Ms Eng g6 PDF

English
Mark Schemes
Cambridge International Primary Achievement Test November 2006
English mark schemes Achievement Test

Guidelines for marking test papers
These mark schemes are designed to provide you with all the information necessary
to mark the Primary Achievement Tests. As far as possible, the mark schemes give
you full guidance regarding acceptable and unacceptable alternative answers and,
where appropriate, include examples of student work to illustrate the marking points.
However, it is not always possible to predict all the alternative answers that may be
produced by students and there could be places where the marker will have to use
their professional judgement. In these cases it is essential that such judgement be
applied consistently.
The guidelines below should be followed throughout (unless the mark scheme
states otherwise):
A correct answer should always be awarded full marks even if the working
shown is wrong.
Where more than one mark is available for a question the mark scheme
explains where each mark should be awarded.
Half marks should not be awarded and at no point should an answer be

awarded more than the maximum number of marks available, regardless of
the quality of the answer.
If the child has given more than one answer the marks can be awarded if all
the answers given are correct. However, if correct and incorrect answers are
given together marks should not be awarded.
If the answer line is blank but the correct answer is given elsewhere, e.g.
within the question in the usage section, the marks can be awarded provided
it is clear that the child has understood the requirements of the question.
Each question and part question should be considered independently and

marks for one question should not be disallowed if they are contradicted by
working or answers in another question or part question.
Any legible crossed-out work that has not been replaced can be marked; but
if work has been replaced the crossed-out part should be ignored.
Where students are required to indicate the correct answer in a specific way,
e.g. by underlining, marks should be awarded for any unambiguous
indication, e.g. circling or ticking.
Each question on the test paper has a box beside it for the teacher to record the
mark obtained. It is advisable to use these boxes so that students, and others
looking at the test papers, can clearly see where the marks have been awarded. It is
also useful to use the boxes because it makes the process of entering the data into
the analysis tool easier. The page total boxes can be used to aid addition but care
must be taken not to accidentally enter these values into the analysis tool.
Finally, it is advisable to use a pen of a different colour to that used by the students
so that the marks and comments can be clearly seen. It should also be noted that
marking in red ink and using the mark boxes is an essential requirement for the
Achievement tests.
Cambridge International Primary Achievement Test Paper 1

Reading comprehension
1.
Is the author of the piece likely to be young or old? How do you know?
[1]
Use evidence from the passage itself, not from the illustration.
The author is old.
He lists old artists and composers, not young ones.
He is defending traditional culture and rubbishing modern culture.
Award the mark for any appropriate reason for the author being old as long as it
refers to the text, including the title.
Do not award a mark for an answer that only refers to the picture.
2.
List three composers and three artists that the author admires.
[1]
Mozart, Haydn, Tchaikovsky, Monet, Manet, Michelangelo.

Award the mark only if all 6 names are given and correctly spelt.
3.
The author gives one example of installation art. What is it?
[1]
A pile of bricks on the floor.
4.
What does the author mean when he says:

And dont get me started on street art!
Accept an answer which recognises the authors dislike of street art.
Do NOT accept an answer which suggests that the author hasnt got enough space to
discuss street art, unless it is linked to a recognition of dislike.
[1]
5.
[1]
Reread the first paragraph.

Young people today dont know what theyre missing with their
youth culture. They wear crazy clothes and shoddy shoes, they
listen to mean, menacing music with a loud and loutish booming bass
and as for their art? Art? I dont see how they can call it youth
culture. They dont know what culture is.
The author has written paragraphs about music and art.
If the author continued writing, what is the most likely topic for the next
paragraph?
Clothes and/or shoes
Fashion
Accept an answer which reflects the fact that clothes and shoes are the missing
subjects.
6.
[2]
Are the following statements from the passage fact or opinion?

Put a tick () in the correct box
fact
opinion
Young people dont know what theyre missing with

their youth culture.
The music lifts your spirits and sings to your soul.
Monet, Manet, Michelangelo. These were artists.

and irritating the rest of the world.
Award 2 marks if all the answers are correct.

Give 1 mark for 2 or 3 correct answers.

7.
Match the words and phrases with the correct heading.
Random stripes
[1]
Music
Cacophony
Tuneless
Modern messes
Art
Award the mark if all are correctly matched
8.
Does the author like mobile phones?

Explain your answer.
Award the mark for a reasonable explanation showing that the author does
not like mobile phones.
There is no mark for the answer no without an explanation.
Example answers include:
No. The phrase and dont even get me started on always introduces a disliked
subject
or
No because he mentions them in the paragraph about modern things he hates.
or
No because he doesnt like technology.
[1]
9. (a)
List two examples of alliterative phrases.
[1]
Award one mark for two alliterative phrases.

There are many possible examples for instance:
9. (b)
crazy clothes
shoddy shoes
melodies of Mozart
harmonies of Haydn
moaning into microphones
tuneless tosh
Explain why the author uses alliteration.

Award one mark for recognition either that alliteration is often associated
with persuasive texts or that it is memorable
Accept answers like:

It makes better images in the readers head.
He wants to show people so they understand him better.
Do not accept:
It sounds better.
It is more descriptive.
[1]
10.
Was this piece intended to be written or spoken?
[2]
Give two reasons to support your answer and give examples from the text.
The piece was intended to be spoken. Reasons can include:
The existence of non-sentence and sentence fragments e.g. Monet,

Manet, Michelangelo.
He uses words like Ah and Dont get me started.
He uses lots of questions.
Award 1 mark for each reason which is supported by examples, up to 2 marks.

If only reasons are given without examples, award 1 mark for 2 good reasons.
Do not award a mark for spoken with no supportive evidence.
11.
Is this passage a balanced discussion?

No, because:
he uses biased language
he only gives one side of the argument
he rubbishes other opinions
he only gives good points about old culture

Award one mark for an adequate explanation mentioning 1 feature that shows this is
not a balanced discussion,
eg No because it is not saying anything good about modern culture.
Award the second mark if additional features of balanced discussions are given in
explanation.
[2]
Writing Task
12.
Old Days and Old Ways

See table below
Notes to markers
Marking should always begin from the lowest mark in each column.
Stop marking at the first statement in a column that the child fails to achieve.
All the statements should be achieved for a child to achieve the mark (i.e. if
there are two statements to describe a mark, both statements must be
achieved before the mark can be given.)
[15]
STRUCTURE
Text Structure
AUDIENCE AND PURPOSE
Sentence structure
Secure use of text type

that establishes content
and purpose.
Audience
Some control of complex

sentences and the
position of clauses to
focus attention.
Adverbials and expanded

noun phrases are used to
engage as well as inform.
Paragraphs are used

consistently.
4
Relationships between
paragraphs are clearly
linked and give structure
to the whole text.
The balance of coverage

of the ideas is appropriate
to the purpose.
The tone is appropriate to

the ideas and is
sustained.
The readers interest is

engaged by adding or
emphasizing specific
details.
Effective use of different

styles within the piece for
giving details and for
persuasion.
Wide range of sentence

constructions extend
meaning intentionally.
Form is consistently
adapted for the
readership.
The persuasive purpose

is established and
maintained.
Use of expanded phrases

and clauses to develop
ideas.
Awareness is shown that

the reader may not agree
with the writers viewpoint
and needs to be cajoled.
The tone is appropriate

and is largely sustained.
2
The writers viewpoint is
established and
maintained.
Mainly logical
connectives (e.g.
because, so, ifthen, in
addition, moreover)
Paragraphs may be
sometimes linked.
A clear and consistent

viewpoint is established
and controlled.
3
Introduction and
conclusion are
developed.
Purpose
Commas are sometimes

used to mark clause
divisions or items in a list.
3
The persuasive text type
is largely sustained.
Language is strong and

positive; short sentences
can be used to give
emphasis.

engaged by choice of
detail or humor.
Ideas within each section

are presented clearly.
2
Simple overall structure
includes brief introduction
or concluding sentence.
2
Simple and
compound/complex
sentences used with a
variety of simple
connectives.
2
There is some attempt to
persuade the reader, but
this is not sustained.
Some attempt to vary

sentence openings (e.g.
pronouns)
Simple sentences are
grammatically correct
with accurate
punctuation.
1
Award 0 where performance fails to meet the lowest description.
13.
Underline a preposition in the sentence below.
[1]
The picture is of a bird on a roof

One mark if either preposition is underlined.
14.
Add the missing punctuation to the following dialogue.
[1]
I love youth culture, she sighed.

Do you like classical things as well? he asked.
or
I love youth culture! she sighed.
Do you like classical things as well? he asked.
Award 2 marks if all four punctuation marks have been inserted correctly.
Award 1 mark if two or three of the punctuation marks are correct.
15.
Join the underlined word in each sentence to the correct word class.
[2]
I hate mobile phones.
noun
They wear crazy shoes.
verb
I love classical music.
adverb
Booms come continually from the headphones.
adjective
Award 2 marks if all word classes are correctly identified.

Award 1 mark if two or three word classes are correct.
16.
Rewrite the following sentence in the passive voice:
The boom boom boom of the bass can always be heard.

Accept by you at the end of the answer.
[1]
17.
Underline the main clause in the sentence below.
[1]
If I can find the time, I go to a gallery to see real art.
18.
Rewrite the sentences below as a complex sentence with a relative clause. Do not
forget the punctuation.
[2]
Classical music is real music.
Real music is a pleasure to listen to.

Award 2 marks for a correctly punctuated complex sentence with a relative
clause.
Award 1 mark for a complex sentence with a relative clause which is not
correctly punctuated.
For example:
Real music, which/that is classical music, is a pleasure to listen to. Or
Classical music, which/that is real music, is a pleasure to listen to. Or
Classical music is real music which is a pleasure to listen to.
19.
Change the following sentence to show that it is something that will possibly [1]
happen rather than something that will happen.
When/if I see someone painting a picture, I may/might/could go and tell
them what I think of it.
20.
Add punctuation to the following sentence to show that it is John who is ill. [2]
Do not change the order of the words.
Award 2 marks if all the punctuation is correct.
John, said Mary, is ill.
Award 1 mark for punctuation that shows that the child has understood the task, eg
John said Mary is ill.
John, said Mary is ill.
21.
Add a colon and a semi colon to complete the punctuation of the following sentence.
[1]
Holland produced many fine artists including: Rembrandt, who painted several
self portraits; Vermeer whose most famous painting is called Girl with a Pearl
Ear-ring; and the portrait painter Rubens.
Both punctuation marks are needed to earn the mark
22.
Write the information in the three sentences below in one new sentence.
Award two marks only if the complex sentence contains all of the information
and is correctly punctuated.
Award 1 mark if the information has been included in a complex sentence, but
punctuation is incorrect.
One example sentence could be:
The woman likes both modern and classical cultures but the grumpy old man
only likes the classical and the cheerful young man only likes modern culture.
[2]
4.
[1]
Read the descriptions below.

Tick the best description of Beowulf at the beginning of the story.
Beowulf is tired because he hasnt slept all night.

Beowulf is worried because he doesnt know why his Great Hall
was set alight.
Beowulf is furious and wants to go and kill the dragon.

Beowulf is angry with the slave and is trying to hide it
5.
Find a phrase or sentence from the text which explains why people did not
believe the youth when he told them what had happened.
[1]
He had been known to exaggerate the truth.

Do not award the mark for his story was discounted.
6.
Is the runaway slave a bad man or a good man?

