Diagnostic Check Answers: Part 1: Non-Fiction

CAMBRIDGE LOWER SECONDARY ENGLISH 7: DIAGNOSTIC CHECK ANSWERS
Diagnostic check answers

The tests and answers have been written by the authors. These may not fully reflect the approach of
Cambridge Assessment International Education.
Part 1: Non-fiction
Section A: Reading
Question Answer Marks
to persuade people to help conserve tigers

1 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative to 1
a tick has been used in the correct box, for example, X.
Tiger numbers have increased.

2 1
Give 1 mark for any explanation of this idea in the learner’s own words.
2022 is the Chinese Year of the Tiger.

3 1
• conservation work
4 • the commitment of various governments 2
Give 1 mark for each of the above. Do not reward copying of whole sentences from the text.
‘halted’
5 1
Give 0 marks if more than one word is offered, unless ‘halted’ is underlined or ringed.
It is a direct quote / written by Becci May, the Tigers and Asian species regional
manager, which appeals to the reader / adds excitement and shows enthusiasm.
6 2
Give 1 mark for correct identification of either of the above differences. Give 1 mark for a
relevant explanation of the effect of the difference.
• headline
• sub-headings
7 2
• short paragraphs
Give 1 mark for each of the above, to a maximum of 2 marks.
Cambridge Lower Secondary English 7 – Creamer, Williams, Rees-Bidder & Elsdon © Cambridge University Press 2021 1
Section B: Writing
Creation of texts / Vocabulary and language (maximum of 4 marks)
Descriptors Marks
• Content is relevant and developed in detail.

• The text-type is clearly established with an appropriate tone. 4
• Uses a range of well-chosen vocabulary.
• A clear, consistent relationship between the writer and the reader is established and controlled.
• Content is relevant, and ideas are developed using some appropriate techniques.
• The main features of the text-type are evident and tone is appropriate. 3
• Vocabulary choices are relevant for the purpose.
• Some awareness of the reader.
• Content is straightforward with basic information.

• General aspects of the text-type are evident and a tone is established. 2
• A simple range of vocabulary is relevant to the purpose.
• Some awareness of the reader may be shown.
• The response has limited relevance to the task.

• Some elements of the text-type are seen, but the tone may be inconsistent. 1
• Vocabulary is simple.
Structure of texts / Grammar and punctuation (maximum of 4 marks)
Descriptors Marks
• Clear, well-organised paragraphs structure the narrative with logical links.

• Cohesion is achieved using devices such as connectives accurately and consistently.
• Effective use of a variety of sentence structures, including some complex forms. 4
• Structure may be developed to convey shades of meaning and emphasis.
• Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
(Serious errors may occur where structures are very ambitious.)
• Paragraphs are used, but not consistently, with some attempt to sequence ideas logically.
• Movement between paragraphs may be disjointed.
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex sentences 3
are attempted.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct
throughout the text.
• Paragraphs are used but not consistently.

• Some attempt to sequence ideas logically. Some opening and closing of ideas may be evident. 2
• Some basic sequencing, with ideas for the article evident.

• Mainly simple sentences, with some variation in sentence openings. 1
Spelling (maximum of 2 marks)
Descriptors Marks
• Spelling is generally accurate; any errors are in ambitious words. 2
• Spelling of commonly used words is generally correct. 1
Part 2: Fiction
Section A: Reading
‘working hard and fast and expertly.’

1 1
Give 1 mark for the above. Do not reward copying more text.
• ‘Fortunately, the collapsed roof […] was all loose soil and turf.’
• ‘There were no heavy stones among the debris.’
2 2
Give 1 mark for each of the above, to a maximum of 2 marks. Do not reward copying
more text.
They are afraid / scared / terrified / felt threatened.

3 1
‘The sudden sunlight blinded them.’

4 1
Give 1 mark for the above. Do not reward copying more text.
• The male cub is defensive / aggressive.

• The female cub is hungry and mews for food / wants attention / not aggressive.
5 2
Give 1 mark for each of the above to a maximum of 2 marks. Single words and very short
phrases from the text are acceptable where they support the learner’s own words.
• Short sentences to build tension / mirror the movement of the cubs.

• Words associated with wary reactions / tentative movement – for example,
6 ‘suddenly,’ ‘ceased,’ ‘drawn,’ ‘slowly ’. 3
• Last sentence shows the male cub acting bravely.
Give 1 mark for each of the above, to a maximum of 3 marks.
Section B: Writing
Descriptors Marks
• Content is relevant and developed with imaginative detail.

