English

Stage 5

Paper 1 Non-fiction 2024

Cambridge Primary Progression Test
Mark Scheme

3125_01_MS_3RP
© UCLES 2024
S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

Section A: Reading

Question Answer Marks

1(a) Award 1 mark for either: 1

• the titles of books / names of books

• to start a new sentence
1(b) Award 1 mark for: 1

• she wrote and illustrated her books / she produced the drawings as well
1(c) Award 1 mark for: 1

• classic
1(d) Award 1 mark for: 1

• sell worldwide

Question Answer Marks

2 Award 1 mark for each explanation, plus 1 mark for an appropriate quotation, 4
up to a maximum of 4 marks:

• No one would expect / the characters aren’t expecting a tiger to come to

tea: ‘the unexpected arrival (of a handsome stripy tiger)’
• The characters react in a very calm way (to the tiger’s arrival): ‘There is no
panic...’
• Sophie is not frightened by the tiger: ‘to Sophie’s delight rather than terror’
• The tiger doesn’t behave like a wild animal: ‘exiting politely’

Accept any other appropriate explanation that matches these quotations.

Question Answer Marks

3 Award 1 mark each for: 2

• to show the actual words that are spoken

• to give a quotation from another text

Question Answer Marks

4 Award 1 mark for: 1

• Kerr found her own cats adorable and annoying.

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

Question Answer Marks

5(a) Award 1 mark for each of the following: 2

• say
• wear

Do not accept direct copying or quotation from the text.

5(b) Award 1 mark for: 1

• (she) charmed audiences from babies to grandparents (with her humour)

Question Answer Marks

6 Award 1 mark for: 1

• by using her own imagination

Question Answer Marks

7(a) Award 1 mark for: 1

• parents
7(b) Award 2 marks for an answer that recognises the common theme of ‘rubbing 2
out’, and refers to how this habit changes over time, e.g.:

• In the first paragraph, Kerr describes the way she draws as ‘more rubbing
out than drawing’.
• In the final paragraph it explains how she made it easier to rub things out as
she got older / she changed from using ink to using crayon and pencil which
were easier to rub out.

Question Answer Marks

8 Award 1 mark for each correct match, up to a maximum of 3 marks: 3

Paragraph 1 Why Judith Kerr is famous

Paragraph 2 What happens in one of Judith Kerr’s books

Paragraph 3 What other people thought of Judith Kerr’s work

Paragraph 4 How Judith Kerr was influenced by her pets

Paragraph 5 How Judith Kerr’s career developed

Paragraph 6 Who Judith Kerr wrote her stories for

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

Question Answer Marks

9 Award 1 mark for each reason given for the choice made (child or parent), plus 4
1 mark for an appropriate supporting quotation, up to a maximum of 4 marks:

A young child
• Judith Kerr could make children laugh: ‘in the talks she gave to very young
children, Judith was most amusing’ / ‘she charmed audiences from babies
to grandparents with her humour’
• Judith Kerr knew how to keep the audience’s attention: ‘A lively and
inspiring speaker’
• Judith Kerr was good at telling stories to children: ‘natural storytelling ability’
/ ‘long before she wrote anything down, she told her children stories’
• Judith Kerr liked children: ‘She never lost her enthusiasm for the children
who read her books’
• Children love stories: natural storytelling ability’

A parent
• Judith Kerr offered parents advice: ‘parents… came to her talks in the hope
– always rewarded – of getting advice about how to turn their own ideas into
stories’
• Judith Kerr knew how to keep the audience’s attention: ‘A lively and
inspiring speaker’
• Judith Kerr could make people laugh: ‘she charmed audiences from babies
to grandparents with her humour’
• Judith Kerr was good at telling stories: ‘natural storytelling ability’

Note: Allow any two plausible reasons that do not overlap. Quotations must
support the reasons given.

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

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]

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

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]
A relevant response with Content is organised so that Grammar:
well-chosen ideas and ideas are developed • Grammar is almost
content. Some ideas and cohesively throughout most always accurate
material are developed in of a piece of sustained throughout the text
detail. writing. including simple,
compound and complex
Main features of the text Paragraphs and sections are sentences.
type are clear. organised to achieve an • Multi-clause sentences
appropriate effect for the text combine simple
Consistent viewpoint well- type. sentences and/or re-order
presented and justified. clauses.
• Pronouns and possessive
A relationship between writer pronouns; modal verbs;
and reader is established adjectives and adverbs
and maintained throughout (comparative/superlative).
the text. are all used correctly.

Punctuation:
• Punctuation is used
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.

[4–5] [6–7] [6–7]

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

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

[3] [3] [4–5] [4–5] [3]

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
A relevant response that Accurate use of vocabulary Structure is clear using Generally correct grammar: Spelling of words with
elaborates on basic includes a variety of paragraphs /sections with • subject /verb agreement common letter strings, but
information with some appropriate choices to good attempts to organise correct past and present different pronunciations is
development of essential convey meaning that is the content. tense of regular correct, e.g., through, tough.
detail. consistent and effective for • common irregular verbs
the text type. Ideas set out in a logical • a mix of simple and Spelling of a range of
Writing for a given purpose sequence, making compound sentences common prefixes and
uses language and features Choice of words and relationships between them where compound suffixes is correct.
appropriate to the text type. phrases strengthen the clear. sentences use simple
impact of writing. connectives to join Spelling of common
Use of content and language Links between paragraphs/ clauses. homophones is correct
in writing shows awareness Some variation in sentence sections to help the within their grammatical
of audience. openings beyond repetition development of ideas are Punctuation: purpose, e.g., they’re, their,
of nouns and pronouns. evident but may not be • Apostrophes of omission there.
consistent are correct.
• Full stops, question Some correct spelling of
marks and exclamations long and short vowel
marks are used correctly. phonemes.
Spelling of plurals is usually
Note: if punctuation is totally correct, e.g. -s, -es, -y/ies,
lacking and other descriptors and -f/ves.
met then give the lower mark
here.

[2] [2] [2–3] [2–3] [2]

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S5/01 English Stage 5 Paper 1 Mark Scheme From 2024

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Some basic material Vocabulary is simple and Some paragraphs/sections Grammar: Spelling of common
included that is relevant to relevant. evident to help organise and • Some simple sentence inflections is usually
the text type but shows a sequence material. structures are used accurate, e.g. –ing, –ed,
limited awareness of the successfully.
reader. All simple high frequency
Punctuation: words are spelt correctly,
Some elements of the text • Some correct use of e.g., that, she, put.
type can be seen. (A punctuation, such as full
maximum of 1 mark can be stops and capital letters. Spelling of high frequency
awarded if not the given text words is generally correct,
type.) Note: do not discriminate if e.g., their/there, when, were,
learners write with good what, some etc.
English but there are
punctuation errors. If There may be some
ambitious structures are successful attempts to
used, begin marking at 2–3 phonetically spell
marks, provided there is polysyllabic and compound
variation in sentence words.
openings.

[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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