For Stage 5, where students are transitioning from "learning to read" to "reading to learn," the mark scheme effectively distinguishes between literal comprehension, inference, and evaluation. The weighting of marks is appropriate, placing a healthy emphasis on higher-order thinking skills (inference and deduction) rather than simple retrieval, which challenges students appropriately for their age group.
The main pitfall for students is – losing marks for missing capital letters or unclear inferences. Teachers who use the mark scheme regularly for mock marking and self-assessment will see strong progression to Stage 6. For Stage 5, where students are transitioning from
The Progression Test typically has two papers, and the mark scheme covers both. Teachers who use the mark scheme regularly for
Examiners first find the box that matches the overall quality of the writing and then decide on the specific mark within that range. For Stage 5