• Uses a range of well-chosen vocabulary. 4
• Characterisation is shown through actions and reactions during the story.
• Vocabulary choices are appropriate and sometimes well-chosen.
• Characters are described and developed with actions linked to key events. 3
• A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.
• Content is straightforward with an appropriate balance.

• Vocabulary is sometimes simple, but with some choices to create interest. 2
• Some events/feelings are described.
• Some attempt to engage the reader.
• Ideas are mostly relevant to the task – for example, a simple plot.
• Vocabulary is simple. 1
• The reader is given basic information that is relevant to the narrative.
• There is a little awareness of the reader.
Descriptors Marks

• Cohesion is achieved, using devices such as connectives, accurately and consistently.
• Grammar and punctuation, including tenses and speech punctuation, are almost always accurate.
are attempted.
• Paragraphs are used, but not consistently.

• Some basic sequencing, with story ideas evident. 1

• Mainly simple sentences, with some variation in sentence openings.
Descriptors Marks
CAMBRIDGE LOWER SECONDARY ENGLISH 7: MID-POINT TEST ANSWERS
Mid-point test answers

Part 1: Non-fiction
Section A: Reading
It is NOT sunny for the whole year.

1 1
• simile
• It suggests that the islands are rocky / spiky / pointed.
2 1
Give 1 mark for correct identification of the literary technique and any relevant
explanation of what the phrase suggests about the islands in the learner’s own words.
There are pink skies in the morning and in the evening. / The days start and end with
3 pink skies. 1
It is more practical / informative / gives details of travel.

4 Give 1 mark for any explanation of this idea in the learner’s own words. Do not reward
1
copying from the text.
to persuade people to visit the Lofoten Islands

5 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative
1
to a tick has been used in the correct box, for example, X.
Learners’ answers may include:

• see the mountainous rocks
• hike
• drive around the seven islands connected by bridges / tunnels
• see the pebbly beaches with clear water
6 • see the colonies of birds 3
• see sunrises and sunsets
• see the Northern Lights
Give 3 marks for 6–7 points from the text. Give 2 marks for 4–5 points from the text.
Give 1 mark for 2–3 points from the text. Give 0 marks for 1 or 0 points from the text.
The summary should include five points from Question 6, written in the learner’s own
words (as far as possible) and be coherent. Words and phrases taken from the text are
acceptable where they contribute to a cohesive summary.
Give 2 marks for a summary that combines five points from Question 6 into a coherent
7 summary. If the summary exceeds 55 words, give 1 mark only. 2
Give 1 mark for a summary that includes fewer than five points from Question 6.
Give 0 marks for a summary that is not written in (attempted) sentences/prose, or that
includes none of the points from Question 6.
Section B: Writing
Descriptors Marks



• Some elements of the text-type are seen, but the tone may be inconsistent. 1
Descriptors Marks

• Cohesion is achieved using devices, such as connectives, accurately and consistently.
Descriptors Marks
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex 3
sentences are attempted.

• Some basic sequencing, with article ideas evident.

1
Descriptors Marks
Part 2: Fiction
Section A: Reading
She didn’t speak out loud. / She mimed the words.

1 1
Toby is feeling as if he is under pressure.

2 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative to a 1
tick has been used in the correct box, for example, X.
onomatopoeia
‘agonised’
4 1
Give 0 marks if more than one word is offered, unless ‘agonised’ is underlined or ringed.
• Toby doesn’t like Danny and was pleased when he moved schools: to his ‘intense
relief’.
5 • Toby thinks Danny is foolish / childish: ‘Toby had laughed …’ / ’… daft rules about 2
stupid things. Danny had loved it all’.
Give 1 mark for any explanation of this idea in the learner’s own words. Give 1 mark for any
relevant supporting quotation from the text.
• The teachers in their silly ‘batman gowns’.

• The posh / elaborate uniform for the boys with ‘daft cap’.
6 • The petty rules about ‘stupid things’. 2
Give 1 mark for each of the above, to a maximum of 2 marks. Single words and very short
phrases from the text are acceptable where they support the learner’s own words.
• Short/exclamatory sentences are used to build tension and show that Toby is cross.
• Repetition of ‘I’m…’ shows Toby is ignoring his mother and thinking about himself.
• Repetition of ‘Danny…’ builds suspense and shows that Toby is preoccupied with
7 Danny. 2
• Short sentence to end the text and the word ‘dire’ build mystery and emphasise the
seriousness of the situation as far as Toby is concerned.
Give 1 mark each for any of the above ideas in the learner’s own words, to a maximum of 2
marks.
Section B: Writing
Descriptors Marks

• Characterisation is shown through actions and reactions during the journal entry.
• A clear relationship between the writer and the reader is established in parts of the journal entry,
which engages the reader.

