Cambridge Lower Secondary Sample Test

For use with curriculum published in

September 2020

English Paper 2
Mark Scheme
Stage 7

English_S7_02_MS/5RP
© UCLES 2020
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Section A: Reading

Question Answer Marks

Look at the first paragraph (lines 1–6).

1(a) Why does the writer make the first paragraph of the story (lines 1–6) a 1
description of different sounds?

Award 1 mark for:

• the opening paragraph is describing all the sounds the girl / Masha can hear
when she wakes up / the girl / Masha has just woken up and is describing /
listing the sounds she can hear / listening before she opens her eyes (trying
to predict the weather) / the story starts in the morning describing what
Masha does every morning when she wakes up.
1(b) The writer uses a number of literary features to describe the setting. 3
Complete the table below, describing the literary features the writer uses
and giving an example from the text.

Literary technique Example from text

Dnieper River…lay sighing on the
personification doorstep / the trolleybus wires sang
(their thin twanging song.)
heads as grey and furry-looking
simile
as little mice
Shushing noise / soft squishing (of
sibilance
tyres in the sand)

Question Answer Marks

2 What is Granny’s attitude towards Masha’s weather prediction? 1

• Granny doesn’t think it’s clever / is not impressed (because she knows it
instinctively).

Page 2 of 11
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Question Answer Marks

3 What does the writer mean by ‘less cotton wool than curdled milk’? 1

• That the weather was not sunny / the clouds were not fluffy / the sky was
completely hazy / that the sky was not blue with white fluffy clouds but
completely cloudy / white / grey / overcast.

Question Answer Marks

Look at lines 17–23.

4(a) The writer mostly uses long sentence here. 2
Why? Tick () two boxes.

Award 1 mark for each of the following:

• to build up descriptive detail

• to create a slow, relaxing pace
4(b) Why do you think Granny named their home Icarus? 1

• because they live on a trolleybus and that (Icarus) is the name on the
trolleybus

Question Answer Marks

5 Explain in your own words how the writer makes Icarus seem like a 3
pleasant place to live.
Give three ways.

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

• describes pleasant surroundings

• personification / makes the trolley bus sound like a person
• uses the word ‘cosy’ to describe the beds
• uses the word ‘tucked’ where the bookcase is
• makes the trolley bus sound homely with lots of textiles / red carpet /
Ukrainian textiles in the window
• describes as cheerful / bright in the sunshine
• birdsong pouring in through the open window

Page 3 of 11
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Question Answer Marks

6 Do you think Masha’s aunt knows Masha better than her uncle? Explain 2
your answer and give evidence from the text to support your explanation.

Award 1 mark for:

Explanation:

• yes / she gives her a present that she knows she’ll like / gives her a book
that suits her daydreaming character / gives her a book about travelling
which she loves / (whereas) her uncle gives her a (pink) dress which she
hates

Award 1 mark for:

Quotation:

• she was sure it was not really from Igor at all, but from his wife, Anya. She
knew this because she actually liked it – in contrast to Uncle Igor’s second
present, a hideous, pink frilly dress

Question Answer Marks

7 Explain why Granny sighs. Give two ideas. 2

Accept any suitable response based on information from the text.

Award 1 mark for:

• She knows that Masha gets upset when Masha looks at the tigers.
• Masha is always looking / thinking / talking / dreaming about Siberia.
• She knows that Masha is thinking about what her father said about Siberia.

Page 4 of 11
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Question Answer Marks

Look at the last paragraph (lines 47–50).

8(a) Why is a semi-colon ( ; ) used in line 47? 1

Award 1 mark for:

• to join two closely related clauses / ideas together / to give more information
8(b) Give one subordinate clause. 1

Award 1 mark for:

• where the tigers live

8(c) Masha has a slight ache. 1
Why?

Award 1 mark for:

• Masha is desperate to see Siberia / go to a place twice as big as anywhere

else
• Masha is desperate to see the place her father had grown up in

Question Answer Marks

9 The text is set in Ukraine, on the edge of Kiev, by the Dnieper River. 2
Give two other pieces of evidence from the text that tell you the text is set
in Ukraine.

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

• Ukrainian textiles (in the window)

• Names of the characters (Anastasia and Masha)
• Kasha (for breakfast)

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S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Question Answer Marks

10(a) Which of the following do you think best describes Masha’s character? 1
Tick () one box.

Award 1 mark for:

• dreamy
10(b) Which of the following do you think best describe Granny’s character? 1
Tick () one box.

Award 1 mark for:

• practical

Question Answer Marks

11 Look at the structure of this text. 2

Give two reasons why paragraphs are used in this text.

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

• change of scenery / setting / scene

• direct speech
• change of speaker
• change of topic / idea / subject

Page 6 of 11
S7/02 English Stage 7 Paper 2 Mark Scheme From 2020

Section B: Writing

Question Answer Marks

12 Write your own story about a holiday in a caravan somewhere unusual. 25

You could consider the following:

• the setting
• the characters
• the viewpoint
• how the story develops.