Give a reason from the text to justify your answer.
Award the mark if the reason agrees with the answer to the first question
e.g.
Hes a bad man because: he stole from the dragon; he is reluctant to go and
show them where the dragons cave is.
Hes a good man because: he came to give Beowulf the golden goblet in
compensation; he wanted to make peace with his gods; he told them where
the dragons cave was.
No mark is available for just saying that the slave is good or bad without a
justification or for an irrelevant justification, eg He was bad because he slept in the
dragons cave.
In order to gain the mark, the answer must make close reference to the text.
[1]
7.
How were the warriors armed in preparation for the battle?
[1]
List three things they had.

Three of:
swords/ blades
spears
shields
helmets
Award 1 mark if any three objects are listed.

Do not award the mark if the answer includes reference to the slave, food or their
horses since the question clearly asks about armour.
8.
Fill in the missing word and finish each sentence to explain how the slave felt.
Award one mark for each complete sentence. For example:
When he was hiding behind the gorse bush, he felt frightened because he
thought the dragon was going to kill him.
When he was sitting at the fire eating bread he felt worried because he
didnt know whether the people would forgive him.
When he was sitting at the fire eating bread he felt warm because he was
too close to the fire.
Only award the marks if:
the answers are complete sentences (but forgive grammatical errors)
the emotions or sensations ascribed to the slave are likely in the context of the
episode
the sentences include an explanation of the emotion.
[2]
9.
This story has a historical setting. Explain how you know.
[1]
Award the mark for an explanation which includes reference to any of the
following:
The mighty Saxon king
Great Hall
The gods
Sacrifices to appease an angry god
Given water, bread and a place by the fire
Runaway slave
The smiths went to their forges
Blades and spears. Shields and helmets; goblets; old weapons
Dragons
10. (a) Underline the word that best describes the mood the author is trying to
create.
[1]
Accept either: suspense or tension.
10. (b) Do you think the author is successful at creating the mood?
Explain your answer, choosing words and phrases from the paragraph.
If part (a) is wrong, award marks for part (b) which explain the answer
chosen.
Accept any explanation which
matches the answer to 10 (a)
includes words and phrases from the text
Award 1 mark for a simple choice of words and phrases or an explanation to make the
point, eg it makes the reader wonder about what will happen next.
Award 2 marks if the writer makes an attempt at analysis of the success of the writer
in creating the mood, eg He uses adjectives and phrases to describe the setting and
the mood like the warriors made peace with their gods, an imminent battle and
with an enemy more powerful.
[2]
11.
[1]
Reread the paragraph.

Underline two noun phrases which refer to the dragon.
a dragon
the snake-necked one
the scaly monster
the menacing shadow
Award 1 mark for any two.
12.
Find these words and phrases in the story.
[3]
Suggest alternative words or phrases the author might have used which have
the same meaning.
The alternative words or phrases should be relevant to the context, for
example:
lair: home, cave, den
armourer: people who make armour
scorching: burning, making fire
Award 1 mark for each word for which the children provide acceptable alternatives.
13.
Explain why this paragraph is not part of the previous paragraph or the next
paragraph.
The explanation should recognise, for example
that each paragraph is separated by time
that a time adverbial at the beginning of a sentence usually means a

new paragraph is needed
that the short paragraph contains an entire journey
Award a mark for an answer which recognises how the paragraphs are structured and
linked.
[1]
14.
Suggest a new title for the story.

Explain why you chose it.
Award the mark for answers which are relevant to the story and explanations
which clarify the reasoning behind the answer. E.g.
The Powerful Enemy because it refers to the dragon they will face.
The Cursed Goblet. The goblet was the cause of every bad thing that
happened.
Do not award the mark unless the explanation adequately clarifies the suggested title
and the title is relevant to the story so far.
[1]
15.
Beowulf and the Dragon
See table.
Notes to markers
All the statements should be achieved for a child to achieve the mark (i.e. if there
are two statements to describe a mark, both statements must be achieved before the
mark can be given.)
[40]
COMPOSITION AND EFFECT

Content
STYLE
Audience
During the course

of the story, the
development of
the character[s] is
shown through
actions and
reactions.
Style
Character
development is
more complex and
believable.
Direct and/or
reported speech is
used to move the
story forward.
The readers
response to
different parts of
the story is well
controlled.
The information
the reader has is
carefully
controlled.
4
The writing is
atmospheric and
evokes an
intended response
from the reader.
Suspense, or
excitement, where
used, is well built.
Narrators
viewpoint is
established and
controlled.
Text structure &

organisation
Writing is well
structured and
shows a coherent
grasp of the
chosen genre.
Ideas are
organized into a
planned and
coherent series of
paragraphs.
4
A range of simple
and complex
sentences are
used to create
effect or extend
meaning.
2
Characterization is
achieved through
good description.
The story is well
placed in its
setting.
The ending
concludes the
story neatly.
Spelling is mostly
accurate. This
includes words
with complex
regular patterns.
I.e. words with
more than one
potential problem
such as
polysyllabic,
prefixes, suffixes.
E.g. dissatisfy,
indescribable,
wonderful,
position,
immediately
3
Within paragraphs,
sequences of
events are
developed around
a main sentence or
theme.
A careful choice of
noun sometimes
replaces noun plus
adjective (e.g.
Beowulf = the old
king; the dragon =
the monstrous
reptile)
Spelling is
generally accurate.
This includes
polysyllabic words
that conform to
regular patterns.
(E.g. accuracy,
journey, distance,
shouted, slowly
shaking, possible,
possibly,)
Some evidence of
narrators or
characters
viewpoint.
1
3
A wider range of
connectives link
simple, compound
and complex
sentences.
3
The opening,
development and
conclusion of the
story are logically
related and mostly
well paced.
Variation in
sentence
beginnings for
effect.
2
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Expanded noun
phrases are used
2
Simple sentences
are grammatically
accurate and end
of sentence
punctuation (?!) is
generally accurate.
The story has a

simple plot, which
includes a battle
with a dragon.
Use of
adventurous and
precise
vocabulary.
Vocabulary is
generally used
accurately with
careful choice of
specific words.
A well crafted story

focuses clearly on
either character or
action.
Spelling
Characters
actions are linked
to key events
The story is
concluded
successfully and
without rushing.
Vocabulary
Attempts to use
language
effectively to
create a strong
image (e.g.
metaphor the
sea roared
or simile as
white as a
seagulls back.)
Pace is controlled
by careful use of a
variety of well
constructed, and
correctly
punctuated,
sentences.
3
Writing engages
reader through
establishment of
mood and feeling.
VOCABULARY AND SPELLING
2
Ideas are grouped
together, although
paragraphs may
not be shown.
Simple and
compound/comple
x sentences are
used.
1
English
Mark Schemes
Cambridge International
International Primary
Primary Achievement
Achievement Test
Test 0841/01 May/June 2007
Cambridge

These mark schemes are designed to provide you with all the information necessary to mark the
Primary Achievement Tests. As far as possible, the mark schemes give you full guidance
regarding acceptable and unacceptable alternative answers and, where appropriate, include
examples of student work to illustrate the marking points. However, it is not always possible to
predict all the alternative answers that may be produced by students and there could be places
where the marker will have to use their professional judgement. In these cases it is essential that
such judgement be applied consistently.
The guidelines below should be followed throughout (unless the mark scheme states otherwise):
A correct answer should always be awarded full marks even if the working shown is
wrong.
Where more than one mark is available for a question the mark scheme explains where
each mark should be awarded.
Half marks should not be awarded and at no point should an answer be awarded more
than the maximum number of marks available, regardless of the quality of the answer.
If the child has given more than one answer the marks can be awarded if all the answers
given are correct. However, if correct and incorrect answers are given together marks
should not be awarded.
If the answer line is blank but the correct answer is given elsewhere, e.g. within the
question in the usage section, the marks can be awarded provided it is clear that the child
has understood the requirements of the question.
Each question and part question should be considered independently and marks for one
question should not be disallowed if they are contradicted by working or answers in
another question or part question.
Any legible crossed-out work that has not been replaced can be marked; but if work has
been replaced the crossed-out part should be ignored.
Where students are required to indicate the correct answer in a specific way, e.g. by
underlining, marks should be awarded for any unambiguous indication, e.g. circling or
ticking.
Each question on the test paper has a box beside it for the teacher to record the mark obtained. It
is advisable to use these boxes so that students, and others looking at the test papers, can clearly
see where the marks have been awarded. It is also useful to use the boxes because it makes the
process of entering the data into the analysis tool easier. The page total boxes can be used to aid
addition but care must be taken not to accidentally enter these values into the analysis tool.
Finally, it is advisable to use a pen of a different colour to that used by the students so that the
marks and comments can be clearly seen. It should also be noted that marking in red ink and
using the mark boxes is an essential requirement for the Achievement tests.
Cambridge International Primary Achievement Test - Paper 1

Complete the table to show where each of the creatures lives.
Creature
[1]
Where it lives
rhino
polar bear
blue whale
6R15
Creature
Where it lives
rhino
Southern Africa
polar bear
Arctic
blue whale
deep ocean waters
ADDITIONAL INFORMATION: All the answers must be correct for the mark to be
awarded. Do not deduct mark for incorrect use of capital letters.
How have polar bears adapted to the cold?
6R3
They have developed a thick layer of fatty blubber
Why are white rhinos dangerous for tourists?

Tick the best answer.

6R3
The rhinos have a good sense of smell.

The rhinos charge at the tourists.
The rhinos charge at the open topped trucks the tourists travel in.
The rhinos have poor eyesight.
The rhinos charge at the open topped trucks the tourists travel in.
UCLES 2007
[1]
[1]
Why are polar bears dangerous for seals?
6R3
Polar bears eat seals
Tick two statements which are true about Biggest of the Big.

6R11
[1]
[1]
It is a non-fiction text.
It is a fiction text.
It mostly gives opinions about animals.
It mostly gives facts about animals.
It mostly gives facts about animals.
ADDITIONAL INFORMATION: Both statements must be ticked for the mark to be

awarded.
Reread what you are told about blue whales.

Adult blue whales are about the weight of 25 adult elephants heavier even
than the heaviest dinosaurs. However, although they are so heavy, they are
amongst the most beautiful and graceful of all the Earths creatures.
Blue whales eat during their 4 month long summer feeding season, then live
off their fat for the next 8 months. They usually feed at depths of less than
100 metres (330 feet) and their dives last up to about 20 minutes.
Complete these sentences to summarise the main topic of each paragraph.
The first paragraph is about
The second paragraph is about ..
6R13
Accept summary statements which reflect that the first paragraph is about
the whales size or weight and that the second paragraph is about how the
whales feed.
Award 1 mark for each correctly completed sentence.
UCLES 2007
[2]
Read the paragraphs about blue whales on page 2.
[1]
Now read this new paragraph about blue whales.

Have you ever seen a blue whale? You probably havent unless you are lucky
enough to travel on ships that go way out to sea. Blue whales are happiest
when they are in deep, deep water. Do you know why that is? Its because
thats where they find their food. And do you know what they eat? Tiny, tiny
shrimps called krill.
Which paragraph do you think is the most interesting to read?
Explain why.
6R14
Either answer is acceptable as long as it is accompanied by a reasonable

explanation e.g. the paragraph on page 2 is more interesting because it give
more information in a shorter space of time.
the new paragraph is more interesting because I find the chatty language
makes me want to read more.
ADDITIONAL INFORMATION: No mark is available for expressing a preference. Award 1

mark for a reasonable explanation which refers to the language, style or impact of the
different paragraphs.
Biggest of the Big is part of a chapter of a book. Which of these do you

think is most likely to be the title of the book?
Animals of the Arctic
Danger! Animals!
How the whale became friends with the polar bear.
Mammals of the World
Book title: .. Explain your choice. ..