• Ideas are mostly relevant to the task (for example, a simple plot).
Descriptors Marks

• Grammar and punctuation, including tenses and speech punctuation are almost always accurate.
• Past and present tenses of verbs are generally consistent, and punctuation, is generally correct

• Some basic sequencing, with journal entry ideas evident. 1

Descriptors Marks
CAMBRIDGE LOWER SECONDARY ENGLISH 7: END-OF-YEAR TEST ANSWERS
End-of-year test answers

Part 1: Non-fiction
Section A: Reading
1 Olympia / Greece 1
Give 1 mark for either of the above. Do not reward ‘Mount Olympus’.
2 Mount Olympus 1
Give 1 mark for the above. Do not reward ‘Olympia’ or ‘Greece’.

Events held:
• Ancient: individual events only
Modern: team events included
3 2
Prizes awarded:
• Ancient: winners receive a wreath of olive leaves
Modern: winners receive medals (gold, silver and bronze)
Give 1 mark for each complete comparison, to a maximum of 2 marks.
• They had religious significance.

4 • They were linked to Zeus. 1
Give 1 mark for any explanation of these ideas in the learner’s own words.
False; True; False

5 Give 1 mark each for the above, to a maximum of 3 marks. Give marks if an alternative to a 3
• The focus changes to the modern Olympic Games.

6 • It’s no longer focused on the ancient Olympic Games. 1
Give 1 mark for either of the above. Do not reward copying from the passage.
• ‘as a symbol of’

7 • ‘represent’ 2
Give 1 mark each for the above, to a maximum of 2 marks. Give 0 marks if more than two are
offered, unless ‘as a symbol of’ and ‘represent’ are underlined or ringed.
• It links them back to Olympia / Greece / the site of the ancient Olympics where the
flame is lit.
8 • Because the flame is carried across the world to the location of the games, uniting these 1
countries.
• It uses sub-headings.
• It is written in plain, factual language.
9 • It does not offer opinions. 2
• It includes dates / statistics.
Give 1 mark each for any of the above, to a maximum of 2 marks.
To show how fast Wilma Rudolph could run.

• ‘She ran like lightning.’

11 • It emphasises that she was so fast that she flashed past / you barely saw her. 2
Give 1 mark for correct identification of the simile. Give 1 mark for an accompanying
explanation demonstrating understanding.
• Because the writer is quoting someone else.

12 • They are not the writer’s own words. 1
• Because that’s how everyone described her.
• ‘spectacular’
13 • ‘legendary’ 1
Give 1 mark for either of the above. Give 0 marks if more than two words are offered, unless
‘spectacular’ or ‘legendary’ is underlined or ringed.
metaphor

• Called the ‘fastest woman in the world’ in 1960.
• Won three gold medals at Olympics in Rome, in 1960 (won gold medals in the 100 m,
200 m and relay races 400 m).
• Broke records.
• Got out of her leg braces at age nine.
• Played basketball for the State of Tennessee
15 • Ed Temple picked her out. 3
• Voted into Black Sports Hall of Fame in 1973.
• National Track and Field Hall of Fame in 1974.
• NBC made a movie made about her.
• Wrote an autobiography.
Give 3 marks for 8–9 achievements from the text. Give 2 marks for 6–7 achievements from
the text. Give 1 mark for 3–5 achievements from the text. Give 0 marks for 2 or fewer
achievements from the text.
The summary should include five points from Question 15, written in the learner’s own
words (as far as possible) and be coherent. Words and phrases taken from the text are
acceptable where they contribute to a cohesive summary.
16 Give 2 marks for a summary that combines five points from Question 15 into a coherent 2
summary. If the summary exceeds 45 words, give 1 mark only.
Give 1 mark for a summary that includes fewer than five points from Question 15.
Give 0 marks for a summary that is not written in (attempted) sentences/prose, or that
includes none of the points from Question 15.
Section B: Writing
Descriptors Marks

• The text-type is clearly established with an appropriate tone. 7–8
• The main features of the text-type are evident and tone is appropriate. 5–6

• General aspects of the text-type are evident and a tone is established. 3–4

• Some elements of the text-type are seen, but the tone may be inconsistent. 1–2
Structure of texts (maximum of 7 marks)
Descriptors Marks
• Well-crafted paragraphs contribute to the structure of the text.

• The response is presented coherently and logically to help the development of the text. 6–7
• Paragraphs are used to help structure the text.

• The response is generally coherent and in a logical order. 4–5
• Some use of organisational devices.

