Paper 1 Non-fiction
Cambridge Lower Secondary Progression Test
Mark Scheme
Section A: Reading
Question Answer Marks
1(a) Award 1 mark for: 1
● another planet.
1(b) Award 1 mark for: 1
● personification.
1(c) Award 1 mark for: 1
● mountainscape.
Question Answer Marks
2 Award 1 mark for: 2
● Snow is referred to as being like a blanket in the first paragraph.
And 1 mark for:
● Snow is referred to as ‘white linen sheets’ / ‘a mattress’ in the
second paragraph.
Question Answer Marks
3 Award 1 mark for: 1
● (But I’m suited and booted and) ready for action.
Question Answer Marks
4 Award 1 mark for: 1
● (To build up) descriptive detail / describing the setting of the hotel / Deplar.
Question Answer Marks
5 Award 1 mark for: 2
● The snow is dangerous.
Award 1 mark for:
● Icing on a birthday cake is reassuring / pleasing / fun.
First paragraph Travel: amazed
Second paragraph Arrival: excited
Third paragraph Snowshoe hike: peaceful
Fourth paragraph Inside Deplar: relaxed
Fifth paragraph Preparations: hopeful
Sixth paragraph Plane tour: elated
Seventh paragraph Northern Lights: enchanted
Eighth paragraph Party night: sociable
Question Answer Marks
6 Award 1 mark for: 1
● The sights are so beautiful / unbelievable / unfamiliar / amazing / surreal /
dramatic.
Accept any adjective that conveys the dreamlike nature of the sights.
Question Answer Marks
7 Award 1 mark for: 1
● It shows that the writer was in the middle of something when the Northern
Lights appear. / It shows how the Northern Lights appearing at that time
was unexpected as the writer was busy doing something else. / It sets the
scene / gives a context for the events that follow / adds drama by putting
the climax at the end of the sentence.
Question Answer Marks
8 Award 1 mark for: 2
● They are both used to give extra information.
Award 1 mark for:
● Dashes put more emphasis on the information between them than brackets
do.
Question Answer Marks
9 Award 1 mark for each correct answer up to 3 marks: 3
Ideas Quotations
the interior is comfy seats are nestled
comfortable and homely around chunky
Icelandic rugs
warm and snug meals are served next to
an enormous crackling
fire
sociable / intimate one long table seats all
the guests
one’s idea of a perfect like a home from home
home
Ideas Quotations
it’s a modern, swanky wooden lodge chic
building
limited rooms home to just 12 beautiful
bedrooms
all guests get a personal everyone who stays
guide here is assigned a guide
Question Answer Marks
10 Award 1 mark for each correct reason and 1 mark for a correct quotation, up to 4
a maximum of 4 marks.
If Opinion 1 is ticked:
If Opinion 2 is ticked:
Question Answer Marks
11(a) Activities and entertainment: 3
● Skiing
● Snow-shoe hiking
● Star gazing
● Air tour / Plane trip
● Sociable evening meal
● Karaoke
● Dancing
Award 1 mark for 2–3 correct answers
Award 2 marks for 4–5 correct answers
Award 3 marks for 6 correct answers
11(b) Example: 2
At Deplar farm you can go skiing or snow-shoe hiking with a guide. There is an
air tour of the mountains available too. In the evening, you can enjoy a sociable
meal served by the fire, followed by karaoke, star-gazing through a telescope,
and even possibly a sighting of the Northern Lights. (47 words)
Award 2 marks for a summary that combines the main points into a coherent
summary
Award 1 mark for a summary that includes some but not all of the main points
Do not award more than 1 mark where the summary exceeds 50 words.
Section B: Writing
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]
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]
Content is entirely relevant. The response is well- Grammatical structures are
organised using a good almost always accurate
range of organisational throughout the text. For example,
Ideas are developed so
features accurately. there is:
that features of the text
● a wide range of sentence types
type are clearly established
Ideas are developed with to support the text type
and are used confidently
chronological or logical ● a range of complex sentences
throughout.
links throughout the text accurately to provide clarity
from an introduction to and emphasis e.g., by
Viewpoints are well- conclusion. positioning of clauses varying
presented, i.e., detail word order or expansion of
sustains interest with Paragraphs are used verb phrases
writer’s style / personal competently to structure the ● consistent use of formal and/or
response which content. There is good informal register according to
emphasises particular cohesion within and context, purpose and
points. between paragraphs. audience.
