02_2RP
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2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert, and answer questions 1–7.

1 Look at lines 3–14.

(a) Give one word that means held tightly.

[1]

(b) The phrase danced a shiver across the back of her neck tells us how Helena
feels in front of Mr Westcott. How does she feel?
Tick () one box.

cold

nervous

disappointed

jealous

[1]

(d) Look at lines 6–8.

Give one:

Preposition:

Connective:
[2]

(e) Why is an ellipsis ( … ) used?

[1]

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2 Look at lines 15–16.

(a) Jack and Jill went up the hill. Pail of water. Snicker-squawk! is written on a
separate line. Why has the writer done this?
Give one reason.

[1]

(b) Mr Westcott’s forehead furrowed at the bird. Why is this sentence on a

separate line?
Give one reason.

[1]

3 Look at lines 17–29.

(a) The table shows what each character thinks about Orbit, the parrot.
Complete the table with the opinion or supporting quotation from the text.

The character thinks

Character Quotation from the text
that Orbit is …

i) Except he wasn’t just any old

Helena
bird

ii)
Mr Westcott just an ordinary bird

iii)
Miss Westcott funny and entertaining

Helena’s iv)
an embarrassment / a threat
father

[4]

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(b) The writer wants us to like Miss Westcott. Give two ways the writer shows that
she is a nice character.
•

[2]

(c) What literary technique is close-clipped an example of?

[1]

4 Look at lines 30–38.

The writer uses different words and phrases to describe the sounds that Helena
can hear from the street. Give two examples.
•

[2]

5 Look at the whole text up to line 38 again. This story is set many years ago.
Give two pieces of evidence from the text that show us it is set in the past.

Piece of evidence 1:

Piece of evidence 2:
[2]

6 Look at lines 39–47.

How does the writer connect the narrative of the past with the present? Give two
ways.

Way 1:

Way 2:

[2]

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7 Look at the whole text again. Explain why you think it would be good to have a
friend like Helena. Give two reasons and one piece of evidence from the text to
support each reason.

Reason 1:

Evidence 1:

Reason 2:

Evidence 2:
[4]

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Section B: Writing

Spend 30 minutes on this section.

8 The text in Section A features a girl and her bird. Write a story about a character
who has recently got a new pet.

Think about these ideas:

• What is the pet?

• How and why did the character get the pet?
• How does the pet affect the character’s lifestyle?
• Are the character’s relationships with other people affected because of the
pet?

Space for your plan:

Write your story on the next page. [25 marks]

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Cambridge Primary Progression Test

Mark scheme

English

Stage 6

IB E_S6_MS/3RP
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Stage 6 Paper 1 Mark Scheme

Section A: Reading

Question 1

Part Mark Answer Further information

1 She can see light through the hole in Accept any reasonable alternative.
the roof. / It’s getting light outside.
Total 1

Question 2

Part Mark Answer Further information

1 collects water / makes porridge / Any two correct tasks
clears up / washes the food mugs /
scrubs/cleans/washes the floor
Total 1

Question 3

Part Mark Answer Further information

2 Solange helps with the housework.
Sophia tidies the house.
Total 2

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Question 4

Part Mark Answer Further information

2 The summary must contain the Award 2 marks for:
following information: • a summary no more than
• making breakfast 30 words + all the required
• the chores Sophia has to do information.
• how Sophia feels about Solange.
Award 1 mark for either:
e.g. • a summary no more than 30
I make porridge for breakfast. Then words + only two points, or
I need to clean and tidy the house. • a summary between 30 and
Solange always want to help me, but 35 words + all the required
I think she’s noisy. information.

After I make porridge for our

breakfast, I have to do all the
housework. Solange likes helping,
but makes a lot of noise.
Total 2

Question 5

Part Mark Answer Further information

1 It contains mostly facts

Total 1

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Question 6

Part Mark Answer Further information

1 If Text 1 ticked: There is no mark for the first part of
either the question but explanations must
a reference to language as ‘informal’ match the choice made.
or
The words are very descriptive and Accept and answer which refers
fun to read (not just ‘fun to read’). specifically to the language used.
or
The words create a picture in Do not accept phrases like ‘it’s more
my mind and make it easier to interesting’ or ‘it’s exciting’ without
understand. further explanation.
or
any reference to how punctuation
and sentence structure engage the
reader
or
I understand it better because it’s
everyday/normal language.

If text 2 ticked:
either
a reference to language as ‘formal’
or
It is very factual which explains what
happens clearly.
or
It is very serious/straightforward.
or
I understand it better because the
language is clear.
or
There is no slang.
Total 1

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Question 7

Part Mark Answer Further information

2 Johannes Gutenberg: Any three correct facts = 2 marks.
• invented the printing press (in Any two correct facts = 1 mark.
1450)
• was the son of a goldsmith. Accept other suitable facts.

the new printing press:

• used metal letters/blocks
• could print thousands of pages a
day
• meant more books were being
made
• mechanically pressed ink onto the
paper.

before the printing press:

• books were made by hand.
Total 2

Question 8

Part Mark Answer Further information

2 • It is written in the first person/ two correct = 2 marks
mentions ‘my’ and ‘I’. one correct = 1 mark
• It is about the writer’s/girl’s
experience/life.
Total 2

Question 9

Part Mark Answer Further information

1 books became cheaper so more
people could afford to buy them/
more books meant more people
could read and learn.
Total 1

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Question 10
Part Mark Answer Further information
(a) 1 before 1450 it took a long time to
make one book, after 1450 pages
could be printed very quickly and
lots more books were made.
(b) 1 1st paragraph = My Family
2nd paragraph = Where we live
3rd Paragraph = Daily Tasks
Total 2

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Section B: Writing (Non-fiction)

11
PURPOSE AND SENTENCE
TEXT STRUCTURE PUNCTUATION SPELLING
AUDIENCE STRUCTURE
Writing is well shaped
and wholly appropriate
to purpose.

Clear viewpoint with a

clear and consistent
relationship between
writer and reader
is established and
controlled.

6
The text type is Well-crafted paragraphs Use of complex
used consistently, contribute to control sentences is controlled
e.g. features of an of text, e.g. clear including the position
autobiography are clear logical links between of clauses to focus
and appropriate to paragraphs. attention.
purpose.
Range of connectives
Relevant ideas and may be developed,
content are chosen to e.g. ’although’,
interest the reader, e.g. ‘meanwhile’.
details developed.

5 5 5
The text type is largely Paragraphs are used Complex sentences are
sustained; e.g. features to help structure the used to create, using
of autobiographical text and there may be expanded phrases
writing clear. evidence of appropriate to develop ideas,
links/sub-headings e.g. noun, adverbial,
The writer gives between paragraphs. adjectival and verb
sufficient information for phrases.
a reader to understand
the contents; e.g. some A wider variety of
detail with adverbials connectives is used
and expanded noun appropriately, e.g. if, so,
phrases. because, then.

Sentences are mostly

grammatically correct.

4 4 4
Text type is used to Paragraphs are Some complex
convey writer’s attitude sometimes used to sentences are used to
to the chosen subject, sequence ideas. extend meaning but not
e.g. knowledge and always successfully.
enthusiasm for subject Balance of coverage of
matter. ideas is appropriate. Use of past and present
tense is generally
Some awareness of consistent.
audience is shown.

3 3 3
General features of Some attempt is Some variation in Sentences re Correct spelling of
text type are evident, made to sequence sentence openings is demarcated accurately common words with
e.g. some appropriate ideas logically, e.g. evident, e.g. not always throughout the text. more than one syllable
features of an content clear for an starting with a noun/ is evident, including
autobiography: 1st autobiography. pronoun or other word. Commas are used in compound words.
person, generally past lists and to mark clause
tense. Each section has an Compound sentences divisions
opening statement. are used but
Reader is given basic connectives are simple,
information; e.g. relevant e.g. ‘and’ ‘but’ ‘so’
statements.

2 2 2 2 2
Some elements of Ideas are grouped Simple sentences are Straightforward Correct spelling of high
the text type can be together although generally grammatically sentences are usually frequency words is
seen, e.g. it is an paragraphs may not be correct. demarcated accurately, shown.
autobiography. shown. e.g. full stops, capital
‘and’ may be used to letters, question and
connect. exclamation marks.

1 1 1 1 1

Award 0 where performance fails to meet the lowest description.

Section C: Grammar, punctuation and vocabulary

Question 12
Part Mark Answer Further information
2 adjective amazing 4 correct = 2 marks
adverb quickly 2/3 correct = 1 mark
preposition on 0/1 correct = 0 marks
pronoun it
If any extra words written alongside
a correct word = 0 marks
Total 2

Question 13
Part Mark Answer Further information
(a) 1 The girls’ clothes and food get wet No other words should be
because rain comes through the underlined.
roof.
(b) 1 Solange, who is only three years old, both commas correctly placed = 1
has to help tidy up. mark
if any extra commas or marks = 0
marks
(c) 1 Award 1 mark for an answer that If the sentence is well structured and
successfully combines the three makes sense, the mark should be
sentences. awarded even if the punctuation is
not correct.
e.g. Books were handwritten,
therefore one book took and long
time to make, however, Gutenberg’s
invention changed all that.