Suggest the heading of another chapter in the book.
6R13
Book title: Mammals of the World

Mammals of the World is the most likely title since the text is about
mammals from all over the world.
A wide variety of additional chapters is possible including: The Smallest of
the Small; Mammals of the desert; Living in the sea.
ADDITIONAL INFORMATION: Award 1 mark for the selection of the title together
with a reasonable explanation. Award the second mark for a relevant chapter heading.
UCLES 2007
[2]
During which part of the year will blue whales not be slim? Explain why.
6R3
Blue whales wont be slim just after their summer feeding season because
they will have created their layers of fat to live off for the next 8 months.
[1]
ADDITIONAL INFORMATION: Award the mark for any recognition of this fact.
Accept the summer or just after the summer as long as an explanation is added.
10
From Biggest of the Big give one example of each of the following.
Feature
Example
Heading
Sub-heading
List
Fact
Opinion
6R15
There is a variety of options available for each answer except the opinion.
For example:
Feature
Example
Heading
Blue whales
Sub-heading
Description
List
Seals, fish, birds, small animals
Fact
Polar bears have an excellent sense of hearing
Opinion
Blue whales are among the most beautiful and

graceful of all the Earths creatures.
This is the only possible answer for opinion.

ADDITIONAL INFORMATION: Award 1 mark if three boxes are correctly
completed; 2 marks for four boxes and 3 marks for all the boxes.
UCLES 2007
[3]
11
Suggest an alternative word for the word sharp in the sentence:

White rhinos have very poor eyesight, but they have good hearing and a
very sharp sense of smell.
The new word should fit perfectly into the sentence without changing the
meaning or affecting the grammar.
6R14
Acceptable alternatives include: good, fine, keen,
ADDITIONAL INFORMATION: The alternative word given must be grammatical in

the context so a word like excellent or perfect would not be appropriate and should
not be awarded the mark.
UCLES 2007
[1]
Writing Task
12
[15]
See table below
Notes to markers
UCLES 2007
STRUCTURE
Text Structure
Sentence structure

and purpose.
Audience

sentences and the
focus attention.
Paragraphs are used

consistently and correctly.

to the whole text.

to the purpose.


the ideas and is
sustained.

fully engaged by the
addition or emphasis of
specific details.

giving details, description
and information.
3
The informative register
is established and
maintained.

ideas.
The tone is similar to that

in the model texts.

A variety of appropriate
connectives are used to
link ideas.
The writers interest in the

animal is shared with the
reader.
The informative register is

largely sustained.

used to mark clause
Choice of information is
appropriate to engage the
reader.
A limited number of
simple connectives is
used.
The writing is an attempt

to inform the reader about
real animals.

with accurate
punctuation.
1
UCLES 2007
2
inform the reader but the
style may not be
sustained.

pronouns)
adapted for the
readership.
2
Layout and headings are
used to clarify
organization of text.

and controlled.

Paragraphs may
sometimes be used.
Purpose
13
Underline all parts of the verb in this sentence.
[1]
The rhino was looking threateningly at the jeep.

6Ug1
The rhino was looking threateningly at the jeep.
ADDITIONAL INFORMATION: If additional words are underlined, do not award

the mark.
14
Rewrite this sentence in the active voice.
[1]
The people were being threatened by the rhino.

6Ug3
The rhino was threatening the people.
15
Match the underlined word in each sentence to the correct word class
6Ug1
The boat ride was exciting.
adverb
The whale dived to the sea floor.
adjective
The bear was sleeping restlessly.
preposition
Yesterday, it rained.
noun
The boat ride was exciting.
adverb
The whale dived to the sea floor.
adjective
The bear was sleeping restlessly.
preposition
Yesterday, it rained.
noun
ADDITIONAL INFORMATION: Award 2 marks if all word classes are correctly

identified. Award 1 mark if 2 or 3 word classes are correct.
UCLES 2007
[2]
16
Add the missing punctuation to this dialogue.
[2]
I think she said that the whale is the most impressive creature I have
ever seen.
Do you he replied I thought the rhino was much more impressive.
6Ug8
I think, she said, that the whale is the most impressive creature I have
ever seen.
Do you? he replied. I thought the rhino was much more impressive.
ADDITIONAL INFORMATION: Award 2 marks if all four punctuation points have

been completed correctly. Award 1 mark if two of the punctuation points are
correct.
17
Put all of this information into one sentence. The main focus should be the
need for camouflage.
Polar bears have white fur for camouflage.
Polar bears need camouflage for hunting.
Polar bears hunt seals.
6Ug6
There is a wide range of acceptable answers. Possible sentences include:
Camouflage is important when polar bears hunt seals and their white
fur gives them excellent camouflage.
Polar are camouflaged by their white fur when they hunt for seals.
ADDITIONAL INFORMATION: Award 2 marks for a well constructed complex

sentence which emphasises camouflage. Award 1 mark for a well constructed
complex sentence which mentions camouflage but where the focus is on white fur or
seals.
Do not penalise students for inappropriate punctuation in this question.
UCLES 2007
[2]
18
Add two apostrophes to this sentence.
[1]
The blue whales eating habits seem odd to people who cant miss too
many meals.
6Ug8
Accept either
The blue whales eating habits seem odd to people who cant miss too many
meals.
or
The blue whales eating habits seem odd to people who cant miss too many
meals.
ADDITIONAL INFORMATION: Award 1 mark for both correct apostrophes.
19
Change the verbs in this sentence to show that its only a possibility.
[1]
When we go out in the boat, I will see a blue whale diving and then Ill
see it blowing spray.
6Ug4
When / if we go out in the boat, I might / may / could see a blue whale
diving and then I might / may / could see it blowing spray.
ADDITIONAL INFORMATION: Award the mark if both verbs express the

conditional. Do not award the mark if the only change to the given sentence is to
replace when with if.
20
Underline the main clause in this sentence.

Blue whales, which are heavier than elephants, are very graceful
swimmers.
6Ug5
Blue whales, which are heavier than elephants, are very graceful swimmers.
ADDITIONAL INFORMATION: Both parts of the main clause must be underlined

for the mark to be awarded.
UCLES 2007
10
[1]
21
6Ug10
Tick the two sentences which have correct grammar:

Blue whales is about the size of 25 elephants.
Polar bears have an excellent sense of smell.
The rhinos was worried by all the jeeps.
The rhinos feeded on the spiky shrubs.
Blue whales eat in the summer.
Blue whales is about the size of 25 elephants.
Polar bears have an excellent sense of smell.
The rhinos was worried by all the jeeps.
The rhinos feeded on the spiky shrubs.
Blue whales eat in the summer.
[1]
ADDITIONAL INFORMATION: Award the mark if both sentences and no others

- are ticked.
22
Combine this information to make a complex sentence with a relative

clause. Punctuate the sentence properly.
Polar bears eat fish, birds and small mammals.
They need to eat a lot in order to survive.
6Ug7
6Ug5
There is a number of possible solutions, for example:
Polar bears, who need to eat a lot to survive, eat fish, birds and small
mammals.
Polar bears, who usually eat fish, birds and small mammals, need to
eat a lot to survive.
ADDITIONAL INFORMATION: Award 1 mark for each part of the question: 1 mark
for a correctly formed complex sentence; 1 mark for a relative clause; 1 mark for
accurate punctuation including commas for marking meaning as well as in lists.
UCLES 2007
11
[3]
English
Mark Schemes
Primary Achievement
Achievement Test
Cambridge

where the marker will have to use their professional judgement; in these cases, it is essential that
The guidelines below should be followed throughout (unless the mark scheme states otherwise).
A correct answer should always be awarded full marks even if the spelling or grammer is
wrong.
Where more than one mark is available for a question, the mark scheme explains where
If the child has given more than one answer, the marks can be awarded if all the answers
question should be allowed unless they are contradicted by working or answers in
ticking.
see where the marks have been awarded.
marks and comments can be seen clearly. It should be noted that marking in red ink and using
the mark boxes is an essential requirement for marking the Achievement tests.
When and where will the meeting take place?
[1]
6R3
The answer must include three pieces of information:

In the Town Square
On Wednesday 6 June
At 7pm
ADDITIONAL INFORMATION: Wednesday is not necessary to be awarded the

mark.
How does a hydro-electric dam make electricity?
[1]
6R3
by taking energy from the water which falls to the rocks beneath.
Put a tick () beside the houses that will be under water.
[1]
6R3
House number
Height above
valley floor
Will the house be under

water?
13
3 metres
28
5.5 metres
4.5 metres
6 metres
ADDITIONAL INFORMATION: Both of the ticks must be correctly placed for the
mark to be awarded.
Tick () two statements about the notice which are true.
6R11
[1]
It contains both facts and opinions.

ADDITIONAL INFORMATION: Both statements - and no others - must be ticked
5
Some of the text on the notice is written in bold. Why do you think
this decision was made?
6R14
This is important information which needs to attract attention.
[1]
So you know when and where the meeting is.
Which of these statements best summarises the purpose of the

notice?
6R14
To encourage people to come to a meeting
Has the dam already been built?

Include words and phrases from the text in your answer.
6R3
No it hasnt.
Words and phrases which establish this include:
Proposal
When the dam is built
The use of the future e.g. Electricity will be immediately available
ADDITIONAL INFORMATION:
There is no mark for the first part of the question.
Award one mark for an explanation and one mark for words and phrases from the
text.
Award two marks if the explanation includes words and phrases from the text.
[1]
[2]
What does the expression Have your say mean?
6R2
Accept any reasonable response, for example express your opinion; say
[1]
what you want to say; say what you think; have the opportunity to tell
people about what you think.
Why do you think the FOR and AGAINST arguments are in columns
rather than in paragraphs?
6R13
Accept any reasonable answer e.g.
[1]
To make them stand out/ separate them from the rest of the text.
So that you can see how they balance each other.
So bullet points can be used.
10
Why might people not want to move away from their villages? Give one
reason from the notice.
6R3
Reasons given in the text include:

Their families have lived in the village for generations.
Their trades will be destroyed.
Their way of life will be destroyed.
The people wont benefit.
ADDITIONAL INFORMATION: Accept additional answers if they are within the

spirit of this text.
[1]
11
Re-read the two main paragraphs:
[2]
A hydro-electric dam makes electricity by taking

the energy from the water which falls from the
dam to the rocks beneath. This energy is changed
into electricity which can be stored or sent to
where it is most needed.
When the dam is built, the water collecting behind
it will form a reservoir - like a lake - which will
flood the valley to a depth of 5 metres. People
whose homes will be under water will have new
houses built for them.
Complete these sentences to summarise the main topic of each

paragraph. Do not copy sentences from the paragraphs.
6R11
Accept summary statements which reflect that:

The first paragraph explains how hydro-electric power is generated
The second paragraph predicts the impact of the reservoir.
ADDITIONAL INFORMATION Award 1 mark for each correctly completed

sentence.
12
Do you think that the writer of the notice is for the dam, against the
dam or neutral?
Explain your answer including words and phrases from the text.
6R4
Accept any answer as long at it is explained.

For example:
The writer is neutral because he just sets out the facts and shows
arguments both for and against e.g. FOR- electricity will be available
immediately in the big city; AGAINST the people who will be mostly
affected live here; the people who will benefit live 200kms away in the big
city.
ADDITIONAL INFORMATION Award one mark for an explanation and one mark
for words and phrases from the text.
Award two marks if the explanation includes words and phrases from the text.
[2]
13
Imagine you are going to the meeting about the dam. Prepare your own speech
which tries to persuade people to believe what you believe.
See table on next page.
Notes to markers
[15]
STRUCTURE
Text Structure
Sentence structure
Audience

sentences and the
focus attention.

and purpose.
Paragraphs are used

consistently and
contribute to the
effectiveness of the text.