A good range of carefully There is a good range of
Writing is clearly developed chosen sentence openings punctuation. For example:
to suit the specified and connectives are used ● commas, ellipses, colons,
audience and purpose / text appropriately to support semi-colons, dashes and
type. content. hyphens used accurately to
clarify meaning.
● conventions of layout are
always applied consistently
e.g., bullet points.
[4–5] [6–7] [6–7]
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is relevant and Material is relevant using The response is is Grammatical structures are Spelling is usually correct
ideas are developed so vocabulary accurately for the generally well-organised mostly accurate throughout the throughout. (There may
that features of the text purpose / text type. using a range of text. For example, there is: occasionally be phonetically
type are clear. organisational features ● a range of sentence types to plausible attempts at
Uses well-developed accurately. support the text type. complex words.)
language to clarify and ● some complex sentences to
Viewpoints are clear and
extend ideas. Ideas are developed with provide clarity and emphasis Correct spelling of most, not
maintained throughout.
chronological or logical e.g., by positioning of clauses all, polysyllabic words, e.g.,
links throughout the text varying word order or appear, information,
Writing is developed to Creates an effect by using though there may be some expansion of verb phrases probably, separate
suit the specified key linguistic and literary inconsistencies. ● formal and/or informal register wondering/wandering,
audience and purpose. techniques. is generally used appropriately business, essentially,
Paragraphs are used to according to context, purpose accommodation.
Content may have some help structure the text and audience.
different voices within the where the main idea is
text. usually supported by A range of punctuation:
following sentences. ● e.g., commas, ellipses,
colons, semi-colons, dashes
A range of sentence and hyphens are used mostly
openings and connectives accurately to clarify meaning
are used appropriately to ● conventions of layout are
support content. applied consistently e.g., bullet
points.
[3] [3] [4–5] [4–5] [3]
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation Word structure (Ww)
(Wv) (Wg) (spelling)
Content is mostly relevant Vocabulary is relevant and The response is generally Grammatical structures are Spelling of common and
to the task, though there suitable for the purpose / text organised and attempts generally accurate throughout some less-common words,
may not be many well- type. some organisational the text. including polysyllabic and
developed ideas. features. For example, there is: compound words, is
● some range of sentence types generally accurate, e.g.,
Language and meaning of Some attempt to sequence to support the text type friend, another, around,
Writing shows purpose. words/phrases is clear. relevant ideas logically. ● complex sentences may be because, anything,
attempted to create effect and something.
There is a Clear evidence of Paragraphs / sections are convey shades of meaning
straightforward viewpoint appropriate linguistic and evident, though not always ● some awareness of formal Spelling of plurals and
and awareness of the literary techniques. consistently or and/or informal register some past and present
audience. appropriately. according to context, purpose words is generally accurate,
and audience. e.g., boxes, clothes, told,
Movement between stopped, wanted.
paragraphs or sections, Some range of punctuation:
may be disjointed with a ● e.g., commas, semi-colons,
limited range of sentence dashes and hyphens are
openings and connectives. generally accurate and may
sometimes be used for effect.
● There may be evidence of
comma splicing.
Note: if punctuation is totally
lacking and other descriptors met
then give the lower mark here.
[2] [2] [2–3] [2–3] [2]
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
Some material is included Language is simple and Some attempt to organise Basic grammatical structures are Spelling of high frequency
that elaborates on basic relevant. For example, the response. generally correct, for example: words is generally correct,
information. vocabulary conveys meaning ● subject and verb e.g., their/there, when,
which is suitable for the Some basic sequencing of generally agree were, what, some, etc.
Some elements of the text purpose / text type. ideas in relation to the ● past and present tense of
type can be seen; a stimulus. verbs generally consistent.
maximum of 1 mark can ● There is a mix of simple
be awarded if not the Language and meaning of Paragraphs / sections are and some compound
given text type. words/phrases is mainly evident with related points sentences used accurately.
clear, with some errors. grouped together or linked ● Some complex sentences
by time sequence. may be attempted to expand
There is some evidence of detail but not always
some appropriate linguistic Movement between successfully.
and literary techniques. paragraphs or sections, ● Formal and/or informal register
is disjointed with a very may be attempted but not
limited range of sentence consistently according to
openings and connectives. 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] [1] [1] [1]
Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]
