Cambridge Lower Secondary Progression Test: English Mark Scheme

Cambridge Lower Secondary Progression Test
English mark scheme

Stage 9
© UCLES 2017
Cambridge Lower Secondary – Mark Scheme
PROGRESSION TEST
The Cambridge Lower Secondary reporting strand and sub-strand is shown for each question.
The Reading reporting strand has four sub-strands:

• Rx Explicit meaning
• Ri Implicit meaning
• Rw Language and structure of a text
• Rv Purpose and viewpoint
The Writing reporting strand has four sub-strands:

• Wa Content/purpose and audience
• Wt Text structure and organisation
• Wp Sentence structure
• Ws Spelling
The curriculum framework code of the learning objective related to each question is also shown,
e.g. 9Rx2.
Stage 9 Paper 1 Mark Scheme
Section A: Reading (Non-fiction)
Question Answer Marks

1 What does ‘the view was colossal’ (line 1) suggest about Eric and 1
Hugh’s position?
Award 1 mark for the following:
• They were high up (because they could see a lot).
Ri [9Ri1]

2(a) Look at the words ‘mountains surged away’ (line 2). 1
What is this an example of?
Tick (9) one box.
Award 1 mark for:
• metaphor.
Do not accept answers where more than one option has been ticked.
Rw [9Rw1]
© UCLES 2017 Page 2 of 22

PROGRESSION TEST

2(b) What effect does the writer create by using the word ‘surged’ (line 2)? 1
Award 1 mark for answers that identify any of the following:
• It suggests the power of the mountains.

• It suggests that the mountains look like waves.
Do not accept answers suggesting speed or movement, i.e. a literal

interpretation.
Rw [9Rw4]

3 Look at lines 6–9. 1
What does Eric imply is dangerous about the ridge they are on?
Award 1 mark for answers that identify any synonym for either of the
following:
• It is very narrow.
• It is very high.
Ri [9Ri2]

4(a) Look at lines 10–13. 1
What atmosphere is the writer intending to create?
Award 1 mark for answers that identify the atmosphere as any of the
following:
• gloomy
• depressed/depressing
• foreboding
• tense.
Do not accept answers which suggest the men are afraid.
Rw [9Rw4]
4(b) Give one quotation from the text that helps create this atmosphere. 1
Award 1 mark for answers that identify one of the following:
• ‘said Hugh gloomily.’

• ‘Above us large black birds circled uttering melancholy croaking noises.’
• ‘our lives are going to depend on it.’
Rw [9Rw7]
© UCLES 2017 Page 3 of 22 [Turn over

PROGRESSION TEST

5 Give a phrase which shows the challenge the mountain will present on 1
the downward journey.
Award 1 mark for:
• ‘(Then there’s the) ice slope’.
Do not accept references to ‘the dark’ as this is not a challenge presented by

the mountain.
Rx [9Rx1]

Why does Eric think they would not survive the night without sleeping
bags?
• because it is too cold

• because they may freeze to death.
Ri [9Ri2]

7 Give one quotation from the text that explains why Eric and Hugh want 1
to continue to the summit.
Award 1 mark for:
• ‘we were only 200 metres below the summit’.
Rx [9Rx1]

What is the key turning point in the text?
Award 1 mark for answers that identify the turning point as:
• when they decide to give up / ‘Then we decided to give up’.
Rv [9Rv1]

PROGRESSION TEST

8(b) Give one quotation from the text that shows how the men feel about the 1
turning point.
• ‘Both of us were nearly in tears.’

• ‘Sadly we ate our nougat’.
Rv [9Rv1]
9 Look at the whole text. 4
Write a summary in your own words of the actions of both Eric and
Hugh.
Use up to 30 words.
Award 1 mark for each of the following points, up to a maximum of 4 marks:
• They dug a hole in the snow.