Because books were handwritten,

one book took a long time to make,
but Gutenberg’s invention changed
all that.
Total 3

Question 14
Part Mark Answer Further information
(a) 1 The printing press, or Gutenberg All of the information from the
press, was invented by Johannes in original sentence must be given.
1450.
(b) 1 Rain may / could / might come
through the roof.
Total 2

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Question 15

Part Mark Answer Further information

1 Not only does the printing press
makes make books in a more
economical way but also more quick
quickly.

Total 1

Question 16

Part Mark Answer Further information

2 Sometimes Solange is noisy, but Award 2 marks for three correct
she does try to be helpful, although connectives.
she can be naughty. 1 mark for one or two correct
connectives.
Total 2

Question 17

Part Mark Answer Further information

1 Sophia’s clothes and bags of food Both correctly placed apostrophes =
would’ve got wet if it had rained. 1 mark
If extra apostrophes or other marks
are placed = 0 mark
Total 1

Question 18

Part Mark Answer Further information

2 “I wonder,” said Arjun, “how books Award 2 marks for the correct
are made.” punctuation.
or
Award 1 mark for correct commas
and question mark.
or
Award 1 mark for inverted commas
in correct place and question mark.
Total 2

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Question 19

Part Mark Answer Further information

2 construct: make, build, create, Award 1 mark each for appropriate
assemble, develop words / phrases to replace,
construct and robust, which retain
robust: strong, sturdy, tough, solid, the sense of the sentence.
built to last, well-built
Total 2

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Stage 6 Paper 2 Mark Scheme

Section A: Reading

Question 1
Part Mark Answer Further information
2 Anne was alone on the platform. Each correct tick = 1 mark
Anne liked being outside. If more than two boxed are ticked =
0 marks.
Total 2

Question 2
Part Mark Answer Further information
1 Mrs Spence
Total 1

Question 3
Part Mark Answer Further information
1 gravely
Total 1

Question 4
Part Mark Answer Further information
1 To ask him when the five-thirty
train was due/had come along/
been. / Because he was looking for
someone / a child.
Total 1

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Question 5

Part Mark Answer Further information

1 No There is no mark for the first part of
the question.
He was expecting a boy and is
confused. Accept any reason that notes that he
is uncomfortable in some way about
He is uncomfortable / shy. the situation.

He doesn’t want to look at her.

He ‘groaned’ as he turned to talk to

her.
Total 1

Question 6

Part Mark Answer Further information

1 Yes Do not accept answers which
lack details such as ‘it makes it
To help build tension in the situation / interesting/exciting’.
makes you take sides with one of
the characters / feel more emotion
for the two characters.
Total 1

Question 7

Part Mark Answer Further information

(a) 1 Yes – because she is happy and There is no mark for the first part
lively/not sad/ Yes – she has been of the question but answers must
brought there by Mrs Spence who agree with either the choice of ‘yes’
made sure someone looked after or’ no’.
her.
Do not give credit for answers that
or are not supported by evidence in the
No – her clothes do not fit her and text or answers that say both ‘yes’
are worn out/ she is thin faced. and ‘no’.
(b) 1 He thinks Anne talks a lot / is 1 mark for any answer that suggests
talkative / is confident. / She has Anne is very talkative or confident.
probably been talking to him a lot.
Total 2

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Question 8

Part Mark Answer Further information

1 Outside is more interesting. / She 1 mark for any plausible answer that
may have had a long train journey / can be referenced from the text.
likes to imagine things and is
happier outside.
Total 1

Question 9

Part Mark Answer Further information

1 Explanations must indicate that Award 1 mark for an explanation and
Anne does not find it hard to meet a further mark for appropriate words
new people: e.g. and phrases.
- Anne is almost desperate for
Matthew to notice her. Explanation must indicate that Anne
- She seems to have been chatting does not find it hard to meet new
a lot to the station-master. people. Quotations must match
- She is confident enough to speak each other.
first when Matthew finally comes
over to her.

1 Quotation
Words and phrases should show
how keen she is to catch Matthew’s
attention or how she readily speaks
to people.
- tense expression of expectation
- I dare say she’ll be able to
explain/she’s got a tongue of her
own
- (Matthew) was spared the ordeal
of having to speak first
Total 2

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Question 10

Part Mark Answer Further information

1 Yes – because he seems quiet and There is no mark for the first part
shy and it must be hard for him to of the question but answers must
sort this out. agree with either the choice of ‘yes’
or’ no’.
Yes – because he was expecting a
boy and does not seem comfortable Do not give credit for answers that
with having to meet a girl. are not supported by evidence in the
text or answers that say both ‘yes’
Yes – because he doesn’t seem to and ‘no’.
know what to do
Award 1 mark for an explanation and
Yes – because there’s been a a further mark for appropriate words
mistake and phrases.

No – because he seems distant and Accept other suitable reasons but it

rude is important that explanations and
quotations ‘match’ each other.
No – because he ignores/doesn’t
want to acknowledge Anne

1 Words and phrases

Shy, uneasy Matthew Cuthbert/

groaned as he turned and shuffled
gently down the platform towards
her.

He was feeling very

uncomfortable/’I’m not expecting a
girl,’ said Matthew blankly.

‘I don’t understand,’ said Matthew

helplessly.

Barely noting it was a girl/ sidled

past her as quickly as possible
without looking at her.

Matthew was not looking at her.

Total 2

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Question 11
Part Mark Answer Further information
(a) 1 (She had been) watching him ever
since he had passed her.
(b) 1 Full of spirit and vivacity
(c) 1 shy / uneasy / ordeal
Total 3

Question 12
Part Mark Answer Further information
1 The Meeting / At the Station / Award a mark for any suitable title
Matthew’s Surprise / Where’s the that matches the content of the
Boy? / Matthew meets Anne. extract.
Total 1

Question 13
Part Mark Answer Further information
(a) 1 None of the characters There is no mark for the first part of
the question.
(b) 1 The passage is written or described Award a mark for any answer that
in the third person/being told by an refers to the reader being given an
all-seeing narrator. insight into Anne unusually lively/
strong character, despite looking like
a typical child.
Total 2

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Section B: Writing (Fiction)

TEXT SENTENCE
CONTENT AUDIENCE PUNCTUATION VOCABULARY SPELLING
STRUCTURE STRUCTURE
Imaginative Paragraphs Some complex
detail is are used to sentences
usually structure the show control
developed narrative. including the
using a variety position of
of techniques Dialogue the clauses
including is laid out to focus
imagery. correctly, with attention.
a new line for
During the each speaker.
course of
the story, the
development
of the
characters is
shown through
actions and
reaction.

5 5 5
The A clear, Paragraphs Some complex Punctuation is Spelling
characters are consistent are used to sentences are generally used is mostly
well described relationship help structure used to create accurately, accurate,
with actions between the narrative. effect using including speech including
linked to key writer and expanded punctuation. words with
events. reader is There may be phrases and complex
established appropriate clauses to Clauses regular
Suspense, or and links between develop ideas, are marked patterns.
excitement, controlled. paragraphs. e.g. noun, accurately by Allow
where used, is adverbial, commas. plausible
well built. adjectival and attempts
verb phrases. at tricky
polysyllables,
A wider variety e.g. realised,
of connectives interesting,
is used wonderful,
appropriately, position,
e.g. ‘if’, ‘when’, immediately.
‘because’.

4 4 4 4 4 4
Story is The reader Paragraphs Some complex Commas are Vocabulary is Correct
well-crafted is engaged are sometimes sentences are always used used effectively spelling of
and focuses by the used to used to extend in lists and to create a polysyllabic
on either inclusion of sequence meaning but sometimes to strong image, words that
character or appropriate ideas. not always mark clauses. e.g. use of conform to
action. detail. successfully. simile or a regular
Ideas are Speech marks, metaphor. pattern is
The story is organised Use of past if used, are shown, e.g.
concluded simply with a and present placed accurately making,
successfully fitting opening tense is around words probably,
and without and closing generally spoken, although clapped,
rushing. that are mostly consistent. other speech possible,
logical. punctuation may possibly.
Narrative not be accurate.
viewpoint is
established
comfortably
within the
given genre
(or ‘chosen’ if
not given),
e.g. (not given
so needs to be
an identifiable
genre).

3 3 3 3 3 3 3

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The story is Some Some attempt Some All sentences are Some evidence Correct
well placed attempt is is made to variation in nearly always of vocabulary spelling of
in its setting; made to sequence sentence demarcated choices common
e.g. within and engage the ideas logically, openings, e.g. accurately are used words with
around the reader. e.g. content not always with full stops, accurately. more than
Bright River clear. starting with capital letters, one syllable,
station. The writer the same question marks including
One event is gives Opening and noun, pronoun and exclamation compound
described. sufficient closings are or other word. marks. words, is
information sometimes evident.
for a evident. Connectives Speech marks, if
reader to are simple, used, may not be
understand e.g. ‘and’, accurate.
the contents/ ‘but’, ‘so’.
events
described.

2 2 2 2 2 2 2
The story has The reader Story ideas Simple Straight forward Simple Correct
a simple plot is given are evident. sentences sentences are generally spelling
(in context of basic are generally demarcated appropriate of high
given prompt). information grammatically accurately, vocabulary is frequency
that is correct. e.g. full stops, used – limited words is
relevant to capital letters, in range but shown.
the narrative. ‘and’ may questions marks relevant.
be used and exclamation
to connect marks.
clauses.

1 1 1 1 1 1 1

Award 0 where performance fails to meet the lowest description.

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Cambridge Primary Progression Test

English mark scheme
Stage 6

130
Ms. Sara Ghareeb Cambridge Primary – Mark Scheme
PROGRESSION TEST

The Cambridge Primary 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.
6Rx2.

Stage 6 Paper 1 – Mark Scheme

Section A: Reading (Non-fiction)

Question Answer Marks

1 How is the firefly different from the other members of its family? 1

Award 1 mark for answers that identify only that:

• it has wings.

Rx [6Rx2]

Question Answer Marks

2 How does a firefly control its light? 1

Award 1 mark for:

• (by controlling its) breathing.

Rx [6Rx2]

Question Answer Marks

3 What effect does the writer create by using a short sentence in line 10? 1

Award 1 mark for answers that identify one of the following effects relating
directly to the fireflies text:

• it introduces a surprising/shocking fact

• it emphasises the idea of the danger.

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]

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Question Answer Marks

4 Explain in your own words how some female fireflies trick the males of 2
other species.

Award 1 mark for each of the following up to a maximum of 2 marks:

• 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]

Question Answer Marks

5 Complete the stages of a firefly’s life cycle in order. The first stage has 1
been done for you.

Award 1 mark for identifying the three correct stages after ‘eggs’:

[eggs]
larvae
pupae
adult (firefly).

Award no marks for only one or two correct stages.

Do not accept the wrong order.

Rx [6Rx2]

Question Answer Marks

6 ‘They are found in a variety of habitats.’ 1

What verb form is used in this sentence?

Award 1 mark for:

• (present (simple)) passive (voice / verb form).

Rw [6Rw11]

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Question Answer Marks

7 Explain why a colon (:) has been used in the fourth paragraph. 1

Award 1 mark for answers that identify one of the following purposes relating
directly to the fireflies text:

• it comes before a list (of different types of habitat)

• the second part gives examples relating to the first part.

