Cambridge primary progression english, mathematics, and science test stage 3 year 2023

Creation of texts Wc Vocabulary and language Wv Structure of texts Ws Grammar and punctuation Wg Word structure Ww spelling A relevant response that elaborates on basic information w

INFORMATION

Section A: Reading

Spend 30 minutes on this section

Read Text A in the insert, and answer questions 1–8

1 Look at the first paragraph (lines 3–6)

[1]

2 Look at the second paragraph (lines 7–9)

•

•

[2]

3 Look at the third paragraph (lines 11–14)

(a) Explain how the desert weather is ‘extreme’ Give two ideas

5 Which of these is true of all deserts? Tick () one box

They are dry

They are cloudy

They are sandy

They are windy

[1]

6 How does the writer organise the information in Text A?

[1]

7 What is Text A about? Tick () one box

desert storms

the Sahara desert

animals of the desert

deserts around the world

[1]

8 Your friend is doing a school project about Africa Do you think Text A would help

your friend? Tick () one box

Yes

No

[1]

Read Text B, in the insert, and answer questions 9–15

9 Look at Section One

alphabetical order

•

•

•

10 Look at Section Two

Where will you find ideas for your designs?

13 Look at the whole of Text B again

(a) Give one phrase from the beginning of a sentence which explains:

[1]

(b) Give one word from the beginning of a sentence which explains:

how something should be done

[1]

14 How does the writer organise Text B? Give two ways

(c) After reading Text B, do you think it would be difficult to follow these

instructions? Explain why, using the information in the text Tick () one box

Yes

No

Explanation:

[1]

Section B: Writing

Spend 30 minutes on this section

16 Write instructions to explain to someone how to do something They could be

instructions for:

• making a snack to eat

• playing a game you like

• getting to a place you know

or something else of your choice

Space for your plan:

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Section A: Reading

1 Award 1 mark for:

• harsh

1

2 Award 1 mark each for any two of the following, up to a total of 2 marks:

• pebbly / rocky / mountainous / sandy

Do NOT allow ‘A mixture of these’

2

3(a) Award 1 mark for each of the following, up to a total of 2 marks:

• It is / Deserts are (almost always very) hot (during the day)

• and/but (very) cold (at night)

Do not accept large chunks of copied text, e.g ‘Clear blue skies mean … a very different story’ The answer must be distilled

4(a) Award 1 mark for:

• Gust dust Accept ‘dust and gust’

Question Answer Marks

5 Award 1 mark for:

• They are dry

1

6 Award 1 mark for:

• (The writer uses) paragraphs Accept any recognisable spelling of ‘paragraphs’

1

7 Award 1 mark for:

• deserts around the world

1

8 Award 1 mark for either answer supported by a suitable reason based on the

text, e.g.:

• Yes It has (a few) facts / (some) information about Africa’s Sahara desert / the Sahara (which is in Africa)

• No It isn’t (really/just) about Africa / It is about deserts all over the world /

It doesn’t have much/any information about Africa / It doesn’t have enough information to be useful

1

9 Award 1 mark for all four words in the following order:

10 Award 1 mark for:

• (On) page 46

1

Question Answer Marks

12 Award 1 mark for:

• apart

1

13(a) Award 1 mark for either of:

• When the paint is dry

• When all five discs (are on the chopstick) Allow ‘after that’

1

13(b) Award 1 mark for:

• Carefully

1

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

• Bullets / Bulleted list / Bullet point

• Numbered list

• Heading

2

15(a) Award 1 mark for:

• Instructions for making / How to make a (an Aboriginal) (spinning) top

1

15(b) Award 1 mark for:

• (Add) pictures / illustrations / photographs (of each step)

1

15(c) Award 1 mark for any explanation based on the text:

• E.g ‘Yes, it looks fun / creative / exciting / interesting’ or ‘No, it’s too difficult / there are not enough pictures’

Explanation must match the choice Accept any reasonable answer

1

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

Marks

[Total 25]

Creation of texts (Wc) Vocabulary and language

(Wv) Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww) (spelling)

A relevant response that

elaborates on basic

information with some

development of essential

detail

Writing for a given purpose is

clear with main features of the

text type clearly evident

Use of content and language

in writing shows an

awareness of audience

Structure is clear using paragraphs/sections with good attempts to organise

as bullets, numbers, etc

appropriate to the text type

Grammar:

• Grammatically correct multi-clause sentences use simple connectives of time, place and cause