• They looked at the view.
• They discussed their options.
• They had been climbing for nine hours.
• They decided to turn back.
• They ate their nougat and drank their coffee.
• They came down.
All points must focus on actions, not thoughts or decisions.
Award marks only for points that are largely expressed in learners’ own
words.
Do not accept references to Hugh ‘dropping the compass’ as the question

asks for their joint actions.
If learners write more than 30 words, award marks only for the content of
their first 30 words.
Rx [9Rx1]

10 What is the main purpose of Text B? 1
Tick (9) one box.
Award 1 mark for:
• to persuade.
Rv [9Rv1]

PROGRESSION TEST

Find an example of alliteration and explain its effect.
Award 1 mark for answers that identify the alliteration:
• ‘silent, snow-caked (forests)’.
Award 1 mark for answers that provide a relevant explanation of the effect of
the quotation, for example:
• It creates a peaceful, whispering sound.

• It emphasises the quietness of the forest.
Do not accept that the reader can hear the sound in their head.
Accept answers that provide a relevant explanation referring to the effect of

this particular example of alliteration.
Rw [8Rw2]

12 Why does the writer suggest that snowmobiles will not suit some 1
people?
Award 1 mark for answers that identify any of the following:
• They may find them difficult.

• They are (potentially) dangerous.
• People may not like them.
Ri [9Ri2]

13 What two measures does the writer say people should take to avoid 2
getting hurt when snowmobiling?
Award 1 mark for any answers that identify any of the following, up to a
maximum of 2 marks:
• (be responsible for) safe driving / driving safely / driving carefully

• follow (the guide’s) instructions.
Rx [9Rx1]

PROGRESSION TEST

14 Why does the writer suggest that the temperatures at Oulanka might 1
scare people?
Award 1 mark for:
• because it is (very) cold / because they are (very) cold

• to give the writer the opportunity to reassure the reader.
Ri [9Ri1]

15 Look at Text A and Text B. 3
Give three differences in structure between the two texts.
Complete the following table with your answers. See the example below.
Award 1 mark for each of the following comparative points, up to a maximum

of 3 marks. Both texts must be mentioned for each point.
Text A Text B
• Chronological • Non-chronological
• Continuous paragraphs • Subheadings
• Dialogue • No dialogue
Do not accept references to language (e.g. direct speech) or presentation

(e.g. using bold font).
Rv [9Rv4]

PROGRESSION TEST
BLANK PAGE

PROGRESSION TEST
Section B: Writing (Non-fiction)

Notes to markers
• Use the marking grids on the next two pages.

• Marking should always begin from the lowest mark in each column and work upwards.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, whether the higher or lower mark is appropriate.
• The lower mark within a box should be given if some of the criteria have been met but not all.
16 Write the text for a web page advertising a holiday in a town or place you know well.
You do not need to include pictures or web page layout.
You will need to think about:
• why people like to visit your chosen town or place

• interesting sights and activities
• places to stay
• weather information.
16 Content/purpose and audience (Wa) 8

Spelling (Ws) 3
Text structure and organisation (Wt) 7
Sentence structure (Wp) 7
[Total 25]

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

8 marks 3 marks
The response has relevant ideas and content
developed in detail which show the relationship
between the writer and reader.
The text type is clearly established, e.g. an

article, a report, and the tone is generally
appropriate to the ideas and is sustained.
The vocabulary is well chosen for the purpose.

7–8
The response has relevant ideas and content
which are developed with some detail, and with
some awareness of reader.
The main features of the text type are evident

and the tone is appropriate for the purpose and
is largely sustained.
The vocabulary is relevant for the purpose.

5–6
The response includes basic information
relevant for the purpose, and some awareness
of the reader may be shown.
General aspects of the text type are evident and

the writer’s tone is present but inconsistent. Spelling almost completely accurate, with a wide
range of words correctly attempted.
A simple range of vocabulary is relevant for the
purpose. Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3–4 3
The response has limited relevance to the task. Spelling is generally accurate over a reasonable
range of words.
Some elements of the text type are seen and
the writer’s tone is present but inconsistent. Some polysyllabic and more difficult words in
frequent use are spelled correctly.
The vocabulary is simple. 2
Simple words are used successfully.
There are frequent errors in commonly occurring

words.
1–2 1
No creditable response. No creditable response.
0 0

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

7 marks 7 marks
The response is presented coherently and A range of appropriate and varied sentence
logically to help the development of ideas, structures are used to create effect.
usually with an introduction and conclusion.
The use of sentence features contributes to the
Well-crafted paragraphs contribute to the overall development of the text.
structure of the text.
Almost entirely accurate grammar (tenses,
agreement, and word order) with some choices
to enhance and emphasise meaning.
Punctuation is correctly used to enhance the

