Stage 8 Progression test 2 – Paper 2: fiction mark scheme

2
Stage 8 Progression test 2 – Paper 2: fiction mark scheme
The Child’s Elephant
The Cambridge Secondary Progression reporting strand and sub-strand are
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
●● Wp Sentence structure and punctuation
●● Ws Spelling
Section A: Reading
Question Answer Marks
1 Look at lines 1–6. 1
Give two different things Bat notices about the
elephant.
Award 1 mark for two of the following:
●● it’s ‘tiny’
●● a ‘couple of weeks in age’
●● ‘ears folded (like the leaves of a cabbage)’
●● ‘back sprinkled with russet-coloured hair’
●● ‘(far too) thin’
●● ‘its spine stuck out in knobbles’
●● ‘skin looked all crumpled’.
Accept: quotations without quotation marks.
Do not accept: longer quotations unless the key
words are indicated in some way.
Rx [8Rx1]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme

Question Answer Marks

2 ‘like the leaves of a cabbage’ [line 3]. 1
(a) What is this phrase an example of?
Award 1 mark for:
●● a simile
(b) What does this phrase suggest about the
elephant’s ears?
Award 1 mark for one of the following points:
The elephant’s ears are:
●● thin
●● floppy
●● delicate
●● very close to its head
●● (folded) in lots of layers.
Accept: alternative wordings provided the meaning is
substantively the same.
Rw [8Rw1, 8Rw4]

Question Answer Marks

3 In the sentence that begins ‘The little creature …’ 1
[line 7], what does the writer mostly use to convey
an impression of the elephant?
Tick (✓) one.
verbs
nouns
adverbs
adjectives
Award 1 mark for ‘verbs’ correctly ticked.
Accept: other ways of indicating the correct answer.
Do not accept: answers where more than one box has
been ticked.
Rw [8Rw2]

Question Answer Marks

4 Explain in your own words how the poachers might 1
have been able to kill the elephant’s mother.
Award 1 mark for:
●● the mother elephant was moving slowly / behind
the rest of the herd / looking after her baby (which
was why the poachers managed to kill her).
Rx [8Rx1]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme
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Question Answer Marks
5 What does the word ‘coax’ [line 20] mean, as it is 1
used in the text?
Tick (✓) one.
persuade
make
enable
help
Award 1 mark for ‘persuade’ correctly ticked.
Accept: other ways of indicating the correct answer.
Do not accept: answers where more than one box has
been ticked.
Rx [8Rx1]

Question Answer Marks

6 Why does Bat think the elephant must be very 2
thirsty?
Give two reasons.
Award 1 mark for two of the following points:
●● ‘it had been wandering all night / for a long time on
the savannah
●● Bat himself was thirsty
●● the elephant finds it difficult to drink with its trunk.
Accept: quotations, paraphrases or explanations.
Ri [8Ri1]

Question Answer Marks

7 Explain in your own words what the word 1
‘tentatively’ [line 27] means, as it is used in the text.
Award 1 mark for an answer that recognises that
‘tentatively’ means ‘uncertainly’, e.g.
●● cautiously / falteringly / timidly / gingerly /
hesitantly / apprehensively.
Accept: other way of explaining ‘tentatively’, e.g. with
great caution / as though he is not sure about it.
Rx [8Rx1]

Question Answer Marks

8 How can you tell that Bat is completely engrossed in 1
looking after the elephant?
Award 1 mark for the following point:
●● he doesn’t realise how much time has passed / what
time it is / how late it is.
Accept: a quotation or an explanation.
Ri [8Ri1]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme

Question Answer Marks

9 In lines 1–40, explain two ways the writer tries to 2
make you feel sorry for the elephant.
Support each answer with an example from the text.
Award 1 mark each for any of the following points, up
to a maximum of 2 marks:
The writer:
●● emphasises the fact the elephant is a ‘baby’ / keeps
referring to it being ‘tiny’ / ‘little’
●● says it has no mother, e.g. ‘orphaned’
●● describes it as though it hasn’t had enough to eat,
e.g. ‘far too thin’
●● tells you its legs won’t hold it up very well /
’staggering’ / ‘collapsing’
●● shows it hasn’t got very much strength, e.g. ‘weakly’
●● says it struggles to feed (even though it is hungry)
e.g. ‘It could smell her sweet milk but still it couldn’t
drink.’
Accept:
●● other valid answers, rooted in the text
●● examples without quotation marks, embedded in
answers.
Do not accept: answers without examples from the
text.
Rv [8Rv1]