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 7 of 11
 S7/02
Creation of texts (Wc)
[5 marks]
Content is entirely relevant.
Features of the relevant
genre, if appropriate, are
used confidently
throughout.
Narrative viewpoint is well-
established and engages
the reader’s interest
throughout.
Characters are developed
and well-portrayed with
some evidence of a
distinctive voice.
[4–5]
English Stage 7 Paper 2 Mark Scheme
Vocabulary and language Structure of texts (Ws)
(Wv)
[3 marks] [7 marks]
The response is well-
organised and uses a good
range of organisational
features accurately.
Events are logically
sequenced throughout the
text from opening to
conclusion.
Paragraphs are used
competently to structure the
narrative and control the
pace of the story. There is
good cohesion within and
between paragraphs.
A good range of sentence
openings and connectives
are used to compare,
sequence and qualify
events.
[6–7]
Page 8 of 11
From 2020
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
[7 marks] [3 marks]
Grammatical structures are
almost always accurate
throughout the text. For example,
there is:
• a wide range of sentence
types to add descriptive detail
and/or build up tension
• a range of complex
sentences accurately to
provide clarity and emphasis,
e.g., by positioning of clauses
varying word order or
expansion of verb phrases
• formal and/or informal
register used appropriately
according to context, purpose
and audience.
There is a good range of
punctuation. For example:
• commas, ellipses, colons,
semi-colons, dashes and
hyphens used accurately to
clarify meaning in sentences
and dialogue.
[6–7]
Stage 7 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Content is relevant.
Features of the relevant
genre, if appropriate, are
evident.
Narrative viewpoint is
clear and generally
engages the reader’s
interest throughout.
Main characters are
developed and well-
portrayed with some
evidence of a distinctive
voice.
[3]
Vocabulary and language
(Wv)
Material is relevant using
vocabulary accurately for the
genre.
Ideas are developed with
detail using a variety of
ambitious vocabulary,
linguistic and literary
techniques.
[3]
Structure of texts (Ws)
The response is generally
well-organised and uses a
range of organisational
features accurately.
Events are logically
sequenced throughout the
text though there may be
some inconsistencies.
Paragraphs are used
appropriately to structure
the narrative.
A range of sentence
openings and connectives
are used appropriately to
compare, sequence and
qualify events.
[4–5]
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
Grammatical structures are Spelling is generally correct
mostly accurate throughout the throughout. (There may
text. For example, there is: occasional be phonetically
• a range of sentence types to plausible attempts at
add descriptive detail and/or complex words.)
build up tension
• some use of complex Correct spelling of nearly all
sentences to provide clarity polysyllabic words, e.g.,
and emphasis e.g., by appear, information,
positioning of clauses varying probably, separate
word order or expansion of wondering/wandering,
verb phrases business, essentially,
• formal and/or informal register accommodation
is generally used appropriately
if relevant e.g., depending on
the target audience.
There is a range of punctuation
e.g.,
• commas, ellipses, colons,
semi-colons, dashes and
hyphens are used accurately to
clarify meaning in sentences
and dialogue.
[4–5] [3]
 S7/02
Creation of texts (Wc)
Content is mostly
relevant.
General features of the
genre, if appropriate, are
evident.
Narrative viewpoint is
generally clear and may
help engage the reader’s
interest.
Some characters are
developed and well-
described
[2]
Vocabulary and language
(Wv)
Vocabulary is relevant and
suitable for the genre.
Ideas are developed using
appropriate vocabulary.
linguistic and literary
techniques.
[2]
English Stage 7 Paper 2 Mark Scheme
Structure of texts (Ws)
The response is generally
organised and attempts
some organisational
features.
Events are sequenced
though there are
inconsistencies
Paragraphs / sections are
used to structure the
narrative though not always
consistently or
appropriately.
Movement between
paragraphs may be
disjointed with a limited
range of sentence openings
and connectives.
[2–3]
Page 10 of 11
From 2020
Grammar and punctuation Word structure (Ww)
(Wg) (spelling)
Grammatical structures are Spelling of common and
generally accurate throughout some less-common words,
the text. For example, there is: including polysyllabic and
• some range of sentence compound words, is
types to add descriptive detail generally accurate. e.g.,
and/or build up tension accurate, present, evidence,
• some complex sentences making, possible, search.
may be attempted but mainly
a mix of simple and
compound sentences are
used accurately to add detail.
• Formal and/or informal
register is attempted
according to context, purpose
and audience.
There is some range of
punctuation e.g.,
• commas, semi-colons,
dashes and hyphens) is used
accurately to clarify meaning
in sentences and dialogue.
• 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] [2]
Stage 7 Paper 2 Writing Mark Scheme for Progression tests
Creation of texts (Wc)
Content has limited
relevance.
Some features of the
genre, if appropriate, may
be present.
Narrative viewpoint is not
always consistent. Some
attempt is made to
engage the reader.
Some characters are
described.
A maximum of 1 mark can
be awarded if not the
given genre.
[1]
Creation of texts (Wc)
No creditable response
[0]
Vocabulary and language
(Wv)
Language is simple and
relevant. For example,
vocabulary conveys meaning
which is suitable for the
genre.
Ideas might be developed
using some deliberate
choices of vocabulary,
though may not always be
accurate.
[1]
Vocabulary and language
(Wv)
No creditable response
[0]
Structure of texts (Ws)
Some attempt to organise
the response.
Some basic sequencing of
ideas in relation to the
stimulus.
Paragraphs / sections are
evident with related points
grouped together or linked
by time sequence.
Movement between
paragraphs or sections,
is disjointed with a very
limited range of sentence
openings and connectives.
[1]
Structure of texts (Ws)
No creditable response
[0]
Grammar and punctuation (Wg) Word structure (Ww)
(spelling)
Basic grammatical structures are Spelling of high frequency
generally correct, for example: words is generally correct,
• subject and verb generally e.g., their/there, friend,
agree another, around, because,
• past and present tense of verbs anything, something.
generally consistent.
• There is a mix of simple and
some compound sentences
used accurately.
• Some complex sentences may
be attempted to expand detail
but not always successfully.
• Formal and/or informal register
may be attempted but not
consistently according to
context, purpose and audience.
Punctuation:
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.
Note: learners should gain marks
for good English with punctuation
errors rather than lose marks for
what is essentially good English.
[1] [1]
Grammar and punctuation (Wg) Word structure (Ww)
(spelling)
No creditable response No creditable response
[0] [0]