• The response is clear, but not sequenced logically to help the development of ideas. 2–3
Descriptors Marks
• Some basic sequencing of material grouped by content. 1
Grammar and punctuation (maximum of 7 marks)
Descriptors Marks
• Effective use of a variety of sentence structures, including some complex forms.

• Structure may be developed to convey shades of meaning and emphasis (for example, by positioning
of clauses, varying word order, expanding phrases). 6–7
• Appropriate use of sentence structures.

• Some complex sentences are used to create effect, such as using expanded phrases to develop ideas
(for example, noun, adverbial, adjectival, and verb phrases) or a range of connectives (for example, if, 4–5
so, because, then).
• Grammar and punctuation are mostly accurate.
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex
• Compound sentences use simple connectives to join clauses. 2–3

• Generally correct grammar, with sentences usually demarcated accurately.
Descriptors Marks
• Correct spelling of polysyllabic words that conform to a regular pattern (for example, making, 3
probably, clapped, possible, possibly).
• Spelling of common words with more than one syllable, including compound words, is generally 2
accurate (for example, anything, something).
• Spelling of high frequency words is generally correct (for example, because, their/there). 1
Part 2: Fiction
Section A: Reading
1 It is loud / unpleasant / high pitched. 1

Give 1 mark for any explanation of these ideas given in the learner’s own words.
• desk lids being closed noisily

2 • benches squeaking. 2
• someone sighing.
3 ‘crawling’ 1
Give 0 marks if more than one word is offered, unless ‘crawling’ is underlined or ringed.
• nervous / afraid / lacking confidence

4 • confident / controlled / in charge 2
Give 1 mark each for any of the above, to a maximum of 2 marks. Do not reward copying from
the passage.
Learners’ answers could include:

• The use of ‘small figure in worn felt boots’ makes Savushkin sound like a fairy-tale
character / innocent.
• ‘sparklets of frost’ sounds magical and beautiful / links Savushkin with the outside world.
5 • ‘thawing and losing their brightness’ shows the magic is fading as he enters the classroom 2
/ impact of the classroom.
• ‘Round face burning / red as … beetroot’ shows the impact of the cold on him / uses
colour to show how cold he is from the frost.
Because he does not want his teacher to know he is talking.

6 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative to a tick 1
has been used in the correct box, for example, X.
• Because her day had started well.

7 • Because he has been late before. 1
Simile
• Because she is not strict enough.

9 • Because her lessons are boring. 2
Give 1 mark each for the above. Do not reward copying from the text.
10 ‘chorused’ 1
Give 0 marks if more than one word is offered, unless ‘chorused’ is underlined or ringed.

• It starts with silence and then the noise builds up slowly: ‘absolute silence for some
seconds and then…’.
• The sudden noise in the short sentence: ‘And then there was an outburst.’
11 • The use of exclamations: ‘Window! Table! House! Road!’ 4
• Anna repeating ‘Right’ to encourage the class.
• The short sentence: ‘The class bubbled happily.’
Give 1 mark each for any of the above (or other relevant points), to a maximum of 2 marks.
Give 1 mark each for supporting quotations, to a maximum of 2 marks.
12 Because it might be wrong / because they are unsure. 1

13 That they are all calling out / confident / know lots of answers. 1
14 It is loud / sounds like a bell / musical. 1


• He is unusual / eccentric / different to the other children: ‘a small figure… covered in
sparklets of frost…’ / ‘he did not speak as the other children had.’
• He is free-spirited / doesn’t obey rules: ‘shouted out in a ringing tone…’ / ‘noticing neither
the laughter… nor the teacher’s admonishment.’
15 • He is passionate and excitable: ‘The words were torn out of his soul…’ / ‘a joyful secret…’ / 4
‘spilling out of his heart…’ / ‘strange excitement…’.
• He is innocent / unaware that he is being disobedient: ‘A small figure in worn felt boots…’
/ not noticing ‘the teacher’s admonishment…’
Give 1 mark each for any relevant supporting quotations, to a maximum of 2 marks.
Section B: Writing
Descriptors Marks
• Content is relevant and developed with imaginative detail using a variety of techniques (for example,
imagery and figurative language).
• Uses a range of precise and well-chosen vocabulary. 7–8
• Characters are described and developed with actions linked to key events. 5–6
• A clear relationship between the writer and the reader is established in parts of the story, which engages
the reader.
Descriptors Marks
• Content is straightforward with an appropriate balance (for example, speech, action and description).
• Vocabulary is sometimes simple, but with some choices to create interest.
• Some events/feelings are described (for example, something has happened that the character needs to 3–4
explain/reflect on).
• Ideas are mostly relevant to the task, (for example, a simple plot).
• Vocabulary is simple. 1–2
Structure of texts (maximum of 7 marks)
Descriptors Marks
• Clear, well-organised paragraphs structure the narrative.
• Chronological or logical inks help the development of ideas, with appropriate openings and closings. 6–7
• Paragraphs are used to help structure the text,

• Logical sequence evident with some attempt to link ideas, including some fitting openings and closings. 4–5
• Some use of organisational devices.