Question Answer Marks

10 This story is told from the point of view of Bat. 1
How does the writer do this?
Award 1 mark for one of the following points:
The writer:
●● shows events through Bat’s eyes
●● describes his thoughts and feelings.
Do not accept: it is written in the third person.
Rv [8Rv1]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme
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Question Answer Marks
11 ‘the tale tumbling out in broken snatches’ [line 49/50] 2
Explain in your own words two things this phrase
suggests about the way Bat speaks.
Award 1 mark for any of the following points, up to a
maximum of 2 marks:
●● hurriedly / very fast / in a rush / the words coming
out very quickly
●● with gaps / interruptions / in incomplete sentences
●● in a garbled / jumbled / confused / muddled way /
moving from one topic to another suddenly.
Do not accept: ‘gabbling’ or ‘gasped’.
Rw [8Rw1]

Question Answer Marks

12 Look at lines 52–56. 2
Explain in your own words two ways Amuka reacts
to the elephant.
Award 1 mark each for the following points, up to a
maximum of 2 marks:
●● she is in awe / amazed by / astounded by the baby
elephant
●● she feels very sorry / sad for the elephant.

Rx [8Rx1]

Question Answer Marks

13 Look at the sentence that begins ‘He watched 2
Muka’s eyes …’ [line 52].
(a) What kind of a sentence is this?
Tick (✓) one.
simple sentence
compound sentence
complex sentence
Award 1 mark for ‘complex sentence’ correctly ticked.
(b) Explain how this sentence contrasts with the
sentences in the rest of the paragraph.
Award 1 mark for an answer that recognises that this
sentence is long / complex, while the other sentences
in the paragraph are short / simple, e.g.
●● it’s long but the others are much shorter
●● this sentence is complex and the others are simple.

Accept:
●● answers that refer only to the other sentences
being simple if ‘complex’ sentence has been
correctly identified for (a)
●● correct answers for (b), even if the answer to (a) is
incorrect.
Rw [8Rw2]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme

Question Answer Marks

14 Explain what you learn about the character of Bat 3
from the whole text.
Support your answer with examples from the text.
Award 1 mark for each relevant point about Bat’s
character, supported by a relevant example, up to a
maximum of 3 marks.

Bat’s character Examples from the text

Bat is a skilled herdboy
he is an animal lover /
knows about animals
he is gentle /
compassionate / caring
he is persistent / doesn’t
give up easily
He is friendly / warm /
open
‘he could coax even the
sickliest to suck milk’
‘Where was its mother? It
would die without her.’
‘Bat reached out one slow
gentle hand’
‘it wasn’t very successful,
but the boy kept on going’
‘So she had kept her
promise! He had hoped so
much she would’

Accept:
●● other relevant points about Bat’s character, rooted
in the text
●● other relevant examples, which may be quotations,
references or paraphrases.
Do not accept: quotations on their own.
Ri [8Ri1]

Question Answer Marks

15 Explain in your own words two ways the writer 2
suggests that Amuka is not sure how to get the
elephant home.
Award 1 mark each for any of the following points, up
to a maximum of 2 marks:
●● the word ‘Somehow’ suggests she doesn’t know how
they are going to do it
●● it says ‘she glanced about…as if searching for the
answer’ because she is uncertain what they should
do
●● the word ‘Perhaps’ shows she is not confident that
the elephant will follow the cows.
Rv [8Rv1]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme
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Question Answer Marks
16 What do you think will happen next in the story? 1
Use evidence from the text to support your answer.
Award 1 mark for answers supported by relevant
evidence from the text, e.g.
●● Bat and Amuka will get the baby elephant home
safely, e.g. ‘Somehow between us, we have to help it
to walk’
●● they look after the baby elephant until it has grown
up, e.g. ‘Between them they might be able to come
up with a plan’
●● Bat and Amuka become really good friends, e.g. ‘So
she had kept her promise! He had hoped so much
she would’
●● they hide the baby elephant from the poachers to
keep it safe, e.g. ‘Was that why the poachers had
managed to single out so mighty a creature?’
Accept:
●● other predictions rooted in the text
●● quotations, paraphrases and references.
Do not accept: predictions without reference to the text.
Ri [8Ri1]