writing.
6–7 6–7
The response is generally coherent and in a Appropriate use of sentence structures, with
logical order with ideas evident, with an attempt some attempt to create effect.
at an introduction and conclusion.
Some sentence features are used to clarify and
Paragraphs/sections are evident and help to emphasise meaning.
structure the text.
Grammar and punctuation are mostly accurate.
4–5 4–5
The response is clear but not sequenced Limited or partially effective use of complex
logically to help the development of ideas. sentence structures.
There may be an attempt at an introduction and/ Mostly simple compound structures based on a
or conclusion. variety of connectives.
Paragraphs/sections may be used but not Grammar and punctuation are usually correct;
consistently. there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing of material grouped by Simple sentence structures are used
content is evident. successfully.
Some correct use of grammar and punctuation,

e.g. full stops and capitals.
1 1
0 0

PROGRESSION TEST
Stage 9 Paper 2 Mark Scheme
Section A: Reading (Fiction)

1 Give two details about the weather from lines 1–4. 2
Award 1 mark for each of the following, up to 2 marks:
• It is (slightly) cloudy.
• Light / slight wind / not very windy.
Rx [9Rx1]

2 ‘Christina’s stomach had contracted again.’ (line 2) 1
What does this suggest about her feelings towards the flight?
Award 1 mark for answers that identify:
• She is feeling nervous/afraid/frightened.

• (She is feeling sick with) fear.
Do not accept she is feeling ill/unwell.
Ri [9Ri2]

3 Look at the first paragraph. 1
Which words suggest that Christina does not understand much French?
Award 1 mark for identifying any of the following:
• ‘(she thought)’
• ‘to which she had to smile back’.
Ri [9Ri1]

PROGRESSION TEST

Identify one change in the weather conditions as they get to England.
Award 1 mark for identifying any of the following:
• It gets worse quickly. / ‘the weather deteriorated rapidly’

• The clouds turn grey/darker. / ‘miserable-looking’
• The wind gets stronger. / ‘an increasing wind’
• The sun disappears (behind cloud). / ‘disappearing into darkness’
Accept answers both in quotations and own words.
Rx [9Rx1]

Complete the table below.
Simile Effect
‘the shadows running like It shows how fast they were flying.
galloping horses.’ It emphasises how windy it was –
the shadows moved quickly as the
cloud covered and uncovered the
sun.
‘buffeted by the wind like a ship by Shows how rough and bumpy the
green seas.’ flight was. This creates a sense of
danger.
Rw [9Rw1, 9Rw2]

PROGRESSION TEST

Give three things you learn about the rain from the writer’s description.
Support your answers with quotations from the text.
Award 3 marks for an answer that offers three quotations with supporting
explanation.
Award 2 marks for two quotations with supporting explanation.
Award 1 mark for one quotation with supporting explanation.
Learners’ explanations may include the following points:
• The rain is painful: ‘stung’.

• The rain is violent/aggressive: ‘hammering on the wings’.
• The rain is noisy: ‘with a noise like a drum’.
• The rain is affecting Will’s vision through his goggles: ‘pushed his
goggles up’.
• The rain is heavy and unrelenting: ‘as if they were under a waterfall’.
• The rain causes discomfort: ‘going through her scarves and trickling
down her neck’.
Do not accept answers where only quotations are given with no explanation.
Rw [9Rw3, 9Rw4]

Give a phrase that shows Christina feels they are stranded and isolated.
Award 1 mark for one of the following:
• ‘marooned (in the sky)’

• ‘like outcasts’.
Rx [9Rx1]

PROGRESSION TEST

8 ‘the evening was all damp and still, sorry for its outburst’ (lines 34–35) 1
What is this phrase an example of?
Tick (9) one box.
Award 1 mark for correctly identifying:
• personification.
Rw [9Rw1]

What emotion does Christina feel as the plane is coming down?
Support your answer with a quotation from the text.
Award 1 mark for identifying Christina’s emotion:
• fear/terror.
Award 1 mark for answers that identify any of the following as a supporting
quotation:
• ‘she could not bear it’