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]

Question Answer Marks

8 Complete the fact file below using the information in the text. 3

Three features of a firefly’s Award 1 mark for any three of:

body • flat bodies
• large eyes
• short antennae
• wings
• (can) glow.
Two weather conditions Award 1 mark for both of the following:
popular with fireflies • warm
• humid.
Three colours of a firefly’s Award 1 mark for all three of the following:
glow • green
• orange
• yellow.

Accept answers written in sentences if the required information is given for

each section.

Rx [6Rx2]

Question Answer Marks

9 These subheadings belong to the text. Number the subheadings to 2
match the order of the paragraphs.

Award 1 mark for two correct answers or 2 marks for four correct answers:

The whole life cycle [3]

Patterns of light [2]
Flies, beetles or worms? [1]
Where’s home? [4]

Rw [6Rw8]

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Question Answer Marks

10 Subheadings are a feature of reports. 2

Name two other features of reports as shown in Text A.

Award 1 mark for any of the following up to a maximum of 2 marks:

• 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]

Question Answer Marks

11 Find one quotation that shows the writer thinks fireflies are fascinating. 1

Award 1 mark for one of the following:

• ‘Amazingly (even the eggs can glow!)’

• ‘It is difficult to believe (but firefly larvae then live underground for almost
two years.)’
• ‘The magic of fireflies’ [the title of the text].

Rw [6Rw1]

Question Answer Marks

12 Why has the writer used the modal verb ‘should’ in line 1? 1

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]

Question Answer Marks

13 In line 5, why do you think ‘DO NOT’ is written in capital letters? 1

Award 1 mark for an answer that identifies one of the following:

• to emphasise the importance of the instruction

• because the instruction is essential
• because the firefly will die if you ignore the instruction.

Ri [6Ri1]

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Question Answer Marks

14 Write a sentence saying what will happen if holes are punched in the lid 1
of the jar. Start your sentence with the word ‘If’.

Award 1 mark for one of the following:

• 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]

Question Answer Marks

15 What helps to keep the air in the jar damp? 1

Tick ( ) one box.

Award 1 mark for correctly identifying:

• the piece of apple.

Do not accept answers where more than one option has been ticked.

Rx [6Rx2]

Question Answer Marks

16 How can you add new air to the jar? 1

Award 1 mark for:

• (unscrew the jar lid and) blow across the top (of the jar).

Rx [6Rx2]

Question Answer Marks

17 Why does the writer use short sentences in lines 11 and 12? 1

Award 1 mark for one of the following:

• to make the sentences clear / easy to read/understand

• to separate the instruction from the explanation.

Rw [6Rw4]

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Question Answer Marks

18 Explain in your own words why it is not fair to keep a firefly in a jar for 1
more than two or three days.

Award 1 mark for one of the following:

• fireflies only live for a short time

• the firefly would spend most of its life in the jar
• the firefly would not be able to spend most of its life flying around
naturally.

Do not accept answers that only state that the firefly might die.

Ri [6Ri2]

Question Answer Marks

19 How is the main purpose of Text B different from the main purpose of 2
Text A?

Award 2 marks for answers that include both of the following:

• 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]

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Section B: Writing (Non-fiction)

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

20 The second text explains how to care for a firefly.

Write about how to care for a different animal.

Remember to:

20 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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Section B: Writing grid

Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response is wholly relevant with content
developed and a wide vocabulary well chosen
for the purpose / text type.

Features of the text type are clearly established.

A clear viewpoint with a consistent, engaging

style throughout.
7–8
A relevant response that has ideas and content
with some detail developed with deliberate
choices of vocabulary for the purpose / text type.

The main features of the text type are evident

A straightforward viewpoint, with a generally

appropriate and consistent style, which mostly
sustains the reader’s interest.
5–6
A relevant response with attempts to develop
basic information using a simple vocabulary
relevant to the purpose / text type. Spelling is generally correct throughout. (There
may be occasional phonetically plausible
General aspects of the text type are evident. attempts at complex words.)

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

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Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
A clear structure with well-organised writing in The use of complex sentences provides clarity
paragraphs. and emphasis, e.g. by positioning of clauses,
using a wide range of connectives (although,
Chronological or logical links help the meanwhile), varying word order or detailed
development of ideas. expansion of phrases.

Cohesion within paragraphs is achieved using Grammar is almost always accurate throughout
devices such as connectives. the text.

Punctuation is used accurately to demarcate

sentences and for speech – errors may occur
where structures are ambitious.

Commas are always used in lists and usually to

mark clauses.
6–7 6–7
Paragraphs are used to help structure the text Some complex sentences are used to create
where the main idea is usually supported by effect, such as using expanded phrases to
following sentences. develop ideas (e.g. noun, adverbial, adjectival
and verb phrases), or a range of connectives
A logical sequence with attempts to link ideas (e.g. if, so, because, then).
evident, but not consistent.
Grammar in complex sentences is generally
Some use of organisational devices such as correct in terms of tense and verb form.
sub-headings, etc.
End of sentence punctuation is nearly always
accurate throughout the text. Capitalisation is
always correct.

Speech marks may be used around words

spoken but other speech punctuation may not
be accurate.

Commas are always used in lists and

occasionally to mark clauses.
4–5 4–5
Paragraphs/sections are evident with related A mix of simple and compound sentences.
points grouped together.
Compound sentences use simple connectives to
Some attempt to sequence ideas logically. join clauses, e.g. and, but.

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.

Demarcation of straightforward sentences is

usually correct. Commas are often used in lists.
2–3 2–3

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Some basic sequencing of writing which is Mainly simple sentences.

grouped by content.
Some variation in sentence openings.

Generally correct grammar.

Simple sentences are usually demarcated

accurately, i.e. capital letters and full stops.
1 1
No creditable response. No creditable response.
0 0

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Stage 6 Paper 2 – Mark Scheme

Section A: Reading (Fiction)

Question Answer Marks

1 Describe in your own words how Sophie’s father holds her hand. 1

Award 1 mark for answers that reflect the idea of ‘clasping it tight’, e.g.:

• he holds her hand firmly

• he grips her hand.

Do not accept answers that quote the words ‘clasps’ or ‘tight’.

Rx [6Rx2]

Question Answer Marks

2 Give a quotation from lines 2–9 that shows where Sophie and her father 1
are when they see the cloaked figure.

Award 1 mark for one of the following:

• ‘(At) the edge of the trees (they stopped).’

• ‘the frozen silver forest’.

Do not accept longer quotations.

Rx [6Rx2]

Question Answer Marks

3(a) ‘... the snow fell like a heavy lace curtain.’ (line 8) 1

What is this an example of?

Tick ( ) one box.

Award 1 mark for correctly identifying:

• simile.

Do not accept answers where more than one option is ticked.

Rw [6Rw2]

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Question Answer Marks

3(b) Explain in your own words two things that ‘fell like a heavy lace curtain’ 2
tells you about the snow.

Award 1 mark each for answers that identify the following:

• there is a lot of snow

• the snow is still delicate/beautiful/see-through (like lace).

Possible 2-mark answers include:

• It is snowing hard. The snow is like a delicate lace curtain in front of

them.
• The snow is falling fast. It is like looking through a lace curtain.

Rw [6Rw2]

Question Answer Marks

4 Look at lines 10–14. 2

Explain in your own words two ways the writer makes the young woman
seem mysterious.

Award 1 mark for any of the following, up to a maximum of 2 marks:

• 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]

Question Answer Marks

5 Why was Sophie unable to find out anything about the young woman? 2

Give two reasons.

Award 1 mark for each of the following:

• She couldn’t hear her father / her father’s answer.

• Her father was telling her a story and wouldn’t stop / ‘He wouldn’t stop
telling her the story.’

Rx [6Rx2]

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Question Answer Marks

6 Look at lines 19–20. 3

Give three ways the writer makes the father’s story sound scary.

Award 1 mark each for any of the following, up to a maximum of 3 marks:

• including Sophie’s feelings of fear (using dashes)

• use of an ellipsis (…) / the last sentence has not been finished / the story
ends on a dramatic revelation/cliffhanger
• introduction of the wolf / a threat
• use of italics for ‘a wolf’
• choice of vocabulary, e.g. ‘lost’, ‘tighten with fear’.

Rw [6Rw3]

Question Answer Marks

7 ‘Hold my hand, Sophie.’ (line 1) 1
‘She felt her father’s hand slip out of hers.’ (line 21)

Why are these two lines important in the story?

Award 1 mark for an answer that identifies one of the following:

• they mark the beginning and end of the dream

• Sophie feels safe when holding her father’s hand
• Sophie needs to be holding her father’s hand to be with him / in the
dream.

Rv [6Rv8]

Question Answer Marks

8 ‘And the sadness and the fear got mixed up with the snowflakes and 1
covered everything.’ (lines 23–24)

Explain in your own words what Sophie is feeling at this point in the
story.

Award 1 mark for an answer that identifies Sophie as being overwhelmed or

confused, e.g.:

• Sophie is overwhelmed by her feelings.

• Sophie is confused.
• Everything is unclear to Sophie.

Do not accept she was unhappy and/or afraid.

Ri [6Ri2]

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Question Answer Marks

9 ‘She pressed her face into the pillow, trying to climb back into the 1
forest.’ (line 27)

What does this sentence tell you about Sophie?

Tick ( ) one box.

Award 1 mark for correctly identifying:

• She is awake and wants to return to her dream.

Do not accept answers where more than one option has been ticked.

Ri [6Ri2]

Question Answer Marks

10 Give one way the writer shows how real the dream seemed to Sophie. 1

Award 1 mark for an answer that:

• 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]

Question Answer Marks

11 Give two things that Sophie doesn’t like about how her room looks. 2

Award 1 mark for any of the following, up to a maximum of 2 marks:

• the furniture / wardrobes / bedside cabinets / desks / chairs

• it’s cramped/small
• it’s ugly
• it’s plain/colourless/mean.

Rx [6Rx2]

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Question Answer Marks

12 Look at line 45. 1

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.:

• It’s boring / not exciting.

• It’s not like her dream.
• It’s not as exciting as her dream.

Ri [6Ri2]

Question Answer Marks

13 In lines 38–45, how does the writer make it clear that these are Sophie’s 2
thoughts?

Give two ways.