Section B: Writing
Question Marks
17 Write a story about two people who find something unexpected while out 25
walking.
In your story, you should consider:
●● who the characters are
●● the setting for your story
●● what they find
●● what happens next.
Notes on marking:
●● Use the marking grids on the following 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 of the criteria have
been met but not all.
Content, purpose and audience 8
Text structure and organisation 7
Sentence structure and punctuation 7
Spelling3
 Total [25]

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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme
Content, purpose and
audience (Wa)
 8 marks
The content is relevant
and thoughtfully
developed, with
imaginative detail to
engage the reader’s
interest.
Characterisation and
viewpoint are developed
and well sustained.
Style and vocabulary
are used deliberately
to maintain interest
throughout.
7–8 marks
The content is relevant,
with some development
of detail, showing
awareness of reader.
Characterisation is
developed and there is
evidence of a viewpoint.
Style is consistent
and vocabulary is
appropriate, with some
ambitious use to engage
the reader.
5–6 marks
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Marking grid for Section B writing task
Text structure and Sentence structure and Spelling (Ws)
organisation (Wt) punctuation (Wp)
 7 marks  7 marks  3 marks
The overall structure A range of sentences
of the narrative is is used deliberately to
coherent, with an provide clarity and for
engaging opening and a effect.
considered ending. Grammar is almost
Clear paragraphs are entirely correct.
used effectively to Sentences are
organise ideas. punctuated correctly
Within paragraphs, and a range of
cohesion is achieved punctuation is used
using a range of mostly correctly.
devices, e.g. repetition,
synonyms, pronouns
and connectives
6–7 marks 6–7 marks
The overall structure A range of sentence Spelling is generally
is mostly clear, with structures is used to correct throughout, with
an effective opening convey ideas clearly, a reasonably wide range
and closing, showing with some attempt to of words accurately
awareness of the reader. create particular effects. spelled. There may be
Paragraphs are used Grammar is almost occasional phonetically
effectively to organise always correct, with very plausible attempts at
ideas. occasional errors. complex / unfamiliar
words.
Within paragraphs, ideas Sentences are
are almost always linked punctuated correctly Spelling of most
clearly, e.g. through the and there is an attempt polysyllabic and more
use of connectives. to use a range of complex words is
punctuation, but not correct.
always accurately.
4–5 marks 4–5 marks 3 marks
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 Stage 8 Progression test 2 – Paper 2: fiction mark scheme
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Content, purpose and Text structure and Sentence structure and Spelling (Ws)
audience (Wa) organisation (Wt) punctuation (Wp)
 8 marks  7 marks  7 marks  3 marks
The content is Ideas are mostly Straightforward Spelling of most words,
straightforward and sequenced logically, sentences are usually including polysyllabic
mostly relevant. e.g. through time accurate, with occasional and compound words, is
There is development connectives, and there errors where more generally accurate.
of characters, though it is an opening which ambitious structures are Spelling of some
may be uneven. attempts to engage the attempted. polysyllabic words and
reader. Grammar is usually some more difficult
There is some use
of narrative stylistic There is some use of correct, though there words in frequent use is
features and the paragraphs, though may be odd errors at correct.
vocabulary is they are not always times.
appropriate. controlled. Capital letters, full stops
Within paragraphs, and commas are used
ideas are mostly linked, correctly, and there
although there may is evidence of other
be some abrupt shifts punctuation.
between ideas.
3–4 marks 2–3 marks 2–3 marks 2 marks
The content is simple, Some ideas are There are some correct Spelling of high-
with aspects that are sequenced logically, but sentences, but they are frequency words and
relevant. this may be variable. limited in variety. simple words is generally
Characters are There may be some use Straightforward correct.
introduced. of paragraphs. grammatical structures
The style is simple and Some ideas are linked, are usually correct,
vocabulary is generally but cohesion is limited though there may be
appropriate. in places. errors at times.
Capital letters and full
stops are used with
some accuracy and there
is some evidence of
other punctuation.
1–2 marks 1–2 marks 1–2 marks 1 mark

No creditable response No creditable response No creditable response No creditable response

0 marks 0 marks 0 marks 0 marks

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