Cambridge Primary Progression Test

Question paper

1 hour

English Paper 1 For teacher’s use

Page Mark

Stage 3 1

3
Name ………………………………………………….………………………. 4

5
No additional materials are required.
6
READ THESE INSTRUCTIONS FIRST.
7
Answer all questions in the spaces provided on the question paper.
8
You should pay attention to punctuation, spelling and handwriting. 9

The number of marks is given in brackets at the end of each question or 10

part question. The total number of marks for this paper is 50.
11
Suggestions for how long to spend on each section are given in the booklet.
12

Total

DC (SJF) 87084/5RP
© UCLES 2014
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Section A: Reading For
Teacher’s
Use
Spend 20 minutes on this section.

Read the text from a website below. Then use the information in the text to answer
the questions.

Sound

Have you ever lost your voice? Then you’ll know how important speaking is for
us, because it’s the main way that humans communicate with each other.

How do we speak? When we speak, we push air

from our lungs inside our body past the vocal chords
in our throat. Vocal chords are like the strings of a
violin. The air from our lungs makes the vocal chords
move. Then the air reaches our mouth.

When we speak and sing, three things help us to

control the sound of our voice: first, the speed of the
air from our lungs; second, the shape of our mouth;
third, the position of our tongue. The air comes out
of our mouths as sound waves. These waves are
measured in hertz (Hz). Human voices are about
1,000 Hz.

How do animals use sound? Animals use a range of sounds to communicate

with each other. For example, howler monkeys make some of the loudest
sounds in the animal world. You can hear their screams – of around 6,000 Hz –
up to 16 kilometres away! They use their noses to blow out powerful blasts of
air. Some of the lowest sounds are made by frogs. They can make surprisingly
low croaks – as low as 50 Hz. They do this by blowing up their throats almost
as big as they are!

Use the text Sound to answer the questions.

1 What is the main way in which humans communicate?

...................................................................................................................... [1]

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2 Draw lines from the words to label the diagram. For
Teacher’s
Use

lungs

vocal chords

mouth
[1]

3 Which animal uses its nose to make loud sounds?

...................................................................................................................... [1]

4 Number these 1, 2 and 3 from the lowest sound (1) to the highest (3).

human

howler monkey

frog [2]

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5 Look at the whole text Sound. For
Teacher’s
Use
Tick (9) the sentence which tells us what the text Sound is about.

It’s about how our lungs work.

It’s about how loud animals are.

It’s about different ways of making music.

It’s about how humans and animals make sound.

[1]

6 The writer names different parts of the human body that make sound.

Add to this list one more part of the human body that is in the text and is used
for speech.

lungs, vocal chords, throat, mouth, ............................................... [1]

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This text is from an information book. Read it and then answer the questions. For
Teacher’s
Use

Hearing sound
outer ear inner ear Your ears collect sounds and send
eardrum sound signals to your brain. Sound
waves enter the outer ear (the thing
on the side of your head) and travel
inside, where they bump up against
the eardrum. Inside the ear, tiny hairs
cilia called cilia move and send signals to
the brain, which then changes these
signals into the sounds we hear.

Imagine closing your eyes and listening to someone clap their hands. You’ll be
able to point at that person because your two ears will tell you where the sound
came from.

The loudness of sound is measured in decibels (dB). The louder the sound, the
more decibels. Listening for a long time to a loud noise above 90 decibels can
damage your hearing. Why does this happen? Well, loud sounds cause some
cilia to die. And when cilia die, they cannot grow back. We are born with only
about 3,500 of these, so be careful to protect your hearing from loud noises!

Decibels Sound
120 ambulance siren
110 rock concert
105 personal stereo at maximum level
95 motorcycle
85 heavy traffic
60 normal conversation
30 whisper

• A child can hear sounds up to 20,000 Hz, but most 60-year-olds can’t hear
sounds over 12,000 Hz.
• Grasshoppers’ ears are in their knees.
• The ‘stapes’ bone in the ear is the smallest bone in the human body. It’s
only 0.25 to 0.33 cm long and weighs between 1.9 and 4.3 milligrams.

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7 Complete the sentence below with a number. For
Teacher’s
Use
It’s dangerous to listen to sounds that are more than ............. decibels for a
long time. [1]

8 Why is it important not to damage the cilia?

1 .......................................................................................................................