Award 1 mark for any of the following, up to a maximum of 2 marks:

• It is as though Sophie is talking in her head.

• The ideas are incomplete / not in full sentences.
• There are unanswered/rhetorical questions / Sophie is asking herself
questions.
• There are ellipses (…) / pauses while Sophie is thinking.
• There is a list of thoughts.
• There is repetition (of the word ‘three’).

Rv [6Rv7]

Question Answer Marks

14 How do you know that Sophie hasn’t seen her father for a long time? 1

Award 1 mark for identifying:

• 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]

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Question Answer Marks

15 Explain in your own words two things you learn about Sophie’s 2
character from the text.

Award 1 mark for answers that identify any of the following, up to a maximum
of 2 marks:

• She is adventurous / likes excitement.

• She likes to escape to her dream world.
• She likes beauty.
• She is imaginative/curious.
• She is positive/understanding towards others.

Do not accept quotations.

Ri [6Ri1]

Question Answer Marks

16 This text starts with a dream and is the opening to a longer story. 1

Do you think it is a good opening to the story? Explain your answer.

Award 1 mark for any answer that says yes/no and gives a justification
relating to this story, e.g.:

• Yes because the dream turns into a real-life story.

• Yes because it does not reveal straight away that it is a dream.
• Yes because the dream makes the reader want to find out if the
characters are real or not.

• No because dreams are not like real life.

• No because it does not explain the real events that are happening to the
main character.

Do not accept answers that refer only to the reader’s interest.

Rv [6Rv8]

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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.

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.

Ideas to help you:

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.

17 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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Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The content is relevant and developed with
imaginative detail using a variety of techniques,
e.g. imagery and figurative language.

Features of the genre, if required, are clearly

established.

Uses adventurous and precise vocabulary.

Characterisation is shown through actions and

reactions during the story.

A clear, consistent relationship between writer

and reader is established and controlled.

Narrative viewpoint is clear, with the style

established to engage the reader’s interest
throughout.
7–8
Relevant content with some detail developed
using deliberate choices of vocabulary for the
task.

The main features of the genre are evident.

Characters are well described with actions

linked to key events.

A clear relationship between the writer and the

reader is established in parts of the story, which
engages the reader.

Straightforward viewpoint, with a generally

appropriate and consistent style.
5–6
Content is straightforward with an appropriate
balance, e.g. speech, action and description.

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.

Some attempt is made to engage the reader.

3–4 3

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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.

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

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PROGRESSION TEST

Text structure and organisation (Wt) Sentence structure (Wp)

7 marks 7 marks
Clear structure with well-organised ideas within Use of complex sentences to provide clarity
paragraphs. and emphasis, e.g. by positioning of clauses,
using a wide range of connectives (although,
Paragraphs are used to structure the narrative meanwhile), varying word order or detailed
e.g. there is an appropriate build up and expansion of phrases.
resolution of the main event.
Grammar is almost always accurate throughout
Chronological or logical links help the the text.
development of ideas.
Punctuation is used accurately to demarcate
Cohesion within paragraphs is achieved using sentences and for speech – errors may occur
devices such as connectives. where structures are ambitious.

Commas are always used in lists and usually to

mark clauses
6–7 6–7
Paragraphs are used to help structure the Some complex sentences are used to create
narrative, e.g. signal a change in time, place effect, such as using expanded phrases to
and/or focus on a different character, where develop ideas (e.g. noun, adverbial, adjectival
the main idea is usually supported by following and verb phrases), or a range of connectives
sentences. (e.g. if, so, because, then).

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.

Speech marks may be used around words

spoken but other speech punctuation may not
be accurate.

Commas are always used in lists and

occasionally to mark clauses.
4–5 4–5
Paragraphs/sections are evident with related A mix of simple and compound sentences.
points together or linked by time sequence.
Compound sentences use simple connectives to
Some attempt is made to sequence relevant join clauses, e.g. and, but.
ideas logically.
Generally correct grammar, i.e. subject and
Some opening and closing of narrative may be verb generally agree. Past and present tense of
evident. verbs are generally consistent.

Movement between paragraphs or sections may Demarcation of straightforward sentences is

be disjointed. usually correct. Commas are often used in lists.
2–3 2–3

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PROGRESSION TEST

Some basic sequencing with story ideas is Mainly simple sentences.

evident.
Some variation in sentence openings.

Generally correct grammar.

Simple sentences are usually demarcated

accurately, i.e. capital letters and full stops.
1 1
No creditable response. No creditable response.
0 0

151
Ms. Sara Ghareeb

Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 1
Mark Scheme
Stage 6

152
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S6/01 English Stage 6 Paper 1 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

1 Which literary technique is used in the first paragraph (lines 1–4)? 1

Tick () one box.

Award 1 mark for the following:

• a metaphor

Question Answer Marks

Look at the second paragraph (lines 5–8).

2(a) Give one word that means ‘allows’. 1

Award 1 mark for the following:

• permits

Rv
2(b) Give one thing that metabolism does for the human body. 1

Award 1 mark for one of the following:

• produces energy
• maintains body temperature
• helps make new cells
• permits humans to run and jump

Question Answer Marks

3 Look at this phrase: … any waste matter is expelled from the body. (Line 1
8)

is expelled is an example of a passive verb form.

Give one more example of a passive verb form from the third paragraph
(lines 9–18).

Award 1 mark for one of the following:

• (can) be divided
• are found

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Question Answer Marks

4 Which food category provides the most energy? 1

Award 1 mark for the following:

• fat

Question Answer Marks

5 In the third paragraph, brackets () are used. 1

Why are they used? Tick () one box.

Award 1 mark for the following:

• to give a definition

Question Answer Marks

6 Why do you think it is important for athletes to eat foods like nuts and 2
fish? Give two reasons using information from the text.

Award 1 mark for each of the following explanations up to a maximum of 2

marks:

• Nuts / fish are (included in the group of) ‘good’ or unsaturated fats which are
better for the body (than saturated fats).
• Nuts / fish give (the sports person) a lot of energy to be able to do the sport.
• Nuts / fish help the sports person to stay healthy (because they are good for
the immune system (which helps fight against disease).
• Nuts / fish help keep the sports person fit/mobile by keeping their joints in
working order.

Question Answer Marks

7 Why would an athlete eat a sugary snack just before competing in a race? 1

Award 1 mark for the following:

• a sugary snack / sugar provides instant energy

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Question Answer Marks

8 Look at the fifth paragraph (lines 24–26). 1

Why are inverted commas ( ‘ ’ ) used?

Award 1 mark for one the following explanations:

• They are not real / really building bricks.

• They are hypothetical bricks.

Question Answer Marks

9(a) The writer uses bold for some words in the first three paragraphs. These 1
words are the main topics of the paragraphs.
Give one other technique writers use to show the main topic of a
paragraph.

Award 1 mark for:

• subheadings
• topic sentences

Rs
9(b) Give one word from the fourth paragraph and one word from the fifth 2
paragraph which should be in bold to tell us the topics of those
paragraphs.

• carbohydrate(s)
• protein(s)

Question Answer Marks

10 How has the writer tried to be funny in the heading? 1

Award 1 mark for the following:

• The writer has spelt ‘meet’ as ‘meat’, which is the topic of the text.
• The writer has used a pun / a play on words.
• The writer has omitted a dash.

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Question Answer Marks

11 Why is there research to find a replacement for meat? 1

Award 1 mark for one of the following:

• meat is (becoming very) expensive

• meat is a luxury
• meat is (becoming) scarce

Question Answer Marks

12 How do you think the writer feels about eating test-tube burgers? Give a 2
quotation from the text to support your answer.

Award 1 mark for the following:

• an answer that conveys the idea that the writer would not enjoy eating the
test-tube burgers / does not think they will taste nice

Award 1 mark for one of the following explanations:

• He writes they ‘taste almost like meat’ which doesn’t make them sound very
appetizing / nice to eat.
• ‘not as juicy’ sounds negative.
• He is sarcastic. / ‘Mmm, crunchy burgers… yummy!’
• He uses exclamation marks to emphasise. / ‘surprisingly… crunchy’
• He uses an ellipse to emphasise. / ‘surprisingly… crunchy’

Question Answer Marks

13 Give one reason why insects would be a good source of food for humans. 1

Award 1 mark for one of the following:

• They provide as much nutritional value as meat.

• They are a great source of protein.
• There are so many edible species. / Insects are not scarce.

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Question Answer Marks

14 What does a staple mean in the way it is used in line 8? Tick () one box. 1

Award 1 mark for the following:

• a main part

Question Answer Marks

15 What does the real thing (line 13) refer to? 1

Award 1 mark for the following:

• meat / burgers / sausages

Question Answer Marks

16(a) Look at this phrase: this makes people think the food tastes fresher (lines 1
19–20).
This is not the writer’s opinion. Give one word that tells us this.

Award 1 mark for the following:

• supposedly

Ri
16(b) From the second paragraph, give another example of an opinion that is 1
not the writer’s.

Award 1 mark for the following:

• (insects) (according to researchers,) are a great source of protein.

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Question Answer Marks

17 Give three typical features used in Text B of an informal text. 3

Award 1 mark for each of the following up to a maximum of 3 marks:

• questions
• exclamation marks
• personal tone / speaking directly to reader
• use of first/second person / use of I and you
• giving opinions
• powerful adjectives
• sarcasm / humour

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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.

Remember to:

• inform your reader

• explain any technical words or words that might be unfamiliar to the reader
• present your information in a logical order
• make yourself clear.