• ‘All her insides corkscrewed in sympathy’
• ‘she shut her eyes tight’
• ‘ground her teeth’
• ‘hid her face in her hands.’
Accept answers which give any combination of the above quotations.
Ri [9Ri1]

PROGRESSION TEST

9(b) What emotion does Christina feel as the plane lands? 2
Support your answer with a quotation from the text.
Award 1 mark for identifying Christina’s emotion as either:
• relief
• calmness
Do not accept answers that say Christina feels nothing.
Award 1 mark for answers that identify any of the following as a supporting
quotation:
• ‘Amazingly’
• ‘gently’
• The landing is gentle – ‘the soft bounce of the impact’
• The plane stops quickly – ‘a smooth short run to a standstill’
• There is peace and quiet when it lands – ‘The engine sighed, and then
there was silence’
• ‘She opened her eyes.’
Ri [9Ri1]

Explain the effect of the short sentence at the beginning and end of this
paragraph.
Award 1 mark for answers that refer to a contrast/change between the

beginning and end of this paragraph, for example:
• It suggests the plane stopping.

• It breaks the tension / offers relief.
Do not award answers that make general comments about the mood
changing or the reader’s interest.
Rv [9Rv4]

PROGRESSION TEST

How does the writer use language to create a sense of disappointment?
Give one quotation from the text.
Award 1 mark for any of the following:
• The writer uses the adjectives ‘damp’, ‘empty’, ‘sodden’ to suggest the
place is depressing, barren and uninhabited.
• The writer uses ‘no’ and ‘not’ to build up negativity.
• The writer uses opposites, ‘laugh or cry’, to show that she feels confused,
which suggests that the outcome was not what she expected.
Accept answers which show clearly how the technique has been used.
Rw [9Rw4]

12 What three impressions do you get of Will’s character in this text? 3
Support your answer with examples from the whole text.
Award 1 mark for any of the following up to 3 marks:
• He is a risk taker – he doesn’t seem aware of Christina’s fear / he doesn’t

share her fear.
• He is insensitive/selfish – he continues to fly without thinking of
Christina’s feelings/comfort.
• He is courageous – he is not afraid when the storm hits / he lands the
plane safely.
• He is conscientious – he didn’t take his hands off the instruments.
Ri [9Ri1]

PROGRESSION TEST

13 Although the text is written in the third person, we view the events from 4
Christina’s perspective.
Give four ways that the text would change if the events were viewed
from Will’s perspective.
Award 1 mark for any of the following, up to a maximum of 4 marks:
• Will is probably not afraid of flying so there would be more excitement

and exhilaration in the text and less fear.
• We would know about his physical feelings.
• We would know Will’s thoughts – whether they were ever in danger / why
he landed in such a desolate place.
• We wouldn’t realise how scared Christina is as Will doesn’t seem to
notice.
• We would know his opinion of flying in the new machine.
• We would know more about the plane / details about flying.
Accept any other plausible answers that are supported by the text and do not
overlap with the above.
Rv [9Rv4]

PROGRESSION TEST
Section B: Writing (Fiction)

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.
14 Write a story about a long or difficult journey.
You will need to consider:
Character Friends?
Family?
A group of strangers?
Setting On a school trip?

On holiday?
Going to visit friends or family?
Plot How are your characters travelling?

Why is the journey long or difficult?
What happens on the journey?
15 Content/purpose and audience (Wa) 8

Spelling (Ws) 3
Text structure and organisation (Wt) 7
Sentence structure (Wp) 7
[Total 25]

