Cambridge Primary Sample Test

For use with curriculum published in

September 2020

English Paper 1
Mark Scheme
Stage 6

English_S6_01_MS/5RP
© UCLES 2020
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

Rv

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

Ri

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

Rg

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

Question Answer Marks

4 Which food category provides the most energy? 1

Award 1 mark for the following:

• fat

Ri

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

Rg

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.

Ra

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

Ra

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

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.

Ri

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)

Rs

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.

Rv

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

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

Ri

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’

Ra

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.

Ri

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

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

Rv

Question Answer Marks

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

Award 1 mark for the following:

• meat / burgers / sausages

Rv

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.

Ri

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

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

Ri

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

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.

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.

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
Content, purpose and audience
[8 marks]
Material is wholly relevant with content
developed and a wide range of vocabulary
well chosen for the purpose / text type,
i.e. powerful verbs, technical vocabulary.
Features of the text type are clearly
established, i.e. certain subjective
commentary on the different issues
affecting a healthy lifestyle; statements
based on facts.
Clear viewpoint with a consistent, engaging
style throughout, i.e. detail sustains interest
with writer’s style emphasizing particular
points.
[7–8]
Relevant material has ideas and content with
some detail developed with deliberate
choices of vocabulary for the purpose / text
type, i.e. clear detail using technical
language.
Main features of the text type are evident,
i.e. impersonal language using 3rd person
e.g. rhetorical questions to challenge
attitude to healthy lifestyle.
Straightforward viewpoint, with a generally
appropriate and consistent style, which
mostly sustains reader interest, e.g. good
attempts to describe lifestyle choices
beyond simple statements.
[5–6]
Relevant material with attempts to develop
basic information using a simple vocabulary
relevant to the purpose / text type, i.e.
setting out some (at least two) of the
things that support a healthy lifestyle (or
do not) with reasons.
General aspects of text type are evident,
i.e. past tense (apart from circumstances
that are ongoing); generally 3rd person.
The writer’s attitude to the subject may be
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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From 2020
Text structure and organisation
[7 marks]
Clear structure with well–organised material
within paragraphs.
Chronological or logical links between
paragraphs help the development of ideas,
i.e. paragraph breaks mirror the chosen
order of points.
Cohesion within and between paragraphs is
achieved using devices such as connectives,
i.e. connectives used to support content,
e.g. furthermore, moreover.
[6–7]
Paragraphs are used to help structure the
text where the main idea is usually supported
by following sentences, e.g. paragraphs
may signal a change in subject / issue.
Logical sequence with attempts to link ideas
is evident but not consistent, e.g. logical
relationship between features (well-
ordered).
Some use of organisational devices,
e.g. sub-headings, bullet points etc. used
as part of structuring.
[4–5]
Paragraphs / sections are evident with
related points grouped together or linked by
time sequence.
Some attempt to sequence relevant ideas
logically, e.g. introduction / closing
statement may be evident. Range of
features.
Movement between paragraphs or sections,
may be disjointed.
[2–3]
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]

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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
effect, such as using expanded phrases to
develop ideas e.g. noun, adverbial,
adjectival, and verb phrases, or a range of
connectives (e.g. if, so, because, then).
Grammar in complex sentences is generally
correct in terms of tense and verb form.
Spelling is generally correct throughout.
(There may occasional be phonetically
plausible attempts at complex words.)
Correct spelling of most, not all, polysyllabic
words, e.g. appear, information, making,
possible, probably, wondering, search.
[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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S6/01 English Stage 6 Paper 1 Mark Scheme From 2020

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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