18 Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2020

Content, purpose and audience Text structure and organisation

[8 marks] [7 marks]
Material is wholly relevant with content Clear structure with well–organised material
developed and a wide range of vocabulary within paragraphs.
well chosen for the purpose / text type,
i.e. powerful verbs, technical vocabulary. Chronological or logical links between
paragraphs help the development of ideas,
Features of the text type are clearly i.e. paragraph breaks mirror the chosen
established, i.e. certain subjective order of points.
commentary on the different issues
affecting a healthy lifestyle; statements Cohesion within and between paragraphs is
based on facts. achieved using devices such as connectives,
i.e. connectives used to support content,
Clear viewpoint with a consistent, engaging e.g. furthermore, moreover.
style throughout, i.e. detail sustains interest [6–7]
with writer’s style emphasizing particular
points.
[7–8]
Relevant material has ideas and content with Paragraphs are used to help structure the
some detail developed with deliberate text where the main idea is usually supported
choices of vocabulary for the purpose / text by following sentences, e.g. paragraphs
type, i.e. clear detail using technical may signal a change in subject / issue.
language.
Logical sequence with attempts to link ideas
Main features of the text type are evident, is evident but not consistent, e.g. logical
i.e. impersonal language using 3rd person relationship between features (well-
e.g. rhetorical questions to challenge ordered).
attitude to healthy lifestyle.
Some use of organisational devices,
Straightforward viewpoint, with a generally e.g. sub-headings, bullet points etc. used
appropriate and consistent style, which as part of structuring.
mostly sustains reader interest, e.g. good [4–5]
attempts to describe lifestyle choices
beyond simple statements.
[5–6]
Relevant material with attempts to develop Paragraphs / sections are evident with
basic information using a simple vocabulary related points grouped together or linked by
relevant to the purpose / text type, i.e. time sequence.
setting out some (at least two) of the
things that support a healthy lifestyle (or Some attempt to sequence relevant ideas
do not) with reasons. logically, e.g. introduction / closing
statement may be evident. Range of
General aspects of text type are evident, features.
i.e. past tense (apart from circumstances
that are ongoing); generally 3rd person. Movement between paragraphs or sections,
may be disjointed.
The writer’s attitude to the subject may be [2–3]
conveyed, with some attempt to engage the
reader, i.e. some background to describe
the subject e.g. some use of 2nd person to
engage…have you ever… ?
[3–4]

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2020

Some material included that is relevant to the Some basic sequencing of material grouped
task, i.e. what is it about – healthy lifestyle. by content.
[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
a report / information text.
[1–2]
No creditable response. No creditable response.
[0] [0]

Page 10 of 12
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S6/01 English Stage 6 Paper 1 Mark Scheme From 2020

Sentence structure and punctuation Spelling

[7 marks] [3 marks]
Use of complex sentences to provide clarity
and emphasis, e.g. by positioning of
clauses, using a wide range of
connectives (although, meanwhile),
varying word order or detailed expansion
of phrases.

Grammar is almost always accurate

throughout the text.

Punctuation is used accurately to demarcate

sentences and for speech punctuation –
errors may occur where structures are
ambitious.

Commas are always used in lists and usually

to mark clauses.
[6–7]
Some complex sentences are used to create Spelling is generally correct throughout.
effect, such as using expanded phrases to (There may occasional be phonetically
develop ideas e.g. noun, adverbial, plausible attempts at complex words.)
adjectival, and verb phrases, or a range of
connectives (e.g. if, so, because, then). Correct spelling of most, not all, polysyllabic
words, e.g. appear, information, making,
Grammar in complex sentences is generally possible, probably, wondering, search.
correct in terms of tense and verb form. [3]

End of sentence punctuation is nearly always

accurate throughout the text. Capitalisation is
always correct.

Speech marks may be used around words

spoken but other speech punctuation may
not be accurate.

Commas are always used in lists and

occasionally to mark clauses.
[4–5]

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A mix of simple and compound sentences. Spelling of common words, including

polysyllabic and compound words, is
Compound sentences use simple generally accurate, e.g. friend, another,
connectives to join clauses, e.g. and, but around, because, anything, something.

Generally correct grammar, i.e. subject and Spelling of plurals and some past and
verb generally agree. Past and present present words is generally accurate,
tense of verbs is generally consistent. e.g. boxes, clothes, told, stopped, wanted.
[2]
Demarcation of straightforward sentences is
usually correct. There may be evidence of
comma splicing.

Note: if punctuation is totally lacking and

other descriptors met then give the lower
mark here.
[2–3]
Some simple sentence structures are used Spelling of high frequency words is generally
successfully. correct, e.g. their/there, when, were, what,
some, etc.
Some variation in sentence openings. [1]

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. No creditable response.
[0] [0]

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Cambridge Primary Sample Test

For use with curriculum published in
September 2020

English Paper 2
Mark Scheme
Stage 6

164
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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

Look at lines 1–5.

1(a) Give one word that tells us that the pile of leaves is untidy. 1

Award 1 mark for:

• tumbled

Rv
1(b) Which two literary techniques are used in lines 3–4? Tick () two boxes. 2

Award 1 mark for each of the following:

• alliteration
• simile

Question Answer Marks

2 Where is Christina when she first sees Uncle Russell? 1

Award 1 mark for:

• in the hall

Question Answer Marks

3 Give two phrases from the text that tell you that Uncle Russell has been 2
injured.

Award 1 mark for each of the following:

• a man on crutches
• with a flattened broken nose

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Question Answer Marks

4 Give one quote that tells you that Christina has not met Uncle Russell 1
before.

Award 1 mark for:

• ‘not unlike she had imagined’

Question Answer Marks

5 Why has the writer used a colon ( : ) in line 16? 1

Award 1 mark for:

• to introduce an explanation

Question Answer Marks

6 Give a phrase from the text that shows Christina is slightly afraid of Uncle 1
Russell.

Award 1 mark for:

• fierce eyes

• I shall keep out of his way

Question Answer Marks

7 Explain how Uncle Russell is rude to Christina. Give two ways. 2

Award 1 mark for each of the following, up to a maximum of 2 marks:

• He was disappointed / showed his disappointment that Christina wasn’t

William.
• He didn’t reply to her / ignored her when she greeted him.
• He spoke about her as if she wasn’t there.

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

Question Answer Marks

8 Give one phase from lines 23–28 that shows us that Christina is trying to 1
keep away from other people.

Award 1 mark for:

• shrank back

Question Answer Marks

Look at lines 29–40.

9(a) Give two comparative adjectives. 2

Award 1 mark for each of the following:

• prettier
• bigger

Rg
9(b) Give one example of a passive verb form. 1

Award 1 mark for:

• had (ever) been given

Question Answer Marks

10 Flambards seems like a house that is uncared for. 3

Give three examples from the text to support this idea.

Award 1 mark for each of the following, up to a maximum of 3 marks provided

that ‘yes’ has been ticked:

• (There are piles of rotted leaves outside.)

• The wallpaper in the bedroom was faded.
• The washstand was damaged.
• The quilt on the bed was falling apart.

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

Question Answer Marks

11 How do you think Christina feels about seeing Uncle Russell again? Give 3
two quotations from the text to support your answer.

Award 1 mark for:

• nervous / worried / anxious

Award 1 mark for each of the following:

• ‘She did not fancy going down to Uncle Russell.’

• ‘She took as long as she could about washing and changing.’

Question Answer Marks

12 Number the following events 1–6 as they happen in the text. The first event 4
has been numbered for you.

Award 1 mark for each of the following, up to a maximum of 4 marks:

Give:

1 mark for 1 correct response.

2 marks for 2 correct responses.
3 marks for 3 correct responses.
4 marks if all responses are correct.

Christina sees Flambards for the first time……………….. 2

Christina greets Uncle Russell……………………………... 5
William has an accident……………………………………..1
Uncle Russell tells the servant to look after Christina…… 4
Dr Porter arrives with William’s carriage………………….. 6
A servant comes to greet Christina………………………... 3

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

13 Now write the beginning of a story of your own, in which your character arrives at a new
place for the first time.

Who is your main character?

Where and when is your story set?
What is the new place like?
What happens?

You only need to write the beginning of the story. It can be any genre you like.

Content, purpose and audience. 8

Text structure and organization. 7

Sentence structure and punctuation. 7

Spelling 3

[Total 25]

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Content, purpose and audience Text structure and organisation

[8 marks] [7 marks]
Content is relevant and developed with Clear structure with well–organised material
imaginative detail using a variety of within paragraphs.
techniques, e.g. imagery and figurative
language. Paragraphs are used to structure the
narrative e.g. there is an appropriate build
Features of the genre, if required, are up and resolution of the main event, as a
clearly established. refinement of previous box.

Uses adventurous and precise vocabulary. Chronological or logical links help the
development of ideas.
Characterisation is shown through actions
and reactions during the story. Cohesion within and between paragraphs is
achieved using devices such as connectives.
A clear, consistent relationship between [6–7]
writer and reader is established and
controlled.

Narrative viewpoint is clear with the style

established to engage the reader’s interest
throughout.
[7–8]
Relevant content with some detail Paragraphs are used to help structure the
developed using deliberate choices of narrative, e.g. signal a change in time,
vocabulary for the task. place and/or focus on a different character
or event, where the main idea is usually
Main features of the genre are evident. supported by following sentences.

Characters are well described with actions Logical sequence with attempts to link ideas
linked to key events, i.e. need to address is evident but not consistent attempts to link
what happens. ideas with fitting openings and closings, i.e.
has to be linked to the stimulus.
A clear relationship between writer and [4–5]
reader is established in parts of the story,
which engages the reader.

Straightforward viewpoint, with a generally

appropriate and consistent style.
[5–6]
Content is straightforward with an Paragraphs / sections are evident with related
appropriate balance, e.g. speech, action points grouped together or linked by time
and description. sequence.

Vocabulary is simple, with some choices to Some attempt to sequence relevant ideas
create interest. logically in relation to the stimulus. Also,
introduction / closing statement may be
At least one event is described, i.e. some evident.
detail about the character’s situation /
where is she? What happens? Movement between paragraphs or sections,
may be disjointed.
General features of the genre, if required, [2–3]
are shown.

Some attempt to engage the reader.

[3–4]

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Ideas are mostly relevant to the narrative Some basic sequencing with story ideas
with a simple plot. i.e. involves Maisie in evident.
her new setting. [1]

Vocabulary is simple and relevant.

Note: allow 1st or 3rd person as long as

viewpoint consistent.
[1–2]
No creditable response. No creditable response.
[0] [0]

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

Sentence structure and punctuation Spelling

Grammar is almost always accurate

throughout the text.

Punctuation is used accurately to

demarcate sentences and for speech
punctuation – errors may occur where
structures are ambitious.