2 ................................................................................................................... [1]

9 Match these facts and numbers.

12,000 Hz the number of hairs in the inner ear

85 decibels what a 60-year-old can hear

3,500 the length of the smallest bone in the body

0.25 centimetres the noise of heavy traffic

[2]

10 What could a rock concert do to your hearing?

...................................................................................................................... [1]

11 (a) Tick one box to show what this text is for.

To give you:

information about hearing

a report on traffic problems

a review of music to listen to

instructions about how to hear

[1]
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(b) Draw lines to link each paragraph with its heading. For
Teacher’s
Use

1st paragraph Do you know these facts?

2nd paragraph How loud is too loud?

3rd paragraph How do we know where sound comes from?

4th paragraph How do our ears help us to hear?

[2]

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Section B: Writing For
Teacher’s
Use
Spend 25 minutes on this section.

12 The reading texts are from a website and an information book.

Write your own information text for a book or a website which has the title
The sounds around us.

You could write about:

• the different things we hear

• sounds you like or don’t like
• what we choose to listen to
• noises in different places.

PLANNING

Spend up to 5 minutes making notes in the box to plan your information text.

Purpose and Audience [6] Punctuation [2]

Text Structure [5] Spelling [2]

Sentence Structure [5]

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Write your information text here. For
Teacher’s
Use
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Section C: Grammar, punctuation and vocabulary For
Teacher’s
Use
Spend 15 minutes on this section.

13 Add one full stop and one capital letter to make two sentences.

Alexander Graham Bell was a scientist his wife and mother were both
deaf and he was interested in the study of sound. [1]

14 Draw lines to link the underlined word in each sentence with the kind of word it
is.

When cilia die, they cannot grow

adjective
back.

Sounds we hear from things like jet

noun
engines can be very loud.

The stapes is the smallest bone in

verb
the body.
[2]

15 Underline the pronoun in this sentence.

You need vocal chords in order to speak. [1]

16 Change these sentences from singular to plural. The first one has been done
for you.

Singular Plural

A human being hears sounds. Human beings hear sounds.

He listens to music. ............................................................

It is a horrible noise. ........................................................ [2]

17 Underline all the words that Paul spoke.

“I will close my eyes,” said Paul to Jane. “You can then clap very loudly.” [2]

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18 Add a verb to complete this sentence. For
Teacher’s
Use
Howler monkeys ................................................... loud animals! [1]

19 (a) Choose a word to join the sentences.

Most people like the sound of the violin ................................ some people
don’t. [1]

(b) Draw lines to join the parts to make good sentences.

We can hear the direction a so it’s important to protect

noise is coming from them.

Grasshoppers’ ears are on and they can hear through

their knees these.

Loud sounds can damage our

because we have ears.
ears
[2]

20 Write the full form of these words. The first one has been done for you.

Short form Full form

it’s it is

shouldn’t ............................................................

they’re ............................................................

you’ll ........................................................ [2]

21 Read this sentence from the text Hearing sound.

Listening for a long time to a loud noise above 90 decibels can damage
your hearing.

Write a different word that means the same as damage.

damage ................................................... [1]

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BLANK PAGE

Copyright Acknowledgements:

Section A Reading © The Dorling Kindersley Science Encyclopedia; Dorling Kindersley Publishers Ltd; 1997.
Question 6 © [Link]

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to
make amends at the earliest possible opportunity.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 E/S3/01

Cambridge Primary Progression Test
Question paper

1 hour

English Paper 2 For teacher’s use

Page Mark

Stage 3 1

3
Name ………………………………………………….………………………. 4

5
No additional materials are required.
6
READ THESE INSTRUCTIONS FIRST.
7
Answer all questions in the spaces provided on the question paper.
8
You should pay attention to punctuation, spelling and handwriting. 9

The number of marks is given in brackets at the end of each question or 10

part question. The total number of marks for this paper is 50.
11
Suggestions for how long to spend on each section are given in the booklet.
12

Total

DC (RW/SW) 87086/5RP
© UCLES 2014
 2
Section A: Reading For
Teacher’s
Use
Spend 30 minutes on this section.