• Subject and verb usually agree, and past and present tense of regular and common irregular verbs are used accurately and consistently

throughout the text

• Different types of (simple) sentences use appropriate grammar

Punctuation:

• End of sentence punctuation is used accurately throughout the text

• Apostrophes of omission are correct

• Correct use of speech marks around words

spoken

Creation of texts (Wc) Vocabulary and language

(Wv) Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww) (spelling)

Relevant material has ideas

and content appropriate for

the text type

Content and language show

an attempt to engage the

reader but may not always be

sustained

Accurate use of vocabulary includes a variety of appropriate choices to convey meaning that is consistent and effective for the text type

Words and phrases strengthen the impact of writing

Sentence openings are varied, using language of time, place and manner

Paragraphs / sections are generally used to help organize and sequence ideas

Within paragraphs / sections there are some links

between sentences

Movement between paragraphs or sections may

be disjointed

Some organisational devices such as bullets / numbered items, may be evident

Grammar:

• Simple and compound sentence structures are

used to build clear detail

• Subject and verb agreement and tenses are attempted but may be

inconsistent

Punctuation:

• Demarcation of simple and compound sentences

is usually correct with some accurate use of question marks and exclamation marks

• Commas are evident but not always used

accurately

Spelling of words with consonant phonemes correctly, e.g., jar, giraffe, bridge

Polysyllabic words with common prefixes and suffixes are correct

Consistently spell common inflections accurately, e.g., adding –ing, –ed, –s, –es, to verbs and doubling

consonants where necessary Spelling of unfamiliar regular and exception words is generally correct, including compound words

Creation of texts (Wc) Vocabulary and language

(Wv) Structure of texts (Ws) Grammar and Punctuation (Wg) Word structure (Ww) (spelling)

Basic information may be

inaccurate

Some general aspects of text

type are evident

Writing shows little elaboration

with a limited attempt to

engage the reader

Mostly accurate use of simple vocabulary with some

word choices to provide clarity and convey meaning

appropriate to the text type

Some ideas are in sections with some attempt to group

related points together

Some attempt to sequence

relevant ideas logically

Grammar:

• Mainly simple sentences

• Some successful attempts at compound sentences using simple connectives to join

clauses

• Some variation in sentence openings

Punctuation:

• Demarcation of straightforward sentences

Spell common homophones correctly, e.g., to, two, too

Creation of texts (Wc) Vocabulary and language

(Wv) Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww) (spelling)

Some simple ideas

appropriate to the text type

Some elements of the text

type can be seen (A

maximum of 1 mark can be

awarded if not the given text

structure

Punctuation:

• Some correct use of punctuation, such as full

stops and capital letters

Note: do not discriminate if

learners write with good English but there are punctuation errors If ambitious structures are used, begin marking at 2–3 marks, provided there is variation in sentence

There may be some attempts to phonetically spell polysyllabic and compound

words

Creation of texts (Wc) Vocabulary and language

(Wv) Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww) (spelling)

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Stage 3

40 minutes

Additional materials: Set square

Tracing paper (optional)

INSTRUCTIONS

INFORMATION

1 Here is a counting frame

It shows the number 123

Draw beads on this empty frame to show five hundred and twenty

[1]

2 Draw a ring around all the measurements of time that are shorter than a week

year minute month day second

[1]

3 Write the next two numbers in this sequence

4 Here are the names of five 3D shapes

Use one of the names to describe each picture

7 Write 725 cents in dollars

8 Here is a picture of birds flying

Estimate the number of birds in the picture

birds [1]

9 Chen answers some questions about his book

How many pages are in the book?

What is the name of the book?

What length are the words in the book?

[1]

10 Write these fractions in order, starting with the smallest

7 10

3 10

8 10

5 10

12 Complete the mathematical statement

[1]

The number is a multiple of 2

10 11

4 5

2 1 3

Write the time shown on the clock in two different ways

15 Oliver has four half circles and four quarter circles

He says, ‘I can make exactly three whole circles with these shapes.’

Explain why Oliver is correct

[1]

He rounds them to the nearest 10

The answer is always 260

Write the largest number that Mike could choose

17, 22, 27, 32, 37, …

The sequence continues in the same way

[1]

18 Draw a line to match each angle to the correct description

One has been done for you

less than a right angle

equal to a right angle

more than a right angle

20 Four children are talking about rectangles

To find the area of a rectangle I measure the space inside the shape.

To find the perimeter of

a rectangle I measure the length and the width and add them together.

Mia

To find the area of a rectangle I count the square units inside the shape.