4
to the whole text.

to the purpose.

the ideas and is
sustained.

fully engaged by the
addition or emphasis of
specific details.

persuasion.

adapted for the
readership.

is established and
maintained.

ideas.


2
established and
maintained.
Mainly logical
connectives (e.g.
addition, moreover)
Where paragraphs are

used, they may
sometimes be linked.

and controlled.
3
Introduction and
conclusion, where used,
are developed.
Purpose

used to mark clause
3
Many features of the text
type are used.

detail or humour.
Language is strong and

positive; short sentences
can be used to give
emphasis.

2
Simple overall structure
may include brief
introduction or concluding
sentence.
2
pronouns).
2
Some attempt to

with accurate
punctuation.
1
14
Underline a preposition in the sentence below.
[1]
6Ug1
People who live in low-lying villages will be moved to higher ground.
ADDITIONAL INFORMATION: Award the mark if either preposition is underlined.

If additional words are underlined, do not award the mark.
15
6Ug3
Write active or passive beside each of the clauses.
[1]
When the dam is built
passive
The dam will let everyone have electricity.
active
People will be given better houses.
passive
ADDITIONAL INFORMATION: All three answers must be correct for the mark to
be awarded.
16
Finish punctuating this dialogue.

Do you
asked.
really
think
this
[2]
dam
is
good
idea?
I think so he replied, but it depends on how much

mess they make.
6Ug8
Do you really think this dam is a good idea? I asked.

I think so, he replied, but it depends on how much mess they make.
Award both marks if all 4 punctuation marks are correctly shown.
Award 1 mark if 2 or 3 of the marks are correctly shown.
17
Match the underlined word in each sentence to a part of speech.
6Ug1
[2]
Electricity brings many benefits to communities.
adverb
Before, people lived in houses in the valley.
adjective
Animals are frightened by the noise.
verb
The reservoir will be very beautiful.
noun
Award both marks if all boxes are correctly joined up.
Award 1 mark if one or two sets of boxes are correctly joined up.
18
6Ug6
Their culture may be destroyed by the dam.
[1]
ADDITIONAL INFORMATION: Award the mark if all three words and no othersare underlined.
19
Rewrite this sentence in the passive voice.

The dam will destroy homes, habitats and land.
6Ug3
Homes, habitats and land will be destroyed.

or
Homes, habitats and land will be destroyed by the dam.
ADDITIONAL INFORMATION: Accept answers in which the passive voice is

correct but the tense has been changed, e.g. Homes, habitats and land would be
destroyed.
[1]
20
Add two apostrophes to the following sentence.
[1]
The peoples homes will all be destroyed and they wont ever
be able to revisit their village.
6Ug8
The peoples homes will all be destroyed and they wont ever be able to
revisit their village.
ADDITIONAL INFORMATION: Both apostrophes must be in place for the point to

be awarded.
21
Underline all parts of the main clause in the following sentence.
6Ug5
The villagers, who were very sad, looked at the new dam.
[1]
ADDITIONAL INFORMATION: Both parts of the clause must be underlined. If

additional words are underlined do not award the mark.
22
6Ug2
Draw a line between the opening sentences and the different types of text. [2]
One has been done for you.
Hydro-electric dams are being built by
governments throughout the world.
balanced
discussion
Today, I went to visit the site of the

new dam.
persuasion
It is very important that we consider
the environment whilst meeting the
needs of the consumer, and thats why
I urge you to acknowledge the benefits
of hydro-electricity.
Hydro-electricity is a controversial
topic with compelling arguments on
both sides.
Award 2 marks if all lines are correctly drawn.
Award 1 mark if two boxes are correctly joined.
recount
report
23
Punctuate this sentence in two different ways to create two

different meanings.
6Ug5
The villager, said the constructor, was angry."
6Ug7
The villager said the constructor was angry.
[2]
The villager said, The constructor was angry. (also accept

The villager said, The constructor was angry.)
ADDITIONAL INFORMATION: Accept any two of the above sentences, award 1
mark for each correct sentence. Commas are not necessary to gain the marks.
24
Combine all the information in these two sentences in a complex

sentence.
The dam was being built.
The dam would provide electricity.
6Ug7
6Ug5
Accept any correctly punctuated complex sentence which contains all the
information.
Solutions include:
The dam, which would provide electricity, was being built.
The dam was being built in order to provide electricity.
Electricity would be provided by the dam that was being built.
ADDITIONAL INFORMATION: Do not accept compound sentences e.g. The dam

was being built and/so it would provide electricity.
Award one mark for any correctly punctuated complex sentence which contains all
the information.
[1]
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test
ENGLISH
Paper 1
0841/01
October/November 2008
MARK SCHEME
Maximum Mark : 45
*8718816149*
IMPORTANT NOTICE
Mark Schemes have been issued on the basis of one copy per Assistant examiner and two copies per Team
Leader.
This document consists of 13 printed pages and 3 blank pages.

IB08 11_0841_01/MS
UCLES 2008
[Turn over
2
These mark schemes are designed to provide you with all the information necessary to mark
the Primary Achievement Tests. As far as possible, the mark schemes give you full guidance
regarding acceptable and unacceptable alternative answers and, where appropriate,
include examples of student work to illustrate the marking points. However, it is not always
possible to predict all the alternative answers that may be produced by students and there
could be places where the marker will have to use their professional judgement; in these
cases, it is essential that such judgement be applied consistently.
The guidelines below should be followed throughout (unless the mark scheme states
otherwise).
A correct answer should always be awarded full marks even if the spelling or grammer
is wrong.
Where more than one mark is available for a question, the mark scheme explains
where each mark should be awarded.
Half marks should not be awarded and at no point should an answer be awarded
more than the maximum number of marks available, regardless of the quality of the
answer.
If the student has given more than one answer, the marks can be awarded if all the
answers given are correct. However, if correct and incorrect answers are given
together marks should not be awarded.
question in the usage section, the marks can be awarded provided it is clear that the
student has understood the requirements of the question.
Each question and part question should be considered independently and marks for
one question should be allowed unless they are contradicted by working or answers in
Any legible crossed-out work that has not been replaced can be marked; but if work
has been replaced the crossed-out part should be ignored.
ticking.
Each question on the test paper has a box beside it for the teacher to record the mark
obtained. It is advisable to use these boxes so that students, and others looking at the test
papers, can clearly see where the marks have been awarded.
Finally, it is advisable to use a pen of a different colour to that used by the students so that
the marks and comments can be seen clearly. It should be noted that marking in red ink
and using the mark boxes is an essential requirement for marking the Achievement tests.
UCLES 2008
0841/01MS/O/N/08
3
1
6R3
What is Ravi studying at school this term?

Ancient Greeks
[1]
ADDITIONAL INFORMATION: Accept Greeks
Did Benji enjoy studying the Greeks?
6R3
Find evidence in the text to support your answer.

Yes.
[1]
There are a variety of different quotes from the text including:
in my opinion its the best project ever.

its one of the most exciting ones weve ever done.
ADDITIONAL INFORMATION: There is no mark for the first part of the

question. The mark is given for evidence from the text. Accept appropriate
evidence.
Tick () two things about King Midas that you learn from the email.
[2]
6R3
Everything King Midas touched turned to gold.
King Midas had slaves.

King Midas hated vegetables.
There is a Greek myth about King Midas.
We know about King Midas because of paintings on pots.

ADDITIONAL INFORMATION: Award 1 mark for each correct answer. If
more than 2 boxes are ticked no marks to be awarded.
UCLES 2008
0841/01MS/O/N/08
[Turn over
4
4
Benjis email includes both facts and opinions. Tick () the boxes to
show whether these statements are fact or opinion.
6R11
Statement
It was only a small piece but
somebody had stored oil in it over
2000 years ago.
The worst thing about Ancient
Greece, Im sure youll agree with me,
was the slaves.
Between a quarter and a third of
Athens population were slaves.
My favourite is Theseus and the
Minotaur, but King Midas is OK too.
Fact
[2]
Opinion

Benji wants his friend to enjoy studying the Ancient Greeks.

Write an example of persuasive language from the email.
6R14
Accept examples of persuasive language , for example:

Im sure youll love doing the Myths and Legends.
Im sure youll agree with me,
I really hope you enjoy this project.
[1]
ADDITIONAL INFORMATION: The mark can only be awarded for a quote

from the text. Do not deduct the mark for incorrect spelling.
Reread this part of the email where Benji is quoting from his school [1]
project on the Ancient Greeks:
Most of what we know about Ancient Greek myths comes from
one of two sources: ancient texts and paintings on vases.
Although little remains of any other form of Greek art, over
100 000 pots and vases exist in museums today.
What is the purpose of this text? Underline the best answer.
6R14
UCLES 2008
To persuade
To inform
To entertain
0841/01MS/O/N/08
To argue
To show
5
7
Benji talks about three different parts of his project on the

Ancient Greeks.
[1]
What are they? (The first one is written for you.)

6R13
1 Greek Myths and Legends

2 pots/paintings and Ancient texts
3 slaves
ADDITIONAL INFORMATION: Both answers must be correct for the mark to

be awarded. The answers can be in any order.
8a
Compare these two texts.
[1]
Text 1 from the email Text 2 new text

Tick () the boxes to show features of the different texts.
Some features are in both texts.
6R14
Text 1
Text 2
Gives information about slaves in Athens
Impersonal, formal style
Features
Friendly chatty style
ADDITIONAL INFORMATION: All ticks must be correct for the mark to be

awarded.
Tick () the text you enjoyed reading more.
[1]
Explain why.
6R2
Accept an explanation which supports the text chosen. e.g.

Text 2 makes it sound more exciting.
It is easier to find information in Text 1.
ADDITIONAL INFORMATION: Do NOT accept answers which refer to the

fact that one text contains more information than the other.
UCLES 2008
0841/01MS/O/N/08
[Turn over
6
9
Reread the extracts from Benjis project book. Tick () two features of [1]
historical report text which you can find in this email.
6R3
Explains something
Gives information
Informal language
Written in the first person
Written in the past tense
ADDITIONAL INFORMATION: Both statements must be ticked for the mark

to be awarded. If more than 2 boxes ticked no marks awarded.
10
Write one sentence from the text which is auto-biographical.
6R12
Possible sentences include:

We did it last term.
Heres part of what I found out and wrote in my project book
We went to visit a museum.
We were allowed to touch a piece of pot.
Its one of the most exciting ones weve ever done.
ADDITIONAL INFORMATION: Award the mark for a sentence from the text
which:
is written in the past tense
is written in the first person
tells of something the author has done.
UCLES 2008
0841/01MS/O/N/08
[1]
7
11
6R14
Draw lines to match the sentence from the email with each of these
different text types.
Sentence
[2]
Text type
Isnt that amazing?

Recount
Youll love doing the
Myths and Legends.
Report
Some slaves were owned

by the state.
Persuasion
When we were doing the Greeks

we went to visit a museum.
Informal chat
ADDITIONAL INFORMATION: Award:

2 marks if all four boxes are correctly joined
1 mark for two or three boxes correctly joined
Only accept examples from the text
UCLES 2008
0841/01MS/O/N/08
[Turn over
8
12
Write a letter to a friend. Tell them about a school project you enjoyed
working on and try to persuade them to enjoy it too.
See table on the next page.
Notes to markers
Marking should always begin from the bottom of each column (lowest mark).
Stop marking at the first statement in a column that the student fails to achieve.
All the statements should be achieved for a student to achieve the mark (i.e. if there
are two statements to describe a mark, both statements must be achieved before the
mark can be given).
If the writing is unfinished you may use evidence from the planning notes to award up
to one mark each in Text Structure and Purpose.
UCLES 2008
0841/01MS/O/N/08
[15]
9
STRUCTURE
Text Structure
Sentence structure
Audience

sentences and the
focus attention.

and purpose.
Paragraphs are used

consistently and
contribute to the
effectiveness of the text.

engage as well as
persuade.
4
Purpose

and controlled.

the ideas and is
sustained.

emphasising specific
details

persuasion.
Paragraphs are
introduced by a topic
sentence.

adapted for the
readership.

is established and
maintained.
Paragraphs are used to

structure the text.

ideas.



to the purpose.
3
Introduction and
conclusion, where used,
are developed.

established and
maintained.
Mainly logical
connectives (e.g.
addition, moreover)
Where paragraphs are

used, they may
sometimes be linked.

used to mark clause
2
Sustains common
conventions of letter or
email writing (e.g. past
tense, mixture of facts
and opinions).
Has an opening and
closing statement.