Here is the beginning of a story about an ostrich who lives in a zoo and decides to
go to Africa. Read the text and then answer the questions.

Rosie the ostrich loved her zoo keeper, Sam. Every day he brought Rosie
something nice to eat and a bucket of water.

But one cold winter’s day, Rosie heard Sam say, ‘It’s too cold for me – I
think I’ll go on holiday somewhere nice and warm like Africa!’ Sam was only
joking, but Rosie didn’t know that. 5

The next day, Sam didn’t appear. He was at home, ill, with a fever. Rosie
thought, ‘He’s gone to Africa!’ – so she wanted to go there too.

Luckily, that afternoon Rosie noticed that a side gate wasn’t closed properly.
Now was her chance! ‘I will follow the sun,’ she thought. ‘If I get nearer to
the sun, I might get to Africa and find Sam!’ 10

She ran for quite a long time. Rosie’s legs were very sore from such a lot
of exercise, and she felt thirsty. But now there was nobody to give her a
bucket of water…

1 Read these statements about the story.

Tick (9) two boxes that we know are true from the story.

Rosie thought Sam was a kind man.

Rosie was happy for Sam to go to Africa.

Rosie planned her trip to Africa carefully.

Rosie thought that Africa was near to the sun.

Rosie was used to running a lot.

[2]
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2 Why did Sam say he would like to go on holiday to Africa? For
Teacher’s
Use
...................................................................................................................... [1]

3 Why didn’t Sam go to work the next day?

...................................................................................................................... [1]

4 Name two things that Sam gave to Rosie every day.

1 .......................................................................................................................

2 ................................................................................................................... [1]

5 After running for a long time, how do you think Rosie felt?
Tick (9) one box.

worried

amazed [1]

6 ‘...I might get to Africa and find Sam!’ (Line 10)

Which word in this sentence tells us that Rosie was not sure that she could
find Sam?

...................................................................................................................... [1]

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Read the next part of the story and then answer the questions. For
Teacher’s
Use

Just then, a little rabbit hopped by.

‘Please, where can I get a drink?’ asked Rosie.

‘In the stream, of course!’ replied the rabbit, staring at this large, strange
bird. Rosie jumped in the stream and had a long drink.

It started to snow. Rosie wandered about looking for somewhere to shelter; 5

then she saw a barn.

‘Ah, nice big doors. I’ll go in there.’

There were several hens there and when they saw Rosie – what a
commotion!

‘That’s the biggest hen I’ve ever seen,’ clucked one of them, flapping about. 10
‘She’ll be the boss for sure!’ added another. They flew about in a panic, but
Rosie settled down in the straw and the hens slowly became used to her.

7 Which two words in line 3 tell us that the rabbit had not seen an ostrich before?

...................................................................................................................... [1]

...................................................................................................................... [1]

8 Why was Rosie pleased that there were ‘nice big doors’?

...................................................................................................................... [1]

9 (a) Why did the hens think Rosie would be the boss?

................................................................................................................ [1]

(b) In the end, how did the hens feel about having Rosie in the barn?

................................................................................................................ [1]

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10 (a) ‘That’s the biggest hen I’ve ever seen...’ (Line 10) For
Teacher’s
Use
What do you think Rosie would say next?
Tick (9) the best answer.

How lovely!

But I’m an ostrich.

What’s the matter?

I’m getting very cold.

[1]

(b) What do you think the hens are going to do next?

................................................................................................................ [1]

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Read the next part of the story and then answer the rest of the questions. For
Teacher’s
Use

After a while, the farmer drove up in a tractor and looked into the barn.
Rosie sprang up in a fright and sped out of the barn. The hens clucked
loudly.

‘Hey, come back here,’ yelled the farmer. There might be a nice reward
for capturing such a handsome ostrich, and wouldn’t his wife like some of 5
those feathers for a hat!

He jumped on his tractor to follow Rosie, but Rosie’s long legs were much
too quick for the farmer.

11 ‘Rosie sprang up in a fright and sped out of the barn.’ (Line 2)

(a) Circle a verb from the box that the writer could have used instead of
‘sprang’.

carried fell jumped moved shouted

Circle a verb from the box that the writer could have used instead of ‘sped’.

arrived drove found ran rode

[2]

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(b) Here are some verbs from the story. Which two describe the way that the For
Teacher’s
people or animals spoke? Use
Tick (9) two boxes.

clucked

hopped

jumped

loved

noticed

yelled
[1]

12 (a) You have read only the first part of the story. From what you know so far,
choose the best title for the story.
Tick (9) one box.