Write the name of the child who is not correct

21 Yuri uses this spinner to conduct an experiment

2

One has been done for you

The spinner did not land on a 1

The spinner landed on a number less than 2

The spinner landed on a 5

[1]

It contains 700 ml of water

1 L

23 Rajiv says, ‘If I continue to use this table to regroup the number 25, I will get four

25 A farmer has 350 sheep

Some of the sheep are in the barn

134 sheep

120 sheep

Work out the number of sheep that are in the barn

sheep [2]

26 Pierre counts the number of insects he finds in his garden

This frequency table shows his results

Insects

Ant Beetle Fly

6 3

7

10 Moth

Use his frequency table to complete the bar chart and label both axes

The number of insects found in the garden

Frequency

Insect

[2]

27 Here are six shapes

Write the name of each shape in the correct place in the Carroll diagram

Has a line of symmetry Does not have a line of symmetry

Has 4 or more

vertices

Does not have 4

or more vertices

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General guidance on marking

Mark scheme annotations and abbreviations

FT follow through after error

dep dependent

oe or equivalent

cao correct answer only

isw ignore subsequent working

soi seen or implied

Difference in printing

It is suggested that schools check their printed copies for differences in printing that may affect the answers to the questions, for example in measurement questions

Brackets in mark scheme

When brackets appear in the mark scheme this indicates extra information that is not required for the award of the mark(s)

For example:

A question requiring an answer in grams may have an answer line: ……… grams

The mark scheme will show the word ‘grams’ in brackets

These tables give general guidelines on marking learner responses that are not specifically mentioned

in the mark scheme Any guidance specifically given in the mark scheme supersedes this guidance

Number and place value

The table shows various general rules in terms of acceptable decimal answers

For questions involving quantities, e.g length, mass, money, duration or time, correct units must be given in the answer Units are provided on the answer line unless finding the units is part of what is being assessed

The table shows acceptable and unacceptable versions of the answer 1.85m

Accept Do not accept

If the unit is given on the

answer line, e.g

m

Correct conversions, provided the unit is stated

unambiguously,e.g .185cm m (this is unambiguous since the unit cm comes straight after the

answer, voiding the m which is now not next to the answer)

185 m 1850 m etc

If the question states the unit

that the answer should be

given in, e.g ‘Give your answer

in metres’

1.85

1m85cm

185; 1850Any conversions to other units, e.g 185cm

In addition to the rules for units, the table below gives guidance for answers involving money The table shows acceptable and unacceptable versions of the answer $0.30

Accept Do not accept

If the amount is in dollars and

cents, the answer should be

given to two decimal places

$0.30For an integer number of dollars it is acceptable not to give any decimal places, e.g

$30 cents; $0.30c; $0.30 cents (as you do not know which unit applies because there are units either side of the number)

If $ is shown on the answer

unless units on the answer line

have been deleted, e.g

unless units on the answer line

have been deleted, e.g

$0.30 cents

Duration

In addition to the rules for units, the table below gives guidance for answers involving time durations The table shows acceptable and unacceptable versions of the answer 2 hours and 30 minutes

Any unambiguous indication using any

reasonable abbreviations of hours (h, hr, hrs),

minutes (m, min, mins) and

seconds (s, sec, secs), e.g

2 hours 30 minutes; 2h30m; 02h30m

Any correct conversion with appropriate units,

e.g 2.5 hours; 150 mins

unless the question specifically asks for time

given in hours and minutes

Incorrect or ambiguous formats, e.g

2.30; 2.3; 2.30 hours; 2.30 min; 2 h 3;

2.3h (this is because this indicates 0.3 of

an hour, (i.e.18 minutes) rather than 30 minutes)02:30 (as this is a 24-hour clock time, not a time interval)

2.5; 150

Time

The table below gives guidance for answers involving time

The table shows acceptable and unacceptable versions of the answer 07:30

Accept Do not accept

If the answer is required in

24-hour format

Any unambiguous indication

of correct answer in numbers, words or a combination of the two, e.g

07:30 with any or no separator

in place of the colon, e.g

0730; 07,30; 07-30; 0730

7:307:30am

7h30m7:37307.30pm07307.3

If the answer is required in

12-hour format

Any unambiguous indication

of correct answer in numbers, words or a combination of the two, e.g

7:30am with any separator in place of the colon, e.g

7 30am; 7.30am; 7-30am7.30 in the morningHalf past seven (o’clock) in the morning

Accept am or a.m

Absence of am or pm

1930am

7h30m7:37307.30pm

Negative numbers