Commas are always used in lists and

usually to mark clauses.
[6–7]
Some complex sentences are used to Spelling is generally correct throughout. (There
create effect, such as using expanded may occasional be phonetically plausible
phrases to develop ideas e.g. noun, attempts at complex words.)
adverbial, adjectival, and verb phrases,
or a range of connectives (e.g. if, so, Correct spelling of most, not all, polysyllabic
because, then). words, e.g. appear, information, making,
possible, probably, wondering, search.
Grammar in complex sentences is generally [3]
correct in terms of tense and verb form.

End of sentence punctuation is nearly

always accurate throughout the text.
Capitalisation is always correct.

Speech marks may be used around words

spoken but other speech punctuation may
not be accurate.

Commas are always used in lists and

occasionally to mark clauses.
[4–5]

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2020

A mix of simple and compound sentences. Spelling of common words, including

Compound sentences use simple polysyllabic and compound words, is generally
connectives to join clauses, e.g. and, but. accurate, e.g. friend, another, around,
because, anything, something.
Generally correct grammar, i.e. subject
and verb generally agree. Past and Spelling of plurals and some past and present
present tense of verbs generally words is generally accurate, e.g. boxes,
consistent. clothes, told, stopped, wanted.
[2]
Demarcation of straightforward sentences is
usually correct. There may be evidence of
comma splicing.

Note: if punctuation is totally lacking and

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. No creditable response.
[0] [0]

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English
Stage 6

Paper 1 Non-fiction 2022

Cambridge Primary Progression Test
Mark Scheme

Section A: Reading

Question Answer Marks

1 Name one of the sea creatures that Gerald finds before he finds the 1
seahorse.

Award 1 mark for any of the following:

• squids (the size of a matchbox)

• crabs
• (tiny) fish.

Question Answer Marks

2 Give one phrase which means ‘amazed’. 1

Award 1 mark for:

• (I could) hardly believe my eyes.

Question Answer Marks

3 Why is the seahorse gasping? 1

Award 1 mark for:

• It can’t breathe / it needs water to breathe / it can’t live out of the water.

Question Answer Marks

4 Look at the second paragraph (lines 7–10). 1

What does it replace in the first sentence? Tick () one box.

Award 1 mark for:

• seahorse.

Question Answer Marks

5 Give two verbs from Text A which mean ‘to run quickly’. 2

Award 1 mark for each of the following:

• raced
• dashed.

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Question Answer Marks

6 Look at lines 13–15. 1

Why has a semi-colon ( ; ) been used in this sentence?

Award 1 mark for any of the following:

• to join two related sentences

• to join two main clauses (instead of having one long sentence / two
separate sentences).
• the second part of the sentence (after the semi-colon) adds to / builds on
first part of the sentence (before semi-colon)

Question Answer Marks

7 Why do you think Gerald wonders whether the seahorses were worth all 1
this trouble?

Award 1 mark for an answer that conveys one of the following ideas:

• it was hard work (filling the aquarium) (several times with water)
• he had to run down to the sea (again) three times (to fill the aquarium with
water).

Question Answer Marks

8 Give one phrase that tells us that Gerald’s relatives immediately liked the 1
seahorses.

Award 1 mark for:

• (The seahorses were) an instant success.

Question Answer Marks

9 Do you think Gerald is a kind boy? 1

Give evidence from the text to support your answer.

Award 1 mark for a relevant explanation.

Yes, he is kind to animals / the sea horses because, for example, he rescued
the seahorse from the seaweed / he makes an effort filling the aquarium with
sea water.

OR,

No, he is not kind because, for example, it is unkind / bad for the sea horses /
animals to remove them from their homes / natural habitat.

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Question Answer Marks

10 Look at the last sentence (line 23). 2

How do you think Larry (Gerald’s brother) usually feels about Gerald’s
animals? Explain your answer using evidence from the text.

Award 1 mark for an answer that says how Larry feels, and another 1 mark for
how the reader knows this.

• He doesn’t usually like / he’s not usually interested in Gerald’s animals,

because the writer uses the word even.

OR,

• Larry must like the seahorses because he watches them.

Question Answer Marks

11 The writer uses One morning to mark the start of the events he tells us 3
about. Give three more adverbial phrases of time the writer uses to show
the order of the events.

Award 1 mark for each of the following:

• in a few minutes
• as soon as
• After that.
• Then

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2022

Question Answer Marks

Look at the first and second paragraphs (lines 1–8).

12(a) Why does the writer say that it is sometimes better to look for wildlife in 1
urban areas?

Award 1 mark for:

• There may be more wildlife in towns and cities / because their natural
habitat(s) no longer exist elsewhere (in the area) / (in the surrounding
countryside).
• Accept a quotation from the text: parks, gardens and waste ground provide
a range of habitats that may no longer exist elsewhere in the area.
12(b) Give one superlative adjective. 1

Award 1 mark for one of the following:

• oldest
• untidiest.
12(c) Lakes and rivers are good places to see birds. 1
Give one example from the text of other wildlife you can find in lakes and
rivers.

Award 1 mark for any of the following:

• dragonfly/dragonflies
• frog(s)
• duck(s).

Question Answer Marks

Look at the third paragraph (lines 9–15).

13(a) Give one verb from the text which means ‘rest’ or ‘sleep’. 1

Award 1 mark for:

• roost.
13(b) Look at lines 11–13. 1
Why have commas ( , ) been used in this sentence? Tick () one box.

Award 1 mark for:

• to give an example.
13(c) Give one passive verb form from the third paragraph. 1

Award 1 mark for:

• (will) be colonised.

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Question Answer Marks

Look at the last paragraph (lines 16–18).

14(a) Give one phrase which means ‘to watch carefully for something’. 1

Award 1 mark for:

• (to) keep your eyes open.

14(b) In the last sentence, how does the writer emphasise the excitement of 2
seeing wildlife?

Award 1 mark for any two of the following up to a maximum of 2 marks:

The writer:

• use of repetition / repeats it’s

• uses (three) short phrases
• uses an exclamation mark.

Question Answer Marks

15 In Text B the writer uses paragraphs to structure the text. 1

What other feature does the writer also use to structure Text B?

Award 1 mark for:

• (sub)headings
• bold (text).

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2022

Section B: Writing

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.

16 Write a recount of a special event in your life which you enjoyed. It could be about a
special occasion or holiday, a great day out or something else.

• Remember to write mainly about yourself. Explain what happened, how you felt and
why.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wp) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Writing is developed so that Development of idea(s) Overall grammar and use of
features of the text type are is/are managed throughout English is appropriate for the
clearly established. an extended piece of writing, text type.
e.g., linking end to For example:
Content and language is beginning. • A variety of simple,
used for a specified compound and complex
Well-organised ideas in sentences are chosen for
audience.
paragraphs and/or sections effect.
support overall cohesion and • Relative pronouns may
A clear, consistent shaping of a text. provide detail.
relationship between writer
and reader is established Chronological or logical links Punctuation is used
and maintained throughout between paragraphs help accurately:
the text. the development of ideas. • to clarify meaning in
complex sentences.
Cohesion within and • All speech punctuation,
between paragraphs is reported and direct, is
achieved using devices such correct.
as connectives, e.g., time
connectives used to support
content.

[4–5] [6–7] [6–7]

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Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
Relevant material has ideas Material is wholly relevant Content is organised so that Grammar is almost always Spell words with different
and content with detail using a specialised ideas are developed accurate throughout the text. suffixes that sound the
developed. vocabulary accurately for the cohesively and logically For example: same, -tion, -cian.
purpose / text type. throughout most of a piece • simple, compound and
Main features of the text of sustained writing. complex sentences; multi- Spell familiar homophones
type are clear. Words and phrases chosen clause sentences combine and commonly confused
Paragraphs and sections are
to convey mood and feeling simple sentences and/or words correctly, e.g., aloud,
Consistent viewpoint well- organised to achieve an
so that the writing sustains re-order clauses. allowed, desert, dessert.
presented and justified. appropriate effect for the text
the reader’s interest. • modal verbs.
i.e. detail sustains interest type, where included
• pronouns and possessive Spell a range of words, both
with writer’s style / personal sentences add clarity to pronouns used accurately.
response emphasises overall text. regular and exception words
• adjectives and adverbs correctly, including words
particular points. used correctly
Some use of organisational where similar consonant
(comparative/superlative).
devices such as bullets, sounds vary, e.g. -ck, -k, -
numbered lists. Punctuation is used ch, -que,-k.
accurately to:
• demarcate sentences and
for direct speech.
• Use of apostrophes is
accurate.
• Commas are always used
in lists and often to mark
clauses in complex
sentences.

[3] [3] [4-5] [4-5] [3]

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
A relevant response with Specialised vocabulary is Paragraphs / sections are Uses an increasing range of Correct spelling of words
well-chosen ideas and used that is suitable for the evident with related points sentence types accurately, with less common letter
content. Some ideas and text type. grouped together including good attempts at strings that are pronounced
material are developed in consistently and/ or linked complex structures. differently., e.g., pour, hour,
detail. Good attempts to use by time sequence. piece, pie.
synonyms for shades of Use of expanded phrases to
Purpose of writing is clear meaning. Good attempts to sequence develop ideas. For example: Some successful attempts to
relevant ideas logically.
and appropriate to the given • noun, adverbial, adjectival, spell exceptions to known
text type where features are and verb phrases spelling rules.
Cohesion between
clearly evident. • with a range of
paragraphs /sections is
connectives. Correctly spell words with
achieved using devices such
A straightforward viewpoint as simple connectives to silent vowels and syllables in
which is generally consistent Past, present and future a range of polysyllabic
establish links.
and appropriate for the verb forms used accurately. words, e.g., library, interest.
purpose and the audience
Punctuation is used
Spell common homonyms
consistently and accurately
correctly, e.g., wave
• to demarcate sentences. (gesture), wave (sea).
• Direct speech punctuation
includes other punctuation
Spell words with a wide
alongside speech marks.
range of prefixes and
(Errors may occur where
structures are ambitious.) suffixes, including opposites
• Apostrophes correct for (un-,im-) correctly.
possession (sing./plural)
• Commas are always used Spell words with double
in lists and often to clarify consonants correctly.
meaning in sentences.

Note: if punctuation is totally

lacking and other descriptors
met then give the lower
mark here.