Life on the farm

Feeding time at the zoo

Rosie’s unhappy adventure

[1]

(b) This text is a story, not an information text.

Write two things about the text that make it a story.

1 .................................................................................................................

2 ............................................................................................................. [2]

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Section B: Writing

Spend 30 minutes on this section.

13 You have read the first part of a story about Rosie the ostrich leaving the zoo and
starting her journey to Africa to find her zoo keeper, Sam.

Write the end of the story.

Use these ideas to help you plan your story.

Plot • Decide what happened after Rosie left the farm.

• Did she see Sam again?

Character • Who did Rosie meet on her journey?

• Did they help her to meet up with Sam again?

Setting • Rosie has been in a zoo, near a stream and on a farm. Where
else has she been?
• Has she been to Africa or not?

Remember to include as much detail as you can in your story.

PLANNING

Spend up to 5 minutes making notes in the box to plan your story.

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Write your story here. For
Teacher’s
Use
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For
Teacher’s
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Content [5] Punctuation [4]

Audience [4] Vocabulary [3]

Text Structure [5] Spelling [4]

Sentence Structure [5]

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BLANK PAGE

Copyright Acknowledgements:

Section A Reading © adapted: Jean Gilder; Rosie Runs Away; Medici Society Ltd; 1987.

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort
has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to
make amends at the earliest possible opportunity.

Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local
Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

© UCLES 2014 E/S3/02

Cambridge Primary Progression Test
Mark scheme

English

Stage 3

DC (NH/SW) 87083/7RP
© UCLES 2014
 2

Stage 3 Paper 1 Mark Scheme

Section A: Reading

Question 1

Part Mark Answer Further information

(by) speaking Allow any suitable synonym, e.g.
1
‘talking’ / ‘speech’.
Total 1

Question 2

Part Mark Answer Further information

lungs Award 1 mark for all three of the

areas labelled clearly and correctly.

1
vocal chords

mouth

Total 1

Question 3

Part Mark Answer Further information

howler monkey(s) Both words must be written for the
1
mark.
Total 1

Question 4

Part Mark Answer Further information

human 2 Award 2 marks if two or three are
2 howler monkey 3 numbered correctly and 1 mark if
frog 1 only one is numbered correctly.
Total 2

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Question 5

Part Mark Answer Further information

It’s about how humans and animals
1
make sound.
Total 1

Question 6

Part Mark Answer Further information

1 tongue(s)

Total 1

Question 7

Part Mark Answer Further information

1 90/ninety

Total 1

Question 8

Part Mark Answer Further information

Cilia die when they are in contact Award 1 mark for any appropriate
with loud sounds version of two of these three facts.
1
Cilia cannot grow back
Cilia are needed / They send signals
Total 1

Question 9

Part Mark Answer Further information

85 decibels – the noise of heavy Award 1 mark for two correct
traffic answers.
3500 – the number of hairs in the Award 2 marks for all three correct
2
inner ear answers.
0.25 centimetres – the length of the
smallest bone in the body
Total 2

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Question 10
Part Mark Answer Further information
1 damage your hearing
Total 1

Question 11a
Part Mark Answer Further information
1 information about hearing
Total 1

Question 11b
Part Mark Answer Further information
How do our ears help us to hear? 1 Allow 1 mark if two of the answers
How loud is too loud? 3 are correct.
2 How do we know where sound
comes from? 2 Allow 2 marks if all answers are
Do you know these facts? 4 correct.
Total 2

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Section B: Writing (Non-fiction)

12

PURPOSE AND SENTENCE

TEXT STRUCTURE PUNCTUATION SPELLING
AUDIENCE STRUCTURE

Language is appropriate
to the text type,
e.g. impersonal.

There is some attempt to

engage the reader with
appropriate detail.

Text type is developed to Paragraphs are generally Variety of sentence

convey writer’s attitude used to group or to structures connected by
to the chosen subject, sequence ideas. wider range of connectives,
e.g. knowledge and e.g. or, when, after.
enthusiasm for subject Each section has an
matter. opening statement.