PROGRESSION TEST
Section B: Writing (Fiction)
Content/purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response is relevant to task/purpose, with an
appropriate tone sustained.
The response has content and relevant ideas

developed in detail, and there is clear and
consistent engagement with reader.
The character, point of view and voice are

sustained.
Ambitious and occasionally sophisticated

vocabulary is used accurately.
7–8
The response is mainly relevant to task/purpose,
with clear and appropriate tone.
Content and relevant ideas are developed with a

clear awareness of audience.
There is some specific, effective vocabulary,

relevant to purpose.
5–6
The response is generally relevant to task/
purpose, with an attempt at chosen tone.
There are basic ideas with a little development,

and the beginnings of an awareness of audience.
Spelling almost completely accurate, with a wide
A simple range of vocabulary relevant to the range of words correctly attempted.
purpose.
Polysyllabic, ambitious and more complex, lower
frequency words are used successfully.
3–4 3
The response has limited relevance to task/ Spelling is generally accurate over a reasonable
purpose, and tone is present but inconsistent. range of words.
There is a limited range of material. Some polysyllabic and more difficult words in
frequent use are spelled correctly.
A simple, repetitive vocabulary is attempted. 2
Simple words are attempted successfully.
There are frequent errors in commonly occurring

words.
1–2 1
0 0

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

7 marks 7 marks
The ideas are organised into a planned and A range of appropriate and varied sentence
coherent story, including an effective opening structures are used to create effect.
and satisfying closing.
The use of sentence features contributes to the
Clear, well-organised paragraphs are linked overall development of the text.
to structure the narrative and contribute to
controlling the pace of the story. Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise meaning.
Punctuation is correctly used to make the

meaning clear.
6–7 6–7
The ideas are developed into a story from an Appropriate use of sentence structures, with
appropriate opening but may not reach an some attempt to create effect.
effective conclusion.
Some sentence features are used to clarify and
Paragraphs/sections are evident and help to emphasise meaning.
structure the text.
Grammar and punctuation are mostly accurate.
4–5 4–5
The opening, development and conclusion of Limited or partially effective use of complex
the story are logically related. sentence structures.
Paragraphs/sections may be used, but not Mostly simple compound structures based on a
consistently, accurately or appropriately. variety of connectives.
Grammar and punctuation are usually correct;

there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing or outline of the story is Simple sentence structures are used
evident. successfully.
Some correct use of grammar and punctuation,

e.g. full stops and capitals.
1 1
0 0

PROGRESSION TEST
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Cambridge Lower Secondary Progression Test

English mark scheme

The Reading reporting strand has four sub-strands:

The Writing reporting strand has four sub-strands:

Stage 9 Paper 1 Mark Scheme

Section A: Reading (Non-fiction)

Question Answer Marks

Award 1 mark for the following:

• They were high up (because they could see a lot).

Question Answer Marks

What is this an example of?

Tick (9) one box.

Award 1 mark for:

© UCLES 2017 Page 2 of 22

Question Answer Marks

Award 1 mark for answers that identify any of the following:

• It suggests the power of the mountains.

Do not accept answers suggesting speed or movement, i.e. a literal

Question Answer Marks

Question Answer Marks

What atmosphere is the writer intending to create?

Do not accept answers which suggest the men are afraid.

Award 1 mark for answers that identify one of the following:

• ‘said Hugh gloomily.’

© UCLES 2017 Page 3 of 22 [Turn over

Question Answer Marks

Award 1 mark for:

• ‘(Then there’s the) ice slope’.

Do not accept references to ‘the dark’ as this is not a challenge presented by

Question Answer Marks

Award 1 mark for answers that identify one of the following:

• because it is too cold

Question Answer Marks

Award 1 mark for:

• ‘we were only 200 metres below the summit’.

Question Answer Marks

What is the key turning point in the text?

• when they decide to give up / ‘Then we decided to give up’.

© UCLES 2017 Page 4 of 22

Question Answer Marks

Award 1 mark for answers that identify one of the following:

• ‘Both of us were nearly in tears.’

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

• They dug a hole in the snow.

All points must focus on actions, not thoughts or decisions.

Do not accept references to Hugh ‘dropping the compass’ as the question

Question Answer Marks

Tick (9) one box.

Award 1 mark for:

© UCLES 2017 Page 5 of 22 [Turn over

Question Answer Marks

Find an example of alliteration and explain its effect.

Award 1 mark for answers that identify the alliteration:

• ‘silent, snow-caked (forests)’.

• It creates a peaceful, whispering sound.

Accept answers that provide a relevant explanation referring to the effect of

Question Answer Marks

Award 1 mark for answers that identify any of the following:

• They may find them difficult.