[2] [2] [2–3] [2–3] [2]

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S6/01 English Stage 6 Paper 1 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
Some material included that Vocabulary is often well- Structure is clear using Some simple sentence Spelling of all high frequency
elaborates on basic chosen to convey meaning paragraphs /sections with structures are used words and common
information. matched to the text type. some good attempts to successfully. polysyllabic words, including
Some elements of the text organise the content. compound words, is correct.
type can be seen; a Some correct use of
maximum of 1 mark can be punctuation, such as full Spelling of words with
awarded if not the given text stops and capital letters. common letter strings, but
type. different pronunciations is
Note: do not discriminate if correct, e.g., through, tough.
learners write with good
English but there are Spelling of a range of
punctuation errors. If common prefixes and
ambitious structures are suffixes is correct.
used, begin marking at 2–3
marks, provided there is Spelling of common
variation in sentence homophones is correct.
openings.
Some correct spelling of
long and short vowel
phonemes.

Spelling of plurals is usually

correct, e.g. -s, -es, -y/ies,
and -f/ves.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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English
Stage 6

Paper 2 Fiction 2022

Cambridge Primary Progression Test
Mark Scheme

Section A: Reading

Question Answer Marks

1 Where is the story set? Tick () one box. 1

Award 1 mark for:

• under water.

Question Answer Marks

2 Look at the structure of the first three lines. 2

Explain how the writer uses structure to attract our interest. Give two
ideas.

Award 1 mark for any of the following up to a maximum of 2 marks:

The writer:

• uses time connectives / first, then, then.

• starts with short sentences (followed by a longer sentence) (draws the
reader / us in).
• uses a new line for the first two sentences.
• moves from the dark to the light.

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Question Answer Marks

Look at lines 1–8.

3(a) Give one word which means ‘groups’. 1

Award 1 mark for:

• schools.
3(b) The phrase bright as knives is a simile. 1
What does bright as knives tell us about the fish?

Award 1 mark for:

• The fish / The fins / They are shiny/dazzling.

• The fish have fins which shine / flash / glitter.

Accept other words with similar meanings.

3(c) Match each word to the correct word class, as it is used in lines 1–8. 3

Award 3 marks for 3 or 4 correct answers.

Award 2 marks for 2 correct answers.
Award 1 mark for 1 correct answer.

• bound: verb
• from: preposition
• giant: adjective
• ties: noun

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Question Answer Marks

Look at lines 9–16.

4(a) Why are dashes ( – ) used in this part? 1

Award 1 mark for:

• to add extra detail / more information.

4(b) Who is making the wagon? 1

Award 1 mark for:

• the boy/teenager/Dane.
4(c) Give two things that are used to make the wagon. 2

Award 1 mark for each of the following, up to a maximum of 2 marks:

• (flattened) cans
• (jar) lids
• pencils
• wire.

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Question Answer Marks

Look at lines 17–26.

5(a) Who do you think the two adults are? Support your answer with evidence 2
from the text.

Award 1 mark for:

• I think they are his parents / members of his family,

Award 1 mark for:

• because they have the same colour hair and eyes (as he does). / He looks
like them.

(Accept a quotation for the evidence: …because they have the same blond hair
and inquisitive eyes as the boy.)
5(b) Give one verb which is a synonym for how the mouse runs. 1

Award 1 mark for any of the following:

• skittering
• wove
• tumbled.
5(c) Give one phrase from the text which means ‘moving quickly, close 1
behind’.

Award 1 mark for:

• hot on its heels.

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Question Answer Marks

6 Look at lines 27–35. 2

How does the writer make Aunt Matilda seem unpleasant? Give two ways.

Award 1 mark for any of the following up to a maximum of 2 marks:

• (She is) gaunt-faced (with slicked-back hair).

• She doesn’t say ‘hello’.
• She won’t let the boy call her ‘Aunt Mathilda’. / She says the boy must call
her Professor (Milksop).

Question Answer Marks

Look at lines 36–47.

7(a) Give one two-word phrase which makes the mouse seem weak and 1
helpless.

Award 1 mark for:

• squeaked softly.
7(b) Give a phrase which shows that Professor Milksop did not care for the 1
vehicle which the boy made.

Award 1 mark for:

• dropped the cart unceremoniously on the floor

• kicked aside the cart

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Question Answer Marks

8 Look at the whole text again. 2

Which two adjectives would you use to describe the boy?

• lonely
• unkind
• curious
• creative
• naughty

Write the adjectives. Give evidence from the text to support each answer.

Award 1 mark for each answer which matches the adjective they have written,
up to a maximum of 2 marks, e.g.

lonely – he wants the mouse for a pet / he seems to be the only young boy in
the place
unkind – he makes the mouse run with the cart / he chases the mouse
curious – he has inquisitive eyes
creative – he makes a cart (from odds and ends)
naughty – he took the mouse from the lab / he chases the mouse / he shouldn’t
be out of his room / he shouldn’t be in the lab

Question Answer Marks

9 Match each idea with the correct part of the text. An example has been 3
done for you.

Award 3 marks for three or four correct answers.

Award 2 marks for two correct answers.
Award 1 mark for one correct answer.

• setting up the game: lines 9–16

• arriving in the lab: lines 27–35
• racing round the rooms: lines 17–26
• looking in from outside: lines 1–8
• putting an end to the fun: lines 36–47

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Section B: Writing

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.

10 Write the beginning of a story. Set the scene, and then describe a surprise meeting
between the main character (an ordinary boy or girl) and somebody else. It could be
someone famous, someone from his or her past, or someone else.

Think about these ideas:

• Setting: Where does the meeting take place?

• Characters: The main character

The other person
Anyone else?
What are they like?

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wp) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Writing is developed so that Development of idea(s) Overall grammar and use of
features of the genre are is/are managed throughout English is appropriate for the
clearly established. an extended piece of writing, genre.
e.g., linking end to For example:
Content and language is beginning. • A variety of simple,
used for a specified compound and complex
audience. Well-organised ideas in sentences are chosen for
paragraphs and/or sections effect.
A clear, consistent support overall cohesion and • Relative pronouns may
relationship between writer shaping of a narrative. provide detail.
and reader is established
and maintained throughout Chronological or logical links Punctuation is used
between paragraphs help accurately:
the text.
the development of ideas, • to clarify meaning in
e.g., story plotlines complex sentences.
Descriptions of settings,
characters and action are • All speech punctuation,
Cohesion within and reported and direct, is
engaging and entertaining.
between paragraphs is correct.
Stories may include different achieved using devices such
viewpoints, e.g., of as connectives, e.g., time
characters, flashbacks. connectives used to support
content.
Playscripts develop
characters and settings
using appropriate language,
directions and notes.

[4–5] [6–7] [6–7]

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S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Main features of the genre Material is wholly relevant Content is organised so that Grammar is almost always Spell words with different
are clear. using a specialised ideas are developed accurate throughout the text, suffixes that sound the
vocabulary accurately for the cohesively and logically for example: same, -tion, -cian.
Narrative has ideas and purpose / genre. throughout most of a piece • simple, compound and
content with detail of sustained writing. complex sentences; Spell familiar homophones
developed. Words and phrases chosen multi-clause sentences and commonly confused
to convey mood and feeling Paragraphs and sections are combine simple words correctly, e.g. aloud,
Writing may develop a given so that the writing sustains organised to achieve an sentences and/or re- allowed, desert, dessert.
narrative with new the reader’s interest. appropriate effect for the order clauses.
scenes/characters. genre, where included • modal verbs. Spell a range of words, both
sentences add clarity to • adjectives and adverbs regular and exception words
Viewpoint is consistent and (comparative /
overall text. correctly, including words
may include a character’s superlative).
opinions of events / settings where similar consonant
• pronouns and
/ other characters. sounds vary, e.g. -ck, -k, -ch,
possessive pronouns.
-que, -k.
Playscripts include
production notes / stage Punctuation is used
directions. accurately to:
• demarcate sentences
and for direct speech.
• Use of apostrophes is
accurate.
• Commas are always
used in lists and often to
mark clauses in complex
sentences.

[3] [3] [4–5] [4–5] [3]

Page 10 of 12
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
A relevant response with Specialised vocabulary is Paragraphs / sections are Uses an increasing range of Correct spelling of words
well-chosen ideas and used that is suitable for the evident with related points sentence types accurately, with less common letter
content. Some ideas and genre. grouped together and/ or including good attempts at strings that are pronounced
material are developed in linked by time sequence. complex structures. differently., e.g., pour, hour,
detail. Good attempts to use piece, pie.
synonyms for shades of Ideas set out in a logical Use of expanded phrases to
Purpose of writing is clear meaning. sequence, making develop ideas. For example: Some successful attempts to
relationships between them
and appropriate to the given • noun, adverbial, adjectival, spell exceptions to known
clear.
genre where features are and verb phrases spelling rules.
clearly evident. • with a range of
Links between paragraphs /
connectives. Correctly spell words with
sections to help the
A straightforward viewpoint development of a simple silent vowels and syllables in
which is generally consistent Past, present and future a range of polysyllabic
narrative may not be
and appropriate for the verb forms used accurately. words, e.g., library, interest.
consistent.
purpose and the audience.
Punctuation is used
Spell common homonyms
consistently and accurately
correctly, e.g., wave
• to demarcate sentences. (gesture), wave (sea).
• Direct speech punctuation
includes other punctuation
Spell words with a wide
alongside speech marks.
range of prefixes and
(Errors may occur where
structures are ambitious.) suffixes, including opposites
• Apostrophes correct for (un-, im-) correctly.
possession (sing/plural)
• Commas are always used Spell words with double
in lists and often to clarify consonants correctly.
meaning in sentences.

Note: if punctuation is totally

lacking and other descriptors
met then give the lower mark
here.

[2] [2] [2–3] [2–3] [2]

Page 11 of 12
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Some material included that Vocabulary is often well- Some basic sequencing of Grammar: Spelling of words with
elaborates on basic chosen to convey meaning events within sections / • Some simple sentence common letter strings, but
information. matched to the genre. paragraphs may suggest a structures are used different pronunciations,
story with a simple plot. successfully. e.g., through, tough, is
Some elements of the genre correct.
can be seen. (A maximum of Punctuation:
1 mark can be awarded if • Some correct use of Spelling of a range of
not the given genre.) punctuation, such as full common prefixes and
stops and capital letters. suffixes is correct.