Some awareness of
audience is shown through
use of well-chosen words to
convey meaning.

5 5 5

Reader is given appropriate Some attempt is made to Some variation in sentence

information, sequence ideas logically; openings is evident:
e.g. the content is all e.g. content clear. e.g. not always starting with
relevant. noun phrase or pronoun;
The text begins with an e.g. use of adverbials to
Some features of text type opening statement to show sequence.
are evident, engage the reader.
e.g. some appropriate
features of a report text;
e.g. present tense is
sustained.

4 4 4

Some elements of the text Ideas are grouped together Simple sentences are
type can be seen: although paragraphs may generally grammatically
e.g. it is an attempt to not be shown. correct.
describe; it is generally
written in the present tense Three or four different
though this may not be connectives are used
sustained. appropriately.
e.g. and, but, because, so.

3 3 3

Text is non-fiction and uses There is some evidence Simple and compound End of sentence Spelling is phonically
appropriate sentence types. of a progression of ideas sentences are used. punctuation is present in sophisticated so that any
through the text. at least 50% of sentences, mis-spelled words are easily
Vocabulary used is Complex sentences with e.g. full stops, capital decodable.
appropriate. because may also appear. letters, question and
exclamation marks.

2 2 2 2 2

Simple statements about The plan may show how Simple sentences are used. More than one sentence is Spelling is sufficiently
the human body. ideas are intended to be They may be joined with marked with a full stop and accurate so that the writing
linked or developed. repetitive and then … a capital letter. can be read throughout
without mediation by the
Individual ideas are clearly child.
expressed.

1 1 1 1 1

Award 0 where performance fails to meet the lowest description.

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Section C: Grammar, punctuation and vocabulary

Question 13

Part Mark Answer Further information

Alexander Graham Bell was a Award 1 mark if both the full stop
scientist. His wife and mother were and the capital letter are correct.
1 both deaf and he was interested in
the study of sound.

Total 1

Question 14

Part Mark Answer Further information

die – verb Award 2 marks for all three lines
loud – adjective correctly drawn.
2
bone – noun Award 1 mark if one line correctly
drawn.
Total 2

Question 15

Part Mark Answer Further information

You

Total 1

Question 16

Part Mark Answer Further information

They listen to music. Award 1 mark for each correct
They are horrible noises. sentence. All words in the sentence
must be correct for the mark to be
awarded. Punctuation does not have
to be accurate.
Total 2

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Question 17

Part Mark Answer Further information

‘I will close my eyes,’ said Paul to Award 1 mark for each correct
Jane. ‘You can then clap very loudly.’ sentence that is fully underlined with
no extra words underlined. If the
whole text is underlined, award 0
marks.
Total 2

Question 18

Part Mark Answer Further information

1 Howler monkeys are loud animals.

Total 1

Question 19 (a)

Part Mark Answer Further information

Award 1 mark for an appropriate
1 but / although / though connector which keeps the sense of
the text.
Total 1

Question 19 (b)

Part Mark Answer Further information

We can hear the direction a noise is Award 2 marks if two or three lines
coming from because we have ears. are drawn correctly.
Award 1 mark if one line is drawn
Grasshoppers’ ears are on their correctly.
knees and they can hear through
these.

Loud sounds can damage our ears

so it’s important to protect them.
Total 2

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Question 20

Part Mark Answer Further information

shouldn’t – should not Award 2 marks if three full forms are
they’re – they are correctly completed.
2
you’ll – you will/shall Award 1 mark for one or two correct
full forms.
Total 2

Question 21

Part Mark Answer Further information

hurt / spoil / harm / affect Award 1 mark for an appropriate
word. The word must keep the
1 sense of the original sentence and
should not require other words to be
changed.
Total 1

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Stage 3 Paper 2 Mark Scheme

Section A: Reading

Question 1

Part Mark Answer Further information

1 Rosie thought Sam was a kind man. Award 1 mark for each correct tick.

1 Rosie thought that Africa was near to Award 0 marks if more than two
the sun. boxes are ticked.

Total 2

Question 2

Part Mark Answer Further information

Because the weather was warm
1
there / warmer than at home.
Total 1

Question 3

Part Mark Answer Further information

1 Because he was ill / had a fever.

Total 1

Question 4

Part Mark Answer Further information

a bucket of water / something nice to Award 1 mark if both answers are
1
eat (accept ‘(nice) food / water. correct.
Total 1