Many features of the text

type are used e.g. second
person, imperative verbs
and evidence to persuade
the reader.

detail or humor.

pronouns).


with accurate end of
sentence punctuation.
Some expansion of noun

phrases adds additional
detail.
Writing refers to a school
project.
1
UCLES 2008
0841/01MS/O/N/08
[Turn over
10
13
Underline a preposition in this sentence.
6Ug1
The old pot was on the table.
award the mark.
[1]
If additional words are underlined, do not
14
Find and correct one mistake in each sentence.
6Ug10
When people were captured they become became slaves.

or
When people were are captured they become slaves.
[2]
Some slaves were sendedsent to war.

ADDITIONAL INFORMATION: Award one mark for each correct sentence.
15
Write active or passive beside each of these sentences.
6Ug3
Some slaves were captured in battle.
Some slaves were part of a police force.
Some slaves had difficult jobs.
[1]
Active or passive?
Passive
Active
Active
ADDITIONAL INFORMATION: All answers must be correct for the mark to

be awarded.
16
Add two full stops and one capital letter.
5Ug7
The Scythian archers who were the finest archers in Athens had
a competition to see who could fire an arrow the furthest. They
all chose their bow and arrow and waited for the competition to
begin.
Also accept: had a competition. To see who could fire and arrow
the furthest they allto begin.
ADDITIONAL INFORMATION: All 3 pieces of punctuation must be correct

UCLES 2008
0841/01MS/O/N/08
[1]
11
17
Underline the main clause in this sentence:
6Ug8
Although it was a long time ago I enjoyed studying the Ancient

Greeks because they had good stories.
[1]
Also accept: Although ago I enjoyed studying the Ancient

Greeks because they had good stories.
ADDITIONAL INFORMATION: The entire clause - and no other words - must
be underlined.
18
Add two apostrophes to this sentence.
6Ug10
In Ancient Greece, the childrens toys werent made of plastic.
[1]
ADDITIONAL INFORMATION: Both apostrophes must be correct for the

mark to be awarded. If additional apostrophes are inserted no marks to be
awarded.
19
Correct this piece of writing to include two more pronouns.
[2]
One has been done for you.

6Ug2
It
People in Ancient Greece liked to go to the theatre. The theatre was a good place to
they
go and meet friends. The actors were sometimes slaves but the actors often
their
enjoyed the actors jobs.
Spelling must be correct.
UCLES 2008
Award 1 mark for each correct pronoun.
0841/01MS/O/N/08
[Turn over
12
20
Finish punctuating this dialogue.
6Ug8
Did you enjoy studying the Ancient Greeks? asked Benji.
[2]
Yes I did, replied Ravi. What did you like best about it?
Also accept
Yes I did! replied Ravi. What did you like best about it?
or
Yes, I did, replied Ravi
ADDITIONAL INFORMATION: Award
2 marks if 6 or 7 punctuation marks are correct.
1 mark if 4 or 5 marks are correct.
0 marks if fewer than 4 are correct.
Deduct 1 mark for 2 additional incorrect punctuation marks.
21
Rewrite the sentence including the clause: which were beautifully

painted.
Remember punctuation.
People used clay pots, which were beautifully painted, to store oil.
6Ug7
and
6 Ug
9
ADDITIONAL INFORMATION: Award one mark for a correctly embedded
clause. Award one mark if parenthetical commas are used correctly.
Award both marks for an embedded clause marked by parenthetical commas.
UCLES 2008
0841/01MS/O/N/08
[2]
13
22
Combine all the information in these two sentences into a complex [2]
sentence. Remember to punctuate the sentence. Do not use the words
and or but.
6Ug6
There are a variety of possible answers, including:

Rich people had slaves who were sometimes prisoners of
war.
Prisoners of war were sometimes slaves for rich people.
Sometimes, rich peoples slaves were prisoners of war.
ADDITIONAL INFORMATION: Award one mark for a complex sentence containing all the
required information.
Award the second mark for appropriate punctuation.
Award both marks for a well punctuated complex sentence containing all of the
information.
UCLES 2008
0841/01MS/O/N/08
14
BLANK PAGE
0841/01MS/O/N/08
15
BLANK PAGE
0841/01MS/O/N/08
16
BLANK PAGE
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.
University of 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.
0841/01MS/O/N/08

ENGLISH
0841/01
Paper 1
May/June 2009
MARK SCHEME
Maximum Mark : 45
*0296941305*
IMPORTANT NOTICE
Leader.
This document consists of 12 printed pages.

IB09 06_0841_01/MS
UCLES 2009
[Turn over
2
otherwise).
A correct answer should always be awarded full marks even if the spelling or grammar
is wrong.
answer.
ticking.
UCLES 2009
0841/01/M/J/09
3
1
This text is a review. What is being reviewed? Tick () the best description.
6R3
book
[1]
computer game
holiday
TV programme
recorded.
Do not award the mark if more than one tick is
Which are the two main animals mentioned in the review?
6R3
impala
hyena
[1]
ADDITIONAL INFORMATION: Do NOT accept lion, buck or fawn
Reread this sentence from the text.
[2]
Theres also the hungry hyena who stalks the herd, taking down the
young, the old, the injured and the inattentive.
Write other words that mean the same as the underlined words. Your new
word must still make sense in the sentence.
6R2
Accept appropriate alternatives, for example:

stalks follows, trails, tracks, hunts, walks behind
taking down killing, leaping on, attacking
ADDITIONAL INFORMATION: Award 1 mark for any word or phrase which is

appropriate in the context to replace each of the underlined words.
UCLES 2009
0841/01/M/J/09
[Turn over
[1]
Does the reviewer like Impala Safari?

Write a phrase or sentence from the review to support your answer.
6R4
Yes
Quotations include:
we love the Live Safari series
exciting new Guest Mode
dynamic challenges to enrich game play
outstanding simulation software
This game gets the highest award given by AllStars/

highest award given by AllStars
ADDITIONAL INFORMATION: Award the mark for any positive quotation from the
text. There is no mark for the first part of the question. No mark is awarded for
JUST .
Tick () two statements about the text which are true.
6R11
It is a narrative text.
[1]
It contains both facts and opinions.
It contains only facts, no opinions.

It contains only opinions, no facts.
ADDITIONAL INFORMATION: Both ticks - and no others - must be correct for the
mark to be awarded.
UCLES 2009
0841/01/M/J/09
5
6
The author sometimes refers to impala by different names. Find two of them. [2]
6R2
accept any two of:

big male buck
smaller females
adorable fawns/fawns
the herd
graceful creatures
stunning little creatures
ADDITIONAL INFORMATION: Award one mark for each correct reference to impala
which omits the word impala.
Where would you expect to read a review such as this?
[1]
6R14
In a computer games magazine, any magazine, the internet, blog, a newspaper

or a website.
ADDITIONAL INFORMATION: Accept any reasonable answer
Tick () two things the text tells you that you can learn in the Research
[2]
Facility.
6R2
why hyenas never sleep

that lions are also threats to hyenas
how impalas stay one step ahead of the hyena
that herds of impala are stalked by hungry hyenas

how impalas keep their fawns safe
ADDITIONAL INFORMATION: Award one tick for each correct answer; deduct a
mark for each additional box that is ticked.
UCLES 2009
0841/01/M/J/09
[Turn over
9 (a)
What is the main purpose of this text?
6R14
To tell people how good the game is and what the game is about.
(b)
6R14
[2]
Find a sentence from the text which supports your answer to 9(a).
Accept any answer that supports the purpose mentioned above. For example:
Impala Safari is outstanding simulation software for children of all ages.
This creates random and dynamic challenges to enrich game play.
This latest addition offers another exciting visual experience for games
players on any console.
ADDITIONAL INFORMATION: Award one mark for each part of the question.
If the answer to (a) is incorrect, but the sentence given in (b) supports the answer
given in (a), award one mark for a supporting sentence.
10
Reread this paragraph from the text.
[1]
What is the main topic of the paragraph?

6R13
To describe the free downloads available for the game
ADDITIONAL INFORMATION: Reference MUST be made to free downloads
11
Explain the purpose of this sentence.
6R13
Accept reasonable explanations which include for example:
To make an impact
To summarise the whole text
To give the award of five stars
To let the reader know how good the game is
ADDITIONAL INFORMATION: Award the mark for any reasonable explanation which
recognises the impact of the sentence.
UCLES 2009
0841/01/M/J/09
[1]
12
Write a review of a game, book, film, music or TV programme you particularly
[15]
enjoy.
See table below
ADDITIONAL INFORMATION: Notes to markers
Marking should always begin from the lowest mark in each column. (i.e. from 1
mark and work upwards. Award 0 if 1 mark is not achieved).
All the statements should be achieved for a student to achieve the mark (i.e. if
achieved before the mark can be given).
Stop marking at the first statement in a column that the student fails to
achieve and award the mark in the box below.
UCLES 2009
0841/01/M/J/09
[Turn over
STRUCTURE
Text Structure
Sentence structure

that establishes
content and purpose.
Paragraphs are used
consistently and
contribute to the
effectiveness of the
text.
Audience

viewpoint is
established and
controlled.
Some control of
complex sentences
and the position of
clauses to focus
attention.
Adverbials and
expanded noun
phrases are used to
engage and persuade.
Wide range of
sentence constructions
extend meaning
intentionally.
The balance of
coverage of the ideas
is appropriate to the
purpose.
Effective use of
different styles within
the piece for giving
details and for
persuasion.
adapted for the
readership.
The persuasive
purpose is established
and maintained.
Use of expanded
phrases and clauses to
develop ideas.
Awareness is shown
that the reader may not
agree with the writers
viewpoint and needs to
be convinced.

and is largely
sustained.
Introduction and
conclusion, where
used, are developed.
Mainly logical
connectives (e.g.
because, so, ifthen,
in addition, moreover)
Ideas within each

section are presented
clearly.
Commas are
sometimes used to
mark clause divisions
or items in a list.
2
The writers viewpoint

is established and
maintained.
The persuasive text

type is largely
sustained.

detail or humour.
Many features of the

text type are used e.g.
interesting adjectives
and evidence to
persuade the reader.
There is some attempt

to persuade the reader,
but this is not
sustained.

sentence openings
(e.g. pronouns)
with accurate end of
sentence punctuation.
Has an opening
statement.

to the ideas and is
sustained.

emphasising specific
details.
Paragraphs are used

to structure the text
and are introduced by
topic sentences.
Sustains common
conventions of review
writing (e.g. written in
the third person,
present tense)
Purpose
Some expansion of
noun phrases adds
additional detail.
Writing is a review.
Award 0 marks where performance fails to meet the lowest description.
UCLES 2009
0841/01/M/J/09
13
[1]
Players can control the experience of a herd of impala.

6Ug1
Players can control the experience of a herd of impala.
ADDITIONAL INFORMATION: Both words - and no others - must be underlined for

the mark to be awarded.
14
Write the missing punctuation in the box below.