• Some attempt to sequence ideas logically with some opening and closing of ideas evident. 2–3
Grammar and punctuation (maximum of 7 marks)
Descriptors Marks

• Structure may be developed to convey shades of meaning and emphasis (for example, by positioning
of clauses, varying word order, expanding phrases). 6–7
• Appropriate use of sentence structures.

• Some complex sentences are used to create effect, such as using expanded phrases to develop ideas (for
example, noun, adverbial, adjectival, and verb phrases) or a range of connectives (for example, if, so, 4–5
because, then).
• Sentence structures are usually simple, but reasonably accurate. Errors arise where complex sentences
are attempted.
• Compound sentences use simple connectives to join clauses. 2–3
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct throughout
the text.
Descriptors Marks

Descriptors Marks
• Correct spelling of polysyllabic words that conform to a regular pattern (for example, making, probably, 3
clapped, possible, possibly)
• Spelling of common words with more than one syllable, including compound words, is generally accurate, 2
(for example, anything, something).
• Spelling of high frequency words is generally correct (for example, because, their/there). 1
CAMBRIDGE LOWER SECONDARY ENGLISH 7: END OF UNIT 1 TEST ANSWERS
End of unit 1 test answers

Section A: Reading
That it is very noisy / that the noise can be heard from a distance.
1 1
They weren’t running in a straight line. / They were avoiding things by running
2 around them. 1
They were moving slowly / in a leisurely fashion / in no hurry.

3 1
• Subbu is / cool / calm / not exhausted.

4 • The narrator is exhausted / sweating / hot. 2
• ‘hissed’
5 • ‘thudded’ 1
Give 0 marks if the learner has only offered one word.
She doesn’t feel like smiling. / She’s too exhausted to smile.

6 1
It shows that he looks smaller / is less clear / becomes an outline as the train moves
7 further away. 1
• It is a short sentence / a single-sentence paragraph

• It ends the text leaving the reader wanting to know more about the train
8 journey / it builds suspense about where they are going. 2
Give 1 mark for any of these ideas given in the learner’s own words, to a maximum
of 2 marks.
Section B: Writing
Descriptors Marks

• Characterisation is shown through actions and reactions during the adventure.
• Vocabulary choices are appropriate and sometimes well-chosen. 3
• Characters are described and developed with actions linked to key events.
• A clear relationship between the writer and the reader is established to engage the reader.

• The reader is given basic information, which is relevant to the narrative.
Descriptors Marks


• Some basic sequencing, with story ideas evident.

Descriptors Marks

Section A: Reading
1 Calvin Spender has bad table manners / behaves rudely. 1

Give 1 mark for any explanation of this idea given in the learner’s own words.
• She hasn’t eaten much of her breakfast.

• She coughs lightly before speaking.
2 • She waits to see that he has no frown before continuing. 2
Give 1 mark each for any of the above, to a maximum of 2 marks. Accept relevant and
selective quotes.
3 • He stares at her.
• He ignores what she has said.
• He orders her about / doesn’t say please. 2
Give 1 mark each for any of the above, to a maximum of 2 marks. Do not reward copying
from the passage.
4 ‘viciously’ 1
Give 0 marks if more than one word is offered, unless ‘viciously’ is underlined or ringed.
• focal character
• foreshadowing
5 2
Give 1 mark each for the above. Give 0 marks if the learner has ticked more than two boxes.
Give 1 mark if an alternative to a tick has been used in the correct box, for example, X.

• The use of powerful vocabulary, such as ‘gazed’, ‘wondered’, ‘disturbing’.
• The use of short, vague sentences, enabling the reader to share in Dora’s desire
6 to know while not revealing any answers: ‘It was something else.’
• The use of opposites to build and then destroy expectations: ‘spring to her mind’ 2
versus ‘stopped just short’.
• The optimism of Dora at the end of the paragraph: ‘some day though…’.
• The use of Dora as focal character, enabling the reader to share her thoughts
and perspectives.
Section B: Writing
Descriptors Marks

• A clear relationship between the writer and the reader is established in parts of the story,
which engages the reader.

Descriptors Marks



Descriptors Marks

Section A: Reading
They are being treated like heroes.