Question 5

Part Mark Answer Further information

1 worried

Total 1

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Question 6

Part Mark Answer Further information

1 might

Total 1

Question 7

Part Mark Answer Further information

1 staring Award 1 mark each for these two
1 strange answers.
Total 2

Question 8

Part Mark Answer Further information

She is big. / So it will be easy for her Both pieces of information must be
1
to get through them. included for the point.
Total 1

Question 9

Part Mark Answer Further information

Because she was the biggest hen
(a) 1
they had ever seen.
Accept paraphrases such as ‘didn’t
(b) 1 They slowly became used to her.
mind’ / ‘accepted’.
Total 2

Question 10

Part Mark Answer Further information

But I’m an ostrich. Award 0 marks if more than one box
(a) 1
ticked.
(b) 1 settle down

Total 2

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Question 11

Part Mark Answer Further information

jumped
(a) 2
ran
clucked Award 1 mark if both answers are
(b) 1
yelled present.
Total 3

Question 12

Part Mark Answer Further information

Rosie’s unhappy adventure Award 0 marks if more than one box
(a) 1
ticked.
It tells you what people say. / It tells 1 mark each for two appropriate
you how people feel as well as what answers
(b) 2 they do. / It’s not real.
Accept any reasonable feature of
narrative.
Total 3

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Section B: Writing (Fiction)

13

TEXT SENTENCE
CONTENT AUDIENCE PUNCTUATION VOCABULARY SPELLING
STRUCTURE STRUCTURE

The narrative Paragraphs are Variety of sentence

is developed sometimes used to structures
by building on sequence ideas. connected by
the events that wider range of
have happened Ideas are connectives is
so far, e.g. there organised evident,
may be one or simply with a e.g. but, so,
more settings or fitting opening because.
characters which and conclusion,
are purposefully mostly logical and
linked. well-paced.

5 5 5

The story is Reading is Some attempt to Some variation in Straightforward Spelling of

developed in engaged through sequence ideas sentence openings sentences are common words
its setting, i.e. one or two logically is made, is shown, e.g. not demarcated with more than one
narrative matches additional details. e.g. content clear. always starting accurately with syllable, including
setting. with noun or full stops, capital compound words,
Character’s Opening and pronoun or other letters, question is generally
At least one event reactions to conclusion are word. and exclamation accurate.
is described events are often sometimes marks, throughout
although detail described, e.g. the evident. the text.
may be lacking. creature’s feelings
as it escapes or as
it is captured.

4 4 4 4 4 4

The story has Some interesting Ideas are grouped Simple sentences Straightforward Some evidence of Correct spelling
a simple plot, words are used together. are generally sentences careful vocabulary of high frequency
e.g. something to describe the grammatically are usually choices on at least words is shown.
happens with or to setting(s) and correct. demarcated two occasions can
the animal. character(s). accurately; be seen.
‘and’ may be e.g. full stops,
used to connect capital letters,
clauses. question and
exclamation
marks.

3 3 3 3 3 3 3

The story is about At least one Some evidence of Some simple End of sentence Simple vocabulary Spelling is
an animal and describing word is a progression of sentences are punctuation is is used phonically
has an attempt at used to help the ideas through the grammatically present in at least appropriately. sophisticated
a plot. reader to imagine text is shown. correct. 50% of sentences, so that any
the character(s) e.g. full stops, mis-spelled words
and setting(s). capital letters, are easily
question and decodable.
exclamation
marks.

2 2 2 2 2 2
2

There is an animal The reader is The plan may Simple sentences More than one Simple words are Spelling is
in the story. given basic show how ideas are used. They sentence is used which are sufficiently
information, are intended may be joined marked with a full often relevant and accurately that the
e.g. what kind of to be linked or with repetitive and stop and a capital appropriate. writing can be read
animal it is. developed. then … letter. throughout without
mediation by the
Individual ideas learner.
are clearly
expressed.

1 1 1 1 1 1 1

Award 0 where performance fails to meet the lowest description.

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© UCLES 2014 E/S3/MS