English
Stage 5
Paper 2 Fiction 2022
Cambridge Primary Progression Test
Mark Scheme
3125_02_MS_5RP
© UCLES 2022
S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Section A: Reading
Question Answer Marks
1 Look at the first line of the text. 1
Why does Billy speak to Sam? Tick () one box.
Award 1 mark for:
• to encourage him.
Question Answer Marks
Look at lines 1–6.
2(a) What is cheers and jeers an example of? Tick () one box. 1
Award 1 mark for:
• rhyme.
2(b) Give one quotation from the text that tells us Sam is feeling nervous. 1
Award 1 mark for:
• (the) frantic beat of his heart (slamming against his ribs).
2(c) The writer says the noise is ‘deafening’. 1
What does this tell us about the noise?
Award 1 mark for:
• It is very loud.
• It makes him feel he can’t hear anything.
Do not accept, ‘It is deafening.’
2(d) What does the writer mean when she says Sam’s arms felt like they’d 1
locked solid and caught fire? Tick () one box.
Award 1 mark for:
• His arms are sore.
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S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Question Answer Marks
Look at lines 7–14.
3(a) Sam and Brandon are not good friends. 2
Give two examples of their behaviour which show us this.
Award 1 mark for each of these ideas, up to a maximum of 2 marks:
• They are rude about each other. / They call each other names. e.g. ‘What a
wimp!’ / ‘I’ll show you maggot-face!’
• Brandon does not support Sam while he’s doing his press-ups. e.g. ‘Look
at the sweat dropping off his forehead. / He’s only done four press-ups and
he’s ready to pass out.’
3(b) The writer emphasises the word Push by writing it in italics and putting it 1
on a separate line.
Why does the writer want to emphasise the word?
Award 1 mark for one of the following:
• to emphasise/show that Sam was trying really hard (after Brandon’s
comment)
• to emphasise/show what Sam was telling himself
• to emphasise/show that it was Sam (not another character) talking to
himself / thinking to himself.
Page 3 of 12
S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Question Answer Marks
Look at lines 15–23.
4(a) Which word means ‘break’? 1
Award 1 mark for either:
• shatter
• burst.
4(b) What literary technique does the writer use in line 17? 1
Award 1 mark for:
• simile.
(Accept any phonetically correct spelling.)
4(c) The writer wants to show the reader that Sam really believes he can carry 2
on doing press-ups.
How does the writer show this? Give two ways.
Award 1 mark for each of the following:
• He repeats the words, ‘He could do it’.
• He uses italics (for emphasis / to repeat, ‘He could do it’).
4(d) Why is an exclamation mark used in line 23? 1
Tick () one box.
Award 1 mark for:
• disappointment
Page 4 of 12
S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Question Answer Marks
Look at lines 24–29.
5(a) Explain in your own words why Sam feels awful. Give two reasons. 2
Award 1 mark for each of the following up to a maximum of 2 marks:
• (Because) Sam/he is unable to carry on doing press-ups.
• (Because) Sam/he feels like a failure. / (Because) Sam/he let
himself/Billy/other people down.
5(b) Which word does them replace? 1
Award 1 mark for:
• (the) crowd.
5(c) Give one two-word phrase that means ‘leaving slowly’. 1
Award 1 mark for:
• drifting away.
Question Answer Marks
6 Brandon compares himself to Sam. 2
Explain in your own words what Brandon is comparing. Give one
quotation from the text to support your answer.
Award 1 mark for either explanation. Award 1 mark for a quotation that supports
the explanation.
Explanation:
• He is comparing the number of press-ups he and Sam can do.
• He implies that he is much better at doing press-ups than Sam / can do
more press ups than Sam.
Quotation:
• ‘I told you he wouldn’t be able to do five press-ups,’ Brandon sneered. ‘I’m
surprised he could manage four.’
• ‘His best is less than my worst!’
Page 5 of 12
S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Question Answer Marks
Look at lines 30–36.
7(a) Which phrase tells us that Sam has been unwell recently? 1
Award 1 mark for:
• ‘He’s only just got over being ill…’
7(b) Give one example of a word that has a negative prefix. 1
Award 1 mark for:
• unimpressed
Question Answer Marks
Look at lines 37–40.
8(a) Find one example of a pronoun. 1
Award 1 mark for either:
• he
• him.
Do not accept ‘his’ (‘his’, in ‘his friend / his feet’ is a possessive adjective).
8(b) Find one phrase that means ‘stood up’. 1
Award 1 mark for:
• scrambled to his feet.
Page 6 of 12
S5/02 English Stage 5 Paper 2 Mark Scheme From 2022
Question Answer Marks
9 Read the whole text again. Would you like Billy as a friend? Tick () one 2
box.
Give two reasons why, using evidence from the text.
Award 1 mark for each reason up to a maximum of 2 marks:
Yes
(I’d like to be friends with someone like Billy) because:
• he’s very loyal/supportive
• he would stand up for me
• he’s not afraid to say what he thinks
• he’s brave / he’s not afraid of Brandon.