2 That they were frightening / hopeless / unpleasant days. 1

• ‘global celebrity’
• ‘thrust into the limelight’
3 • ‘adulation’ 3
• ‘frenzy surrounding them’
Give 1 mark each for any of the above, to a maximum of 3 marks. Do not reward copying
large chunks from the passage.
‘subsided’
4 1
Give 0 marks if more than one word is offered, unless ‘subsided’ is underlined or ringed.
• They had shown great bravery.

5 • They are from poor families and their lives have changed. 1
Give 1 mark for any explanation of these ideas given in the learner’s own words. Do not
reward copying from the passage.
To show Zlatan Ibrahimovic’s admiration for the boys

• headline
• subheading
7 • byline 2
• direct quotes
Section B: Writing
Descriptors Marks



• Some elements of the text-type are seen but the tone may be inconsistent. 1
Descriptors Marks

are attempted.
• Paragraphs are used but not consistently.


Descriptors Marks

Section A: Reading
to inform people about Willard Wigan’s work as a sculptor

2 ‘painstaking’ 1
Give 0 marks if more than one word is offered, unless ‘painstaking’ is underlined or ringed.
• ‘mind-boggling’: Shows how extraordinarily detailed his sculptures are. / Shows how the
detail shocks the writer.
3 • ‘startlingly’: Shows how much the writer admires his work. / Shows how impressive the 4
likeness is.
Give 1 mark for each of the examples above, to a maximum of 2 marks. Give 1 mark for each
accompanying explanation demonstrating understanding, to a maximum of 2 marks.
4 He felt inferior / insignificant / unimportant / foolish / stupid. 1

• So that people cannot see what he is doing.

5 • So that passing traffic will not cause any juddering / tremors / movements. 1
• headline
6 • byline 2
• quotes / direct speech
Give 1 mark for each of the above examples, to a maximum of 2 marks.
Section B: Writing
Descriptors Marks



Descriptors Marks
• Well-crafted paragraphs contribute to the structure of the text.

• The response is presented coherently and logically to help the development of the text.
• A range of appropriate sentence structures are used to create effect. 4
• Paragraphs are used to help structure the text.

• The response is generally coherent and in a logical order.
• Appropriate use of sentence structures. 3
• Some sentence features used.
• The response is clear, but not sequenced logically to help the development of ideas.
• Paragraphs may be used but not consistently.
are attempted.
• Grammar and punctuation usually correct, but may be evidence of comma splicing.
• Some basic sequencing of material grouped by content.

• Simple sentences used successfully. 1
• Some correct use of grammar and punctuation (for example, full stops and capitals).
Descriptors Marks

Section A: Reading
‘fixed’
1 1
Give 0 marks if more than one word is offered, unless ‘fixed’ is underlined or ringed.
2 doing practical work / making things / doing creative activities 1

3 • quoting an expert (Ben Richards)

• referring to research 2
1 mark for either of the above to a maximum of 2 marks. Do not reward whole sentences from
the text but selective lifting such as ‘research in 2009’ can be rewarded.
4 to persuade parents that homeschooling is good for children 1

Give 0 marks if more than one line is ticked. Accept a ring or X.
The following points may be included:

• Schools are too rigid / have fixed timetables.
• Intelligent children get bored.
• Less talented students get lost.
• Children do not get sole attention.
• Learning cannot designed for individuals.
5 • Children at school do worse in tests. 3
• Schools kill curiosity.
• Schools restrict freedom and individuality.
Give 3 marks for 6–7 points.

Give 2 marks for 4–5 points.
Give 1 mark for 2–3 points.
Give 0 marks for 0–1 point.
Give 2 marks for a response with at least four points and clear understanding.
Give 1 mark for a response with two points and little clarity.
6 Give 0 marks for a summary made up of points that are not synthesised or that includes only 2
one of the listed points.
Do not give more than 1 mark if the summary is over 50 words.
Section B: Writing
Descriptors Marks



Descriptors Marks

are attempted.

• Some basic sequencing, with ideas for the talk evident. 1

Descriptors Marks

Section A: Reading
He is holding him gently / carefully / lovingly / protectively.

1 1
• She is tired because she has a newborn baby / has been awake in the night.
2 • She is happy because she has a new baby / loves her baby / is a new mother. 2
Give 1 mark for any of these ideas given in the learner’s own words, to a maximum of 2
marks.
The baby keeps them awake all night. / They do not notice whether it is night or day.
3 1
metaphor
4 Give 0 marks if the learner has ticked more than one box. Give 1 mark if an alternative to 1
a tick has been used in the correct box, for example, X.