Impala Safari
6Ug9
15
[1]
one of the best games of the year!
Accept either : or -
Rewrite this sentence in the active voice.
[1]
The leaping impala are stalked by the hungry hyena.

6Ug3
The hungry hyena is stalking the leaping impala.
ADDITIONAL INFORMATION: Award the mark as long as the sentence is in the

active voice and retains the overall sense of the original, even if the tense is incorrect.
16
Add two commas to help to make the meaning clearer in this sentence:
[2]
Also available for those who are expert at the game are faster
hyenas.
6Ug7
Also available, for those who are expert at the game, are faster hyenas.
ADDITIONAL INFORMATION: both commas - and no other punctuation - must be

added for the mark to be awarded.
UCLES 2009
0841/01/M/J/09
[Turn over
10
17
Tick () the sentence which emphasises the main challenge of the game.
6Ug6
Outwitting the hyena is the main challenge when two or more people
play.
[1]
The more people who play, the greater the main challenge.
What is the main challenge of the game?
When two or more people play together, the main challenge is to
outwit the hyena.
ADDITIONAL INFORMATION: Only in the first sentence are the clauses arranged
to give the emphasis required in the question.
18
Fill in the table using words from this sentence.
[2]
The tired hyena only sleeps when it has eaten recently.

The first one is done for you
6Ug1
word class
example word
Noun
hyena
Verb
sleeps, has, eaten
Adverb
only, recently
Adjective
tired
Pronoun
it
Accept any of the three verbs. Accept has eaten.
Award 2 marks if all four words are given correctly.
Award 1 mark if two or three are correct.
19
Rewrite this sentence to show it is only a possibility.

The hyena will catch the impala.
6Ug4
The hyena might/ could /may catch the impala.
UCLES 2009
0841/01/M/J/09
[1]
11
20
Underline the main clause in this sentence.
[1]
In this game as with others in the series the realistic-looking animals behave
like real animals.
6Ug5
In this game as with others in the series the realistic-looking animals behave
like real animals.
ADDITIONAL INFORMATION: All of these words - and no others - must be

underlined for the mark to be awarded.
21
Draw lines to match each of these sentences to the different text type.
6Ug2
sentence
[1]
text type
I played this game and I

thought it was great!
persuasion
Buy this game. Its one of the

best youll ever play!
report
Within the game, players can

control a herd of impala.
recount
ADDITIONAL INFORMATION: All lines must be correct for the mark to be awarded.
22
[2]
Finish punctuating the dialogue.

Have you played Impala Safari I asked
Yes replied my sister but it scared me.
6Ug8
Have you played Impala Safari ? I asked .

Yes, replied my sister, but it scared me.
Award 2 marks if 6-7 of the missing punctuation marks are in the correct place.
Award 1 mark if 3-5 of them are in the correct place.
Deduct one mark for two incorrectly placed punctuation marks.
UCLES 2009
0841/01/M/J/09
[Turn over
12
23
Correct two mistakes in this sentence.
[1]
All the impalas was running round and they goes very fast.
6Ug10
were
went /go
All the impalas was running round and they goes very fast.
ADDITIONAL INFORMATION: Both words must be correct for the mark to be

awarded.
24
Join these sentences into a complex sentence. Do not use and or but.
[1]
Players can do research.

Players can find out about the impala and the hyena.
6Ug6
There are a number of possible variations, including:

Players can do research to find out about the impala and the hyena.
Players can find out about the impala and the hyena by doing research.
Players who do research can find out about the impala and the hyena.
Research to find out about the impala and the hyena can be done by
players.
ADDITIONAL INFORMATION: Award the mark for a complex sentence including all
of the information. Do NOT award mark for comma splice (simply replacing a full stop
with a comma).
0841/01/M/J/09

Cambridge Primary Checkpoint
ENGLISH
0844/01
For Examination from 2012
Paper 1
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 50
This document consists of 11 printed pages and 1 blank page.
UCLES 2011
[Turn over
2
Section A: Reading
Question
Part
Mark
1
Total
Question
Part
Mark
1
Total
Question
Part
Mark
2
Total
UCLES 2011
Answer
Further Information
from the hard parts of animals / plants
Accept individual items as listed, e.g.

shells, bones, teeth or wood.
Answer
Further Information
It started (at least) 3500 million years

ago.
The question is about the origin of

life on Earth answers which
describe the glimpse of ancient life
do not answer the question.
Answer
Further Information
mud
Award 1 mark for each correct tick.
sand
Award 0 marks if more than two

boxes are ticked.
0844/01/SM/12
3
Question
Part
Mark
Answer
Further Information
The summary must contain the

information that:
Award 2 marks for:

a summary no more than 35
words + ALL the required
information.
The study of fossils is called

palaeontology.
Fossils show that life on Earth began
3500 million years ago.
A small number of plant and animal
species have survived as fossils.
e.g.
Palaeontology, the study of fossils,
shows that life on Earth began 3500
million years ago. Since then only a
small number of animals and plants
have survived as fossils.
Award 1 mark for:

a summary no more than 35
words + only 2 points of
information.
a summary between 35 and 40
words + ALL the required
information.
Award 0 marks for:
a summary over 40 words long.
a summary where there is 1 or 0
points of information.
or
The study of fossils, palaeontology,
shows that life began on Earth 3500
million years ago and only a small
fraction of animal and plant species
have survived as fossils.
or
Studying fossils, palaeontology, shows
only a small number of plant and animal
species have survived as fossils since
life began on Earth 3500 years ago.
Total
Question
Part
Mark
1
Total
UCLES 2011
Answer
It contains mostly facts.
Further Information
0844/01/SM/12
[Turn over
Question
Part
Mark
Answer
Further Information
If Text 1 ticked:
If Text 2 ticked:
EITHER:
EITHER:
- a reference to
language as
formal
- a reference to
language as
informal
OR:
OR:
- it is very factual
which explains
what happens
clearly
- the words are

very descriptive
and fun to read
(not just fun to
read)
Do not award the mark if the answer

refers to the information given
there is no distinction.
The answer must refer to the style of
the language.
Do not accept just more interesting
or more exciting on its own or it is
easier to read.
OR:
- the words create
a picture in my
mind and make it
easier to
understand.
Total
Question
Part
Mark
(a)
The Indo-Pacific and/or eastern

Mediterranean
Accept any two for 1 mark:

spherical / like a sphere / sphere
tearshaped / tear drop
irregular / uneven
(b)
Total
UCLES 2011
Answer
Further Information
0844/01/SM/12
Question
Part
Mark
Answer
Further Information
Black pearls are never found.

2
Total
Question
Part
Mark
Total
Question
10
Part
Mark
Award 1 mark for each.
Yellow pearls are the most common pearls.
Award 0 mark if more than

two boxes are ticked.
Answer
Further Information
more time to grow / more space inside the shell
Accept answers which

acknowledge that there is
more space inside the shell
(for the pearl to grow).
Answer
Further Information
Organisation/presentation, e.g.
(a)
so you know where to look for

information.
divides information into parts so it is
easier to see.
so it is easier to follow.
1st paragraph
(b)
nd
What do fossils tell us?
rd
What are fossils?
2 paragraph
3 paragraph
Total
UCLES 2011
How are fossils formed?
Award 1 mark for all 3 lines drawn

correctly.
Accept a clear unambiguous
indication of the correct answers.
e.g. numbers 1, 2 and 3 written in
boxes.
0844/01/SM/12
[Turn over
6
Section B: Writing (Information Text)
11
PURPOSE AND
AUDIENCE
TEXT STRUCTURE
SENTENCE STRUCTURE
Well-crafted paragraphs
contribute to control of text;
e.g. clear logical links
between paragraphs.
Use of complex sentences

is controlled including the
position of clauses to focus
attention.
PUNCTUATION
SPELLING
Writing is well-shaped and

wholly appropriate to
purpose.
Clear viewpoint with a
clear and consistent
relationship between writer
and reader established
and controlled.
6
The text type is used
consistently; e.g. features
of report are clear and
appropriate to purpose.
Relevant ideas and
content chosen to interest
the reader; e.g. details
developed.
Range of connectives may

be developed, e.g.
although, meanwhile.

help structure the text and
there may be evidence of
appropriate links /
sub-headings between
paragraphs.
The text type is largely

sustained; e.g. features of
report writing clear.
The writer gives sufficient
information for a reader to
understand the contents;
e.g. some detail with
adverbials and expanded
noun phrases.
Complex sentences are

used to create effect, using
expanded phrases to
develop ideas; e.g. noun,
adverbial, adjectival and
verb phrases.
A wider variety of
connectives is used
appropriately; e.g. if, so,
because, then.
Balance of coverage of
ideas is appropriate.
Use of past and present

tense is generally
consistent.
3
Some attempt to sequence

ideas logically; e.g. content
clear for a biography.
Some variation in sentence

openings, e.g. not always
starting with noun or
pronoun or other word.
Each section has an

opening statement.
Reader given basic

information; e.g. relevant
statements
2
Some elements of the text
type can be seen; e.g.: it is
a report
General features of text

type are evident. e.g.:
some appropriate features
of a report.
Sentences are mostly

grammatically correct.
Some complex sentences

are used to extend
meaning but not always
successfully.
Paragraphs sometimes
used to sequence ideas.
Text type is used to

convey writers attitude to
the chosen subject. e.g.
knowledge and
enthusiasm for subject
matter.
Some awareness of
audience,
Compound sentences are

used but connectives are
simple, e.g. and, but,
so.
and may be used to

connect clauses.
0844/01/SM/12
2
Straightforward sentences
usually demarcated
accurately; e.g. full stops,
capital letters, question
and exclamation marks.
UCLES 2011
Correct spelling of
common words with more
than one syllable, including
compound words.
Commas used in lists and

to mark clause divisions.

generally grammatically
correct.
Ideas grouped together

although paragraphs may
not be shown.
Sentences demarcated
accurately throughout the
text.
Correct spelling of high

frequency words.
7
Section C: Grammar, Punctuation and Vocabulary
Question
12
Part
Mark
Answer
Further Information
Bones are the

hard parts of
some animals.
preposition
Pearls can be
found in the
shells of some
oysters.
adverb
Award 2 marks for all 4 lines

correctly drawn.
2
Award 1 mark for 2 or 3 lines
correctly drawn.
Total
Question
13
Part
Mark
(a)
Some fossils
are beautifully
preserved.
adjective
They are very

valuable.
pronoun
Answer
Further Information
Award 1 mark for the correct

Black pearls are more valuable than white ones underlining as shown. No
other words should be
because they are not as common.
underlined.
Award 1 mark for a correctly
embedded clause.
(b)
Total
UCLES 2011
Fossils, which may be the skeletons of huge

Award 1 mark for correctly
dinosaurs, are millions of years old.
placed parenthetical
commas and the final full
stop.
0844/01/SM/12
[Turn over
8
Question
14
Part
Mark
Answer
Further Information
Fossil hunters search every rock to try to find a

fossil.
(a)
1
Fossil hunters are searching every rock to try to
find a fossil.
(b)
Total
Question
15
Part
Mark
Award 1 mark for either of

these sentences.
The pearls (find) are found in oyster shells.