Note: do not discriminate if Spelling of common

learners write with good homophones is correct.
English but there are Some correct spelling of
punctuation errors. If long and short vowel
ambitious structures are phonemes.
used, begin marking at 2–3 Spelling of plurals is usually
marks, provided there is correct, e.g. -s, -es,
variation in sentence -y/ies, and -f/ves.
openings.
Spelling of common
inflections is correct, e.g.
-ing, -ed.

Spelling of all high frequency

words and common
polysyllabic words, including
compound words, is correct.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

Page 12 of 12
196
Ms. Sara Ghareeb

English
Stage 6

Paper 1 Non-fiction 2023

Cambridge Primary Progression Test
Mark Scheme

Section A: Reading

Question Answer Marks

1(a) Award 1 mark for: 1

• was built
1(b) Award 1 mark for: 1

• (it took) three years

1(c) Award 1 mark for: 1

• (three) football fields

Question Answer Marks

2(a) Award 1 mark for: 1

• (her) maiden voyage

2(b) Award 1 mark for: 1

• People who wanted to start a new life (in the US)

Question Answer Marks

3 Award 1 mark for any of the following: 1

• The year (1912) used at the end of one paragraph is repeated at the start of
the next paragraph.
• (The ideas are linked) according to / by time/chronologically

Accept any answer that expresses the idea or process of chronology

Page 2 of 10
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Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Question Answer Marks

4(a) Award 1 mark for: 1

• life (on board)

4(b) Award 1 mark for: 1

• stylish
4(c) Award 1 mark for: 1

• The third-class facilities, at the bottom of the ship, were much more basic.
4(d) Award 1 mark for each relevant piece of evidence up to a maximum of 2 marks: 2

For example:

Yes
• They had cabins with two to four beds
• They had some storage
• They had a sink
• They had a mirror
• They could use a library
• They could eat in a nice restaurant
• They had better facilities/cabins than third-class

No
• The cabins were smaller / less comfortable than the first-class cabin
• Their storage facilities were limited
• The dining room was less elegant
• They had access to fewer / more basic facilities than first class
• The ship sank.

The explanation has to match the box ticked.

Question Answer Marks

5(a) Award 1 mark for: 1

• loomed (out of the darkness)

5(b) Award 1 mark for: 1

• vessel

Do not accept ‘Titanic’

5(c) Award 1 mark for the explanation and 1 mark for the corresponding piece of 2
evidence from the text:

• I think he felt scared / terrified / horrified / afraid / responsible because he

knew the ship was going to sink (in a few hours) and many
people/passengers would die.

Accept any suitable response based on information from the text.

Page 3 of 10
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Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Question Answer Marks

6 Award 1 mark for one of the following: 1

• The second paragraph is about the ship setting out on its maiden voyage
and the final paragraph is about what happened on the ship’s maiden
voyage. / Both paragraphs are about the ship’s maiden voyage.
• The information in both paragraphs is about the ship’s movements at sea
(rather than about the people or life on the ship).
• The number of people who died connects back to the number of people on
board.

Question Answer Marks

7(a) Award 1 mark for one of the following: 1

• who
• whose
7(b) Award 1 mark for: 1

• The writer was impressed with Paul because he knew so much about the
Titanic / he is a very well-informed guide / his knowledge of facts relating to
the Titanic is remarkable.

Question Answer Marks

8(a) Award 1 mark for: 1

• personification
8(b) Award 1 mark for: 1

• (human) tragedy

Question Answer Marks

9 Award 1 mark for: 1

• (swiping / touching / pushing buttons on) interactive screens

Accept any answer that conveys using the interactive screens.

Page 4 of 10
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Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Question Answer Marks

10(a) Award 1 mark for: 1

• giving great value for money.

10(b) Award 1 mark for one of the following: 1

• He says it’s ‘definitely worth a visit’.

• The tours are sensibly priced.
• The tours are good value for money.
• The restaurant sells good quality food.

Question Answer Marks

11 Award 1 mark for one correct response. 2

Award 2 marks for two or three correct responses.

Idea Paragraph
Linking the city to the Titanic 2
Getting refreshments 4
Admiring the appearance of the museum 1
Discovering how the passengers ate 3

Page 5 of 10
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Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Section B: Writing

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]

Page 6 of 10
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S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

[4–5] [6–7] [6–7]

Page 7 of 10
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S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

[3] [3] [4-5] [4-5] [3]

Page 8 of 10
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Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Note: if punctuation is totally

lacking and other descriptors
met then give the lower
mark here.

[2] [2] [2–3] [2–3] [2]

Page 9 of 10
205
Ms. Sara Ghareeb
S6/01 English Stage 6 Paper 1 Mark Scheme From 2023

Spelling of plurals is usually

correct, e.g. -s, -es, -y/ies,
and -f/ves.

[1] [1] [1] [1] [1]

Page 10 of 10
206
Ms. Sara Ghareeb

English
Stage 6

Paper 2 Fiction 2023

Cambridge Primary Progression Test
Mark Scheme

Section A: Reading

Question Answer Marks

1(a) Award 1 mark for: 1

• grasped
1(b) Award 1 mark for: 1

• nervous
1(c) Award 1 mark for one of the following: 1

• (Mr Westcott was) staring (into the cage) with an odd kind of intent
• His (rake-thin) frame leaned forward across the desk…
• …his eyes narrowing
• …his sallow checks tightening (as he glanced…)
• (Miss Westcott’s eyes were crinkling into a smile as they looked at Helena.)
Mr Westcott’s were not.
• Helena’s skin bristled
1(d) Award 1 mark for either of the following: 2

Preposition
• in
• at

Award 1 mark for either of the following:

Connective
• as
• and
1(e) Award 1 mark for any of the following: 1

• to show that Mr Westcott paused/hesitated while speaking

• to show that Mr Westcott was trying to control his emotions / Mr Westcott’s
dislike of the parrot

Question Answer Marks

2(a) Award 1 mark for: 1

• to show that someone new / the bird / the parrot is speaking

• to create surprise
2(b) Award 1 mark for any of the following: 1

• to change from dialogue to narrative / to shift attention to Mr Westcott

• the next line (‘Shush’) / the line after this is spoken by a different character
• to create suspense / foreboding / tension

Page 2 of 10
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Question Answer Marks

3(a) Award 1 mark for each of the following up to a maximum of 4 marks. Accept 4
any answer that conveys the same idea:

Character The character thinks Quotation from the text

that Orbit is …
Helena i) special / smart / Except he wasn’t just any
different / unique old bird
Mr Westcott just an ordinary bird ii) Mr Westcott had
called her mother’s
parrot ‘a bird’.
Miss Westcott funny and entertaining iii) ‘What an amusing
parrot’
Helena’s father an embarrassment / a iv) ‘My sincere
threat apologies,’ (Helena’s
father said,) (throwing
Helena a look which she
interpreted to mean,)
Keep that parrot quiet or
else.

Ignore minor copying errors

3(b) Award 1 mark for each of the following: 2

• Her eyes twinkled

• She had a sing-song voice
• She likes the parrot / Orbit / she thinks Orbit is amusing/entertaining
3(c) Award 1 mark for: 1

• alliteration

Allow any acceptable misspellings as long as word is recognisable

Question Answer Marks

4 Award 1 mark each for any two of the following up to a maximum of 2 marks: 2

• (a horse and cart) rumbling

• (the) pounding (of children’s footsteps) / footsteps
• (peals of) laughter
• bicycle bells (clamouring)

Page 3 of 10
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Question Answer Marks

5 Award 1 mark for any two of the following up to a maximum of 2 marks: 2

• Helena’s father wrote an acceptance letter.

• Miss Westcott is wearing (a high-waisted silk dress and) gloves indoors.
• The job is for a timekeeper (and clock conservator).
• People are travelling by horse and cart.
• Mrs Westcott speaks to her brother using old-fashioned language – ‘Oh,
brother dearest’.

Accept any answer that communicates the idea (e.g. Helena’s father did not
write an email, or Miss Westcott is not wearing modern-day clothes)

Question Answer Marks

6 Award 1 mark for each of the following, up to a maximum of 2 marks: 2

• The writer uses events written out of chronological order / uses flashback /
uses memories.
• The writer explains how the family got the parrot / Orbit in the past.
• The writer shows what mother’s opinion was of the parrot back then and
that it’s still true now.
• The writer uses narrative past / past perfect tense (had…spent / had
suggested / had said / had been right).
• ‘Memories of Orbit’s arrival four years ago sprang into her head’
• ‘he will be the perfect addition to our small family,’ her mother had said with
a broad smile. And she had been right.

Page 4 of 10
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Question Answer Marks

7 Award 1 mark for a relevant reason, up to a maximum of two reasons. Award 1 4

mark for corresponding evidence, up to a maximum of two pieces of evidence:

• Reason: She likes animals.

Evidence: she protects her bird/Orbit; she soothes / says ‘shush’ to her
parrot.
• Reason: She is sensitive / perceptive / understands situations and moods.
Evidence: she senses it’s not a good time to correct Mr Westcott; she
understands her father’s look.
• Reason: She controls her emotions.
Evidence: she keeps quiet when Mr Westcott says something horrible about
her bird.
• Reason: She might be good to play games with.
Evidence: she closes her eyes and imagines the outside world.
• Reason: She has a good relationship with her father.
Evidence: she understood his look / body language; she respects him by
keeping quiet.
• Reason: she is interesting.
Evidence: she owns a parrot.
• Reason: She is fun / likes having fun.
Evidence: she wants to be outside playing.
• Reason: she is clever/intelligent.
Evidence: she is a timekeeper / clock conservator.

Accept any suitable response based on information from the text.

Page 5 of 10
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Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Section B: Writing

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]

Page 6 of 10
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S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

[4–5] [6–7] [6–7]

Page 7 of 10
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S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

[3] [3] [4–5] [4–5] [3]

Page 8 of 10
214
Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Note: if punctuation is totally

lacking and other descriptors
met then give the lower mark
here.

[2] [2] [2–3] [2–3] [2]

Page 9 of 10
215
Ms. Sara Ghareeb
S6/02 English Stage 6 Paper 2 Mark Scheme From 2023

Note: do not discriminate if Spelling of common

Spelling of all high frequency

words and common
polysyllabic words, including
compound words, is correct.

[1] [1] [1] [1] [1]

Page 10 of 10
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