No
(I would not like to be friends with someone like Billy) because:
• he’s embarrassing (He never shuts up, even though he’s embarrassing
me.)
• he doesn’t stop talking
• he shouts loudly
• I’d rather be friends with someone like Brandon because he seems really
cool / like a leader. He’s also seems strong and fit.
Accept any suitable response based on information from the text.
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S5/02 English Stage 5 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 Read the final paragraph of the extract again.
Now continue the story to explain what the characters did next.
Ideas to help you:
• Plot What did Sam do next?
Did Brandon and his friends leave?
Did Sam start to feel better?
• Characters Sam
Billy
Brandon
anyone else?
• Setting at a school?
at a park?
Somewhere else?
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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S5/02 English Stage 5 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]
Narrative has ideas and Content is organised so that Grammar:
content with detail ideas are developed • Grammar is almost
developed using well-chosen cohesively throughout most always accurate
choices of vocabulary for the of a piece of sustained throughout the text
genre. writing. including simple,
compound and complex
Main features of the genre Paragraphs and sections are sentences.
are clear. organised to achieve an • Multi-clause sentences
appropriate effect for the combine simple
Viewpoint is consistent and genre. sentences and/or re-order
may include a character’s clauses.
opinions of events / settings • Pronouns and possessive
/ other characters. pronouns; modal verbs;
adjectives and adverbs
Writing may develop a given (comparative/superlative).
narrative with new are all used correctly.
scenes/characters.
Punctuation:
Playscripts include • Punctuation is used
production notes / stage accurately to demarcate
directions. 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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S5/02 English Stage 5 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 Words and phrases chosen Paragraphs and sections are Grammar: Correct spelling of words
well-chosen ideas and to convey mood and feeling used consistently to Uses an increasing range of with less common letter
content. Some ideas and so that the writing sustains organise ideas. sentence types accurately, strings that are pronounced
material are developed in the reader’s interest. including good attempts at differently. e.g., pour, hour,
detail. Chronological or logical links complex structures. piece, pie.
Specialised vocabulary is between paragraphs help
Descriptions of characters used that is suitable for the the development of ideas. Use of expanded phrases to Some successful attempts to
include details that help to genre. develop ideas. For example: spell exceptions to known
develop story. Cohesion between spelling rules.
Figurative language is paragraphs is achieved • noun, adverbial, adjectival,
Descriptions of settings and developed to include a wide using devices such as and verb phrases Correctly spell words with
characters show detail using range of devices such as connectives to establish • a range of connectives silent vowels and syllables in
enhanced vocabulary to alliteration and similes. links. • Past, present and future a range of polysyllabic
engage the reader. verb forms accurate. words, e.g., library, interest.
Good attempts to use
Playscripts are based upon synonyms and adjectives / Punctuation: Spell common homonyms
original ideas. adverbs for shades of • Punctuation is used correctly, e.g., wave
meaning. consistently and accurately (gesture), wave (sea).
Purpose of writing is clear to demarcate sentences.
and appropriate to the given • Direct speech punctuation Spell words with a wide
genre where features are includes other punctuation range of prefixes and
clearly evident. alongside speech marks. suffixes, including opposites
(Errors may occur where (un-, im-) correctly.
A straightforward viewpoint structures are ambitious.)
which is generally consistent • Apostrophes correct for Spell words with double
and appropriate for the possession (sing./plural). consonants correctly.
purpose and the audience.
• Commas always used in
lists and often to clarify
meaning in sentences.
[3] [3] [4–5] [4–5] [3]
Page 10 of 12
S5/02 English Stage 5 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 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 genre. 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
is clear with main features of Choice of words and relationships between them where compound suffixes is correct.
the genre clearly evident. phrases strengthen the clear. sentences use simple
impact of writing. Links between paragraphs/ connectives to join Spelling of common
Use of content and language sections to help the clauses. homophones is correct
in writing shows awareness Figurative language is development of a narrative within their grammatical
of audience. simple but effective within a are evident but may not be Punctuation: purpose, e.g., they’re, their,
narrative. consistent. • Apostrophes of omission there.
are correct.
Some variation in sentence Logical sequence of events • Full stops, question Some correct spelling of
openings beyond repetition and ideas develop the plot of marks and exclamations long and short vowel
of nouns and pronouns. a story. 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]
Page 11 of 12
S5/02 English Stage 5 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 basic material Vocabulary is simple and Paragraphs /sections are Grammar: Spelling of common
included that is relevant to relevant generally used to help • Some simple sentence inflections is usually
the genre. organise and develop a structures are used accurate, e.g. –ing, –ed,
story. successfully.
Some elements of the genre All simple high frequency
can be seen. (A maximum of Punctuation: words are spelt correctly,
1 mark can be awarded if • Some correct use of e.g., that, she, put.
not the given genre.) punctuation, such as full
stops and capital letters. Spelling of high frequency
words is generally correct,
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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