• Use of repetition of ‘you’.
Shows he can think of nothing but the baby. / Shows that he loves the baby.
5 • Listing (for example, ‘wanted,’ ‘waited,’ ‘imagined,’ ‘dreamed’) 2
Shows how excited / fulfilled / amazed etc. he is.
• Long sentences: Mirrors the long time that they have waited for the baby to arrive.
Give 1 mark for any of the above features and 1 mark for an accompanying explanation
demonstrating understanding, to a maximum of 2 marks.
The ferries are working hard / leaving marks or furrows in the water / going back and
6 forth. 1
• It is highly populated / many people live there

7 • It is built up / there are many tower blocks 2
• It is beautiful / has lovely views / there are lovely stars at night
Give 1 mark for any of the above to a maximum of 2.
Section B: Writing
Descriptors Marks

• Characterisation is shown through actions and reactions in the letter.
• A clear relationship between the writer and the reader is established in parts of the letter, which
engages the reader.

• Ideas are mostly relevant to the task (for example, a simple letter).
Descriptors Marks


• Some basic sequencing, with ideas for the letter evident. 1

Descriptors Marks


Section A: Reading
‘inspired’
1 1
Give 0 marks if more than one word is offered, unless ‘inspired’ is underlined or ringed.
2 That it is strange / wonderful / colourful or bright / exotic. 1

• ‘[in the other world where] the woods smelt like dark chocolate’
3 • [and school and] stinky sports halls’ 2
Give 1 mark each for the above, to a maximum of 2 marks. Do not reward copying large
sections from the passage.
• Her appearance is exotic / different: ‘blue hair’ / ‘skin streaked like granite’.
• She has super powers: ‘could talk to birds’.
4 • She shows bravery and courage: ‘dived headlong into every new adventure with a hearty 2
chuckle’.
Give 1 mark each for any explanation of the above ideas supported by a relevant quotation
from the text, to a maximum of 2 marks.
‘the hot sand smelt like toffee and burnt sugar’: Has the effect of making the sand sound
5 appetising and attractive. 1
Give 1 mark for identifying the simile and giving a relevant explanation of the effect on the
reader.
It goes from calm, peaceful and safe to rough and dangerous.

6 Give 1 mark for any explanation of this idea given in the learner’s own words. Do not reward 1
copying from the passage.
7 The reader is left wanting to know more. 1

backstory
Section B: Writing
Descriptors Marks

• Characterisation is shown through actions and reactions during the description.
• A clear relationship between the writer and the reader is established in parts of the description, which
engages the reader.

• Ideas are mostly relevant to the task (for example, a simple description).
• The reader is given basic information which is relevant to the narrative.
Descriptors Marks

are attempted.
• Paragraphs are be used, but not consistently.

• Some basic sequencing, with descriptive ideas evident. 1

Descriptors Marks

Section A: Reading
1 That they are barely moving / only moving a little. 1

onomatopoeia
‘[blended into one continuous wail that sounded] like a calf taken from its mother’
3 Give 1 mark for the above. Do not reward full sentences copied from the passage unless the 1
key phrase is underlined or ringed.

• use of exaggeration: ‘Fumes filled the air’
• use of colour words to show the intensity of the air and how unhealthy it is: ‘Wisps of
blue exhaust glowed’
4 • use of texture words to show how impenetrable the air is and its lack of movement: ‘fat 2
and thick’ / ‘a kind of fog around us’
• personification of the fumes as an unpleasant creature, moving sinisterly: ‘spread
horizontally, sluggish and glossy’
Give 1 mark each for any suggestion of the above ideas, to a maximum of 2 marks.
• It has a heavy / big load.

5 • It has to breathe in the car fumes. 2
Give 1 mark each for any explanation of these ideas given in the learner’s own words, to a
maximum of 2 marks.
because some of his spit went over his car

• Use of dashes: to add in the information of how little they moved.

• Long sentences: mirrors and draws out the lack of progress they make.
7 • Starts with ‘moved again’ and ends with ‘stopped again’: an anti-climax that raises then 2
dashes hopes that they will start moving.
Give 1 mark for any of the above features and 1 mark for an accompanying explanation
demonstrating understanding, to a maximum of 2 marks.
Section B: Writing
Descriptors Marks

• A clear relationship between the writer and the reader is established in parts of the story, which
engages the reader.

Descriptors Marks

4
are attempted.


