English

Stage 6

Paper 2 Fiction 2022

Cambridge Primary Progression Test
Mark Scheme

3126_02_MS_5RP
© UCLES 2022
S6/02 English Stage 6 Paper 2 Mark Scheme From 2022

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

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]

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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)
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]

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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)
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]

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