Descriptors Marks

Section A: Reading
metaphor
2 That the shark is out to get him. / That it’s like the shark has pre-planned an attack. 1
3 ‘marvelled’ 1
Give 0 marks if more than one word is offered, unless ‘marvelled’ is underlined or ringed.
‘dappled’
4 Give 0 marks if more than one word is offered, unless ‘dappled’ is underlined or ringed.
1

• ‘silent as a shadow’ suggests the shark crept up on him unnoticed
• ‘proud display of its mass and power’ suggests enormous size and strength / shark’s
awareness of its strength
• ‘slack and smiling’ makes it sound relaxed / as though it’s enjoying itself
5 • ‘row upon row of serrated triangles’ emphasises the number of teeth / the sharpness of its 2
teeth
• ‘eye, seemingly riveted upon him’ makes it sound as though the shark is determined that
he is its prey
• ‘slapped away by the sweeping tail’ emphasises the strength of the shark’s tail / takes no
effort to remove his hand.
6 Because he is afraid / nervous / doesn’t know how the shark will react. 1
• Structural feature: Short sentences (for example, ‘Not yet, he told himself. One more pass
for pictures. The fish began to turn, banking.’).
Effect: Builds up suspense and tension.
7 • Structural feature: One-word sentences (for example, ‘Bullets.’).
Effect: Make it clear he feels threatened / as though he is about to be attacked. 2
• Structural feature: Long sentences (for example, ‘Hooper heard faint popping noises […]’).
Effect: Create tension as he is observing the shark closely / giving a commentary of what he
can see.
Give 1 mark for a correctly identified structural feature and 1 mark for any explanation of the
effect, given in the learner’s own words, to a maximum of 2 marks.
8 It is powerful / violent / aggressive. 1

Section B: Writing
Descriptors Marks

• A clear relationship between the writer and the reader is established in parts of the story, which engages
the reader.

Descriptors Marks

Descriptors Marks
are attempted.
• Past and present tenses of verbs are generally consistent, and punctuation is generally correct throughout
the text.


Descriptors Marks

Diagnostic Check Answers: Part 1: Non-Fiction

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Diagnostic Check Answers: Part 1: Non-Fiction

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CAMBRIDGE LOWER SECONDARY ENGLISH 7: DIAGNOSTIC CHECK ANSWERS

Diagnostic check answers

to persuade people to help conserve tigers

Tiger numbers have increased.

2022 is the Chinese Year of the Tiger.

• Content is relevant and developed in detail.

• Content is straightforward with basic information.

• The response has limited relevance to the task.

Structure of texts / Grammar and punctuation (maximum of 4 marks)

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs are used but not consistently.

• Some basic sequencing, with ideas for the article evident.

Spelling (maximum of 2 marks)

• Spelling is generally accurate; any errors are in ambitious words. 2

• Spelling of commonly used words is generally correct. 1

‘working hard and fast and expertly.’

They are afraid / scared / terrified / felt threatened.

‘The sudden sunlight blinded them.’

• The male cub is defensive / aggressive.

• Short sentences to build tension / mirror the movement of the cubs.

• Content is relevant and developed with imaginative detail.

• Content is straightforward with an appropriate balance.

Structure of texts / Grammar and punctuation (maximum of 4 marks)

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs are used, but not consistently.

• Some basic sequencing, with story ideas evident. 1

Spelling (maximum of 2 marks)

• Spelling is generally accurate; any errors are in ambitious words. 2

• Spelling of commonly used words is generally correct. 1

Mid-point test answers

It is NOT sunny for the whole year.

It is more practical / informative / gives details of travel.

to persuade people to visit the Lofoten Islands

Learners’ answers may include:

Question Answer Marks

• Content is relevant and developed in detail.

• Content is straightforward with basic information.

• The response has limited relevance to the task.

Structure of texts / Grammar and punctuation (maximum of 4 marks)

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs are used, but not consistently.

• Some basic sequencing, with article ideas evident.

Spelling (maximum of 2 marks)

• Spelling is generally accurate; any errors are in ambitious words. 2

• Spelling of commonly used words is generally correct. 1

She didn’t speak out loud. / She mimed the words.

Toby is feeling as if he is under pressure.

Question Answer Marks

• The teachers in their silly ‘batman gowns’.

• Content is relevant and developed with imaginative detail.

• Content is straightforward with an appropriate balance.

Structure of texts / Grammar and punctuation (maximum of 4 marks)

• Clear, well-organised paragraphs structure the narrative with logical links.

• Paragraphs are used, but not consistently.

• Some basic sequencing, with journal entry ideas evident. 1

Spelling (maximum of 2 marks)

• Spelling is generally accurate; any errors are in ambitious words. 2

• Spelling of commonly used words is generally correct. 1

End-of-year test answers

Learners’ answers may include:

• They had religious significance.

False; True; False

• The focus changes to the modern Olympic Games.