First, the oysters (take) are taken from the
seabed by divers.
Award 2 marks for all 3
correct verbs.
They (pull) are pulled onto the deck of fishing
Award 1 mark for 2 correct
boats in nets.
verbs.
Each shell (open) is opened to show the pearl
inside.
Answer
Further Information
looks / looked carefully

The man look very careful in the pile of
rocks to find fossils.
1
Total
Question
16
Part
Mark
Award 1 mark
Accept:
corrections.
men
carefully
The man look very careful in the pile of
rocks to find fossils.
Answer
The fossil is very old.
Further Information
simple
Although the water was

deep, the diver found complex
the oyster.
Total
UCLES 2011
for
0844/01/SM/12
both
9
Question
17
Part
Mark
Total
Question
18
Part
Mark
Answer
Further Information
Award 1 mark for two

correctly placed
Pearls cant be collected if
apostrophes.
the oysters shells are tightly
c l o s e d.
Award 0 mark if extra
apostrophes or other marks
are placed.
Answer
Further Information
Also accept:
Yes , I
replied . There were lots of
them lying on the beach.
However, if a full stop is
used then the t must be
capitalised as well to gain
credit.
Also: if the t is capitalised,
then there must be a full
stop.
Did you find this fossil ? asked my friend .

2
Yes , I replied , there were lots of them

lying on the beach.
Also: the question mark, the

comma and the full stop
must be inside the speech
marks.
Award 2 marks if 67 of the
missing punctuation marks
are in the correct place.
Award 1 mark if 35 of them
are in the correct place.
Award 0 mark if there are 9
or more punctuation marks.
Total
UCLES 2011
0844/01/SM/12
[Turn over
10
Question
19
Part
Mark
Answer
Further Information
Award 1 mark for each appropriate word
that retains the sense of the sentence.
proportion: share, number, fraction,

part, percentage
2
fascinating: enthralling, interesting,
intriguing
Total
UCLES 2011
0844/01/SM/12
Allow use of a or an before the word for

fascinating, i.e. a interesting.
Also allow different parts of speech.
Do not accept words that do not retain
the sense of the sentences.
e.g. fascinating charming
11
BLANK PAGE
UCLES 2011
0844/01/SM/12
Cambridge International Primary Achievement Test Paper 2

1.
[1]
What had happened to the Great Hall?

A dragon had set it on fire / destroyed it / attacked it.
It was burned to embers
2.
[1]
Here are some events from the story.

Number the events to show the order in which they happened. One has been
done for you.
The dragon attacked the Great House
The slave stole the goblet
Beowulf and his warriors went to attack the dragon
The warriors looked for signs that the gods were angry.
Award the mark if all events are correctly numbered.
3.
Read the following words and phrases from the text

Put a tick () beside the four which refer to Beowulf alone.
Put a cross (X) beside those which refer to other people
The mighty Saxon king
One youth
A runaway slave
The old king
Their grizzled leader
The armourers
Unvanquished King
The mounted warriors
All answers must be correct for 2 marks.

Award one mark for 2 or 3 correct ticks. Do not award the mark if two or more
incorrect boxes are ticked.
[2]
English
Mark Schemes
Primary Achievement
Achievement Test
Cambridge

where the marker will have to use their professional judgement. In these cases it is essential that
The guidelines below should be followed throughout (unless the mark scheme states otherwise):
A correct answer should always be awarded full marks even if the working shown is
wrong.
Where more than one mark is available for a question the mark scheme explains where
If the child has given more than one answer the marks can be awarded if all the answers
question should not be disallowed if they are contradicted by working or answers in
ticking.
see where the marks have been awarded. It is also useful to use the boxes because it makes the
process of entering the data into the analysis tool easier. The page total boxes can be used to aid
addition but care must be taken not to accidentally enter these values into the analysis tool.
marks and comments can be clearly seen. It should also be noted that marking in red ink and
using the mark boxes is an essential requirement for the Achievement tests.
Cambridge International Primary Achievement Test - Paper 2

Who fell at the beginning of the story?
6R3
A polar bear cub.
[1]
ADDITIONAL INFORMATION: Accept a bear cub, a baby bear or a young polar

bear.
Do not accept simply a polar bear or a bear.
The answer does not have to be in a sentence.
How was Oona travelling out on the ice?
6R3
She was on a skidoo.
[1]
ADDITIONAL INFORMATION: The answer does not have to be in a sentence.
Reread the end of paragraph 2.
[2]
Something red. She looked more closely. Blood. He couldnt be far away.
She scanned the ice for denser blobs of red and at last she saw him.
Why did the author use such short sentences and sentence fragments at this
point in the story?
6R5
Award one mark for recognition of the fact that the author is trying to
create a sense of speed and to build the tension.
Award an additional mark for recognition that the short sentences mirror the
actions and thoughts of the character.
UCLES 2007
Reread this sentence from the beginning of the story.

She had felt the thunder clap of the cracking ice cliff and had glanced over
her shoulder in time to see a giant wall of ice ripping from the surface of the
ice mountain.
Compare it to this sentence.
She had heard the noise of the ice cliff and she had looked round and
seen some of it falling.
Which sentence is more exciting?
Why? Give examples or words and phrases from the sentences in your
answer.
6R2
Award a mark for recognition of the use of images and powerful verbs to
create atmosphere.
Award the additional mark if children quote words and phrases from the
sentences to support their answer.
ADDITIONAL INFORMATION: No mark is awarded for the first part of the

question.
UCLES 2007
[2]
Here are some events from the first paragraphs. Write numbers to show the
order in which they occurred. One has been done for you.
[1]
Oona turned her skidoo into the falling ice.

Oona heard the cracking ice.
Oona found some blood.
Oona saw the body fall.
6R7
Oona turned her skidoo into the falling ice.
Oona heard the cracking ice.
Oona found some blood.
ADDITIONAL INFORMATION: Award the mark if all three are correctly numbered.
Why was Oona worried when she heard the sound of padded feet on ice?
6R3
She knew that the mother polar bear was coming and that it would be
dangerous to be with the cub when the mother arrived.
UCLES 2007
[1]
Why do you think the author doesnt tell the reader who had fallen until the
second last paragraph?
6R3
The author was trying to make the reader think that a person had fallen. The
fact that it was a bear cub is a twist at the end of the story.
[1]
ADDITIONAL INFORMATION: Award the point if there is recognition that the

identity of the victim is intentionally hidden to create an effect.
6R11
This story is fictional but there are some facts in it. Tick the sentences with
facts in them.
In low temperatures, it is important to keep warm if you are injured.
A broken leg would mean certain death out on the ice.
Skin glue might help to mend a gash on the head.
It is not safe to be between a mother polar bear and her cub.
A baby polar bear was injured when the ice wall fell.
In low temperatures, it is important to keep warm if you are injured.
A broken leg would mean certain death out on the ice.
Skin glue might help to mend a gash on the head.
It is not safe to be between a mother polar bear and her cub.
A baby polar bear was injured when the ice wall fell.
Award 2 points if four sentences are correctly ticked.
Award 1 point if 2 or 3 sentences are correctly ticked.
Deduct 1 point for each incorrectly ticked sentence. Minimum 0 points.
UCLES 2007
[2]
Do you think Oona was sensible to turn her skidoo towards a falling ice cliff?
[2]
Use words and phrases from the text to support your answer.
6R4
Award 1 mark for either yes or no if it is backed up with an explanation

which makes sense in terms of the story. Award the additional mark if
quotations are used to support the answer.
For example. Yes. She wanted to save his life because in temperatures as
cold as these every second counted.
No. She turned towards the ice without a thought but if she had thought
about it she would have known how dangerous it would be.
ADDITIONAL INFORMATION: There is no mark for the first part of the question.
10
What kind of injury did the bear have?
6R3
He had a gash on his head.
ADDITIONAL INFORMATION: Also accept that he was unconscious.
UCLES 2007
[1]
11
In the third paragraph (beginning Oona forced her skidoo) there are several
words and phrases which describe how Oona looked for the body. One is given
to you. Find two others.
1
[1]
peering
2
3
6R5
Accept any two of:
search
looked
scanned
something caught her eye
saw
wend her way
veer around enormous ice boulders
12
In the second last paragraph, Oona is described as sitting back on her

haunches. Find another word in the same paragraph which describes how she
is sitting.
6R
squatting
13
What happens during the paragraph break between the second last paragraph
and the last paragraph?
6R13
Oona runs away from the bears and gets onto her skidoo.
UCLES 2007
[1]
[1]
14
6R13
Retell the story in six sentences, using one sentence to summarise each
paragraph. The first one is done for you.
1
Oona saw him fall.
She went towards the falling ice.
Oona saw him fall.
She went towards the falling ice.
She looked for him.
She found him and helped him as far as she could.
The mother bear came looking for him.
Oona escaped and saw that the bear cub was alright.
[2]
Award 2 marks if all four paragraphs are adequately summarised in a sentence.
Award 1 mark if the sequence of events is correct but the candidate has not chosen
the main event in every paragraph or if the answers are not written in sentences.
15
Is the story written in the first, second or third person? Explain your
answer.
6R12
Award the mark for third person and an adequate explanation or examples,
e.g. because it uses she.
UCLES 2007
[1]
Writing Task
Writing task. Write a story about saving an animal.
16
See table below

Notes to markers
UCLES 2007
[20]

Content
STYLE
Audience
During the course

of the story, the
development of
the character[s] is
shown through
actions and
reactions.
Style
Character
development is
more complex and
believable.
Direct and/or
reported speech is
used to move the
story forward.
The readers
response to
different parts of
the story is well
controlled.
The information
the reader has is
carefully
controlled.
4
The writing is
atmospheric and
evokes an
intended response
from the reader.
Suspense, or
excitement, where
Text structure &

organisation
Writing is well
structured and
shows a coherent
grasp of the
chosen genre.
Narrators
viewpoint is
established and
controlled.
Ideas are
organized into a
planned and
coherent series of
paragraphs.
4
A range of simple
and complex
sentences are
used to create
effect or extend
meaning.

focuses clearly on
either character or
action.
Characterization is
achieved through
good description.
A wider range of
connectives is
used.
The story is well

placed in its
setting.
Variation in
sentence
beginnings for
effect.
The story has a

simple plot, which
includes an injured
animal.
The ending
concludes the
story neatly.
Within paragraphs,
sequences of
events are
developed around
a main sentence or
theme.
A careful choice of
noun sometimes
replaces noun plus
adjective (e.g. little
bear cub)
Spelling is
generally accurate.
This includes
polysyllabic words
that conform to
regular patterns.
(E.g. accuracy,
probably, shouted,
possible, possibly,)
3
The opening,
development and
conclusion of the
story are logically
related and mostly
well paced.
2
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Expanded noun
phrases are used
2
Simple sentences
are grammatically
accurate and end
of sentence
punctuation (?!) is
generally accurate.
2
Ideas are grouped
together, although
paragraphs may
not be shown.
UCLES 2007
Spelling is mostly
accurate. This
includes words
with complex
regular patterns.
I.e. words with
more than one
potential problem
such as
polysyllabic,
prefixes, suffixes.
E.g. realized
interesting,
wonderful,
position,
immediately
3
Simple, complex
and/or compound
sentences are
used.
1
Use of
adventurous and
precise
vocabulary.
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Spelling
Characters
actions are linked
to key events
The story is
concluded
successfully and
without rushing.
Vocabulary
Uses language
effectively to
create a strong
image
Pace is controlled
by careful use of a
variety of well
constructed, and
correctly
punctuated,
sentences.
3
Writing engages
reader through
establishment of
mood and feeling.
English
Mark Schemes
Primary Achievement
Achievement Test
Cambridge

where the marker will have to use their professional judgement; in these cases, it is essential that
wrong.
Where more than one mark is available for a question, the mark scheme explains where
question should be allowed unless they are contradicted by working or answers in
ticking.
see where the marks have been awarded.
marks and comments can be seen clearly. It should be noted that marking in red ink and using
the mark boxes is an essential requirement for marking the Achievement tests.
How did Jomo get the water out of his eyes?
6R3
He shook his head.
What made the tears prick the back of Jomos eyes?
6R3
He was hit on the head by a stone.
[1]
[1]
ADDITIONAL INFORMATION: Do not accept any reference to warm blood on his

neck unless it is accompanied by the information that he was hit on the head by a
stone.
Here are some events from the story. Write numbers to show the order in [2]
which they happened. One has been done for you.
6R7
Jomos mother told him to rescue the girl.
Jomo swam up-river.
The boys threw stones at Jomo for the second time.
The boys threw stones at Jomo for the first time.
Jomo rescued the girl.
Award both marks if all events are correctly numbered.
Award 1 mark if two or three events are correctly numbered.
The first time he met the boys, why could Jomo not swim fast enough
to get away from them?
6R3
He was swimming against the current.
ADDITIONAL INFORMATION: Do not accept only a reference to the boys walking

along the river bank without the fact that he was swimming against the current.
[1]
5a
Does Jomo live in a hot country or a cold one?
6R3
Jomo lives in a hot country.
5b
Explain your answer to part (a). Include words and phrases from the
text in your answer.
6R4
Words and phases include:
[1]
[2]
He was swimming in the river.
or
cold water on his warm skin.
a barefooted boy.
Award 1 mark for an explanation and 1 mark for words and phrases from the text.
Award 2 marks if the explanation includes words and phrases from the text.
Award the mark for words and phrases from the text even if the student did not
gain the mark for 5a.
Re-read the following passage from the story:

For a moment, there was so much pain that he
couldnt see. Then he shook his head. The girl.
Gathering the last of his energy, he took off again,
reaching the little black head as the girl went down
for the third time.
Why does the author treat the words, The girl. as if they are a
sentence?
6R5
Accept answers which refer to the authors attempt to build pace,

excitement or suspense.
ADDITIONAL INFORMATION: Do not accept an answer which explains that The

Girl is not a sentence.
[1]
Who is the point-of-view character in this story?
6R6
Jomo
[1]
Explanations could include:
We only know what Jomo knows and see what he sees.
He is the only named character.
He is the main character in this story.
ADDITIONAL INFORMATION: There is no mark for the first part of this

question.
Do not award the mark unless an explanation is offered.
Do not accept the explanation that we see events from his point of view - that has
already been established.
8a
Did Jomo go faster when he was swimming up-river or down-river?
6R3
He went faster swimming down - river, with the current.
8b
Find two words or phrases in the story which help you answer part (a).
6R4
Award 1 mark each for any two of:
it was hard swimming against the rivers current - when he was

trying to swim up-river.
He made his way into the strong current and let it carry him toward
home - when he was swimming down-river.
he swam with the current as fast as he could when he was

swimming down-river.
Accept the quotations without description of
which direction Jomo was swimming in.
[1]
[2]
Read Sentence 1:
Sentence 1. Out leapt the little girls mother, closely followed by
Jomos mother.
Compare it with Sentence 2:
Sentence 2. The little girls mother got out then Jomos mother
got out.
Both of the sentences give the same information. Which sentence do
you think is more effective?
Explain why.
6R2
Accept any reasonable explanation which supports the students answer.

For example:
Sentence 1 is more effective because it shows the urgency of the
characters.
Sentence 1 uses more interesting words.
Sentence 2 is better because it is clearer.
I understood Sentence 2 better.
[1]
10
The fourth paragraph is very short:
[2]
As he approached his village, he saw his mother.

He raised his arm to wave but heard her shouting:
Keep swimming! Rescue the little girl! She was
pointing down river at a speck in the distance.
Give two reasons why this paragraph is so short and is not joined to
either the previous or the next paragraph.
6R13
Accept any two reasonable explanations, for example:
This is an exciting part of the story and a short paragraph

emphasises it.
It shows a change of place from the previous paragraph, so cannot be

part of that.
It shows a change of action from the following paragraph, so cannot

be part of that.
It introduces new characters.
ADDITIONAL INFORMATION: Award 1 mark for each explanation given which

demonstrates an understanding of how the paragraphs are structured and linked.
11
What do you think the stone-throwing boys will have learned from
this adventure?
6R4
Accept an answer which demonstrates a moral outlook. For example:
Throwing stones is dangerous.
Some ways of having fun can hurt other people.
Even if you do not mean to hurt someone, they can still get hurt.
12
Why was Jomo surprised when the stone-throwing boys helped him
and the little girl out of the river?
6R3
In the past, the boys had only tried to hurt him, now they were trying to
help him.
[1]
[1]
13
Why did Jomo decide to go back in the truck with his mother?
6R3
[1]
He was tired and he had done enough swimming for the day.
ADDITIONAL INFORMATION: Do not accept the answer that he was frightened

of the boys throwing stones at him.
14
Jomos mother said he was a hero. Do you agree with her?
[1]
Explain why.
6R4
Accept an answer which reflects the childs first answer. For example:
Yes because he rescued the little girl.
ADDITIONAL INFORMATION: No point is awarded for an answer to the first

question only.
Write a story about Akello the child who was saved by Jomo.
15

Notes to markers:
[20]

Content
Audience
During the course

of the story, the
development of
the character[s] is
shown through
actions and
reactions.
Character
development is
more complex and
believable.
Direct and/or
reported speech is
used to move the
story forward.
The readers
response to
different parts of
the story is well
controlled.
The information
the reader has is
carefully
controlled.
4
The writing is
atmospheric and
evokes an
intended response
from the reader.
Suspense or
excitement, where
3
Writing engages
reader through
establishment of
mood and feeling.
Narrative viewpoint
is established and
controlled.
STYLE
Style
Text Structure
and Organisation
Writing is well
structured and
shows a coherent
grasp of the
chosen genre.
Ideas are
organised into a
planned and
coherent series of
paragraphs.
Pace is controlled
by careful use of a
variety of well
constructed, and
correctly
punctuated
sentences.
Well crafted
paragraphs
contribute to
controlling the
pace of the story.
4
A range of simple
and complex
sentences are
used to create
effect or extend
meaning.
Vocabulary
Spelling
Use of
adventurous and
precise
vocabulary,
including the use
of figurative
language where
appropriate.
Vocabulary is used
effectively to
create a strong
image
4
Within paragraphs,
sequences of
events are
developed around
a main sentence or
theme.
3
A careful choice of
noun sometimes
replaces noun plus
adjective
Powerful verbs are
used to create
atmosphere.
Spelling is mostly
accurate. This
includes words
with complex
regular patterns,
i.e. words with
more than one
potential problem
such as
polysyllabic,
prefixes, suffixes.
E.g. realised
interesting,
wonderful,
position,
immediately
2
Spelling is
generally accurate.
This includes
polysyllabic words
that conform to
regular patterns.
(E.g. making,
probably, clapped,
possible, possibly,)
Characters
actions are linked
to key events
3
focuses clearly on
either character or
action.
2
Characterisation is
achieved through
good description.
The story is well
placed in its
setting.
The story is
concluded
successfully and
without rushing.
2
The story has a
simple plot, which
includes a child
falling into a river.
The ending
concludes the
story neatly.
1
Some evidence of
narrators or
characters
viewpoint.
1
3
A wider range of
connectives link
simple, compound
and complex
sentences.
Variation in
sentence
beginnings for
effect.
3
The opening,
development and
conclusion of the
story are logically
related and mostly
well paced.
2
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Expanded noun
phrases are used
Paragraphs are
used but not
consistently well.
2
Simple sentences
are grammatically
accurate and end
of sentence
punctuation (.?!) is
generally accurate.
2
Ideas are grouped
together, although
paragraphs may
not be shown.

0841/02
ENGLISH
May/June 2008
Paper 2
MARK SCHEME
Maximum Mark : 40
*1885016395*
IMPORTANT NOTICE
Leader.

IB08 06_0841_02/MS
UCLES 2008
[Turn over
2
Primary Achievement Tests. As far as possible, the mark schemes give you full guidance regarding
acceptable and unacceptable alternative answers and, where appropriate, include examples of
student work to illustrate the marking points. However, it is not always possible to predict all the
alternative answers that may be produced by students and there could be places where the marker
will have to use their professional judgement; in these cases, it is essential that such judgement be
wrong.
Where more than one mark is available for a question, the mark scheme explains where each
mark should be awarded.
Half marks should not be awarded and at no point should an answer be awarded more than
the maximum number of marks available, regardless of the quality of the answer.
given are correct. However, if correct and incorrect answers are given together marks should
not be awarded.
If the answer line is blank but the correct answer is given elsewhere, e.g. within the question
in the usage section, the marks can be awarded provided it is clear that the child has
understood the requirements of the question.
question should be allowed unless they are contradicted by working or answers in another
question or part question.
Any legible crossed-out work that has not been replaced can be marked; but if work has been
replaced the crossed-out part should be ignored.
underlining, marks should be awarded for any unambiguous indication, e.g. circling or ticking.
Each question on the test paper has a box beside it for the teacher to record the mark obtained. It is
advisable to use these boxes so that students, and others looking at the test papers, can clearly see
where the marks have been awarded.
Finally, it is advisable to use a pen of a different colour to that used by the students so that the marks
and comments can be seen clearly. It should be noted that marking in red ink and using the mark
boxes is an essential requirement for marking the Achievement tests.
UCLES 2008
0841/02/M/J/08
3
1
What sort of day had Jan had at school?
6R3
It had been a bad day / a usual day / a boring day
Here are some of Jans thoughts during the story.
[1]
[1]
Number them in the order in which they came. The first has been
done for you.
6R3
He admired the bicycle.
Jan felt guilty about lying to the bus driver.
Jan feared he was about to be found out.
Jan was curious about an object he saw from the bus.
ADDITIONAL INFORMATION: Award the mark if all events are correctly

numbered.
Did Jan intend to keep the bicycle he found?
[1]
Give a reason from the text to justify your answer.

6R2
Award the mark if the reason agrees with the answer to the question.
e.g.
No, he did not intend to keep it because he was looking around for the
owner.
Yes, he did intend to keep it because he hid it in the shed when he got
home.
No mark is available for just saying yes or no without a sensible reason.
UCLES 2008
0841/02/M/J/08
[Turn over
4a
Read the descriptions below.
[1]
Tick the best description of Jans feelings.

6R3
Jan was depressed by the events of his school day.
4b
Re-read the first paragraph.
[2]
Jan pressed his forehead against the glass as the school bus
trundled along the empty road. He sighed. School had been
as usual: Maths lasted forever, English had been difficult
(more so because he had forgotten to learn his spellings),
and he had fallen asleep in Geography.
The purpose of this paragraph is to make the reader want to read on.
Explain how the author achieves this using words and phrases from
the text.
6R13
Award one mark for an adequate explanation and the second for words and
phrases from the text.
ADDITIONAL INFORMATION: Award 1 mark for each of the above which are
mentioned, to a maximum of 2.
Was Jans mother a caring parent?

List three ways in which this was shown.
6R3
Yes, because
she was waiting for him to come home from school;
she was worried that he had travelled home by himself;
she had made him a drink;
she was clearly on her sons side rather than the teachers;
she was going to take him out later.
ADDITIONAL INFORMATION: Award one mark for any three of the above.
UCLES 2008
0841/02/M/J/08
[1]
Fill in the missing word and finish each sentence to explain how Jan
felt.
6R3
Award one mark for each complete sentence with feasible insertions. For
example:
[2]
When Jan discovered the bicycle, he felt excited

because he had always wanted a bicycle.
When a knock came at the front door of his house, he felt afraid
because he had taken something which did not belong to him.
This is a modern story. Explain how you know.
6R2
Award the mark for an explanation which includes reference to any of the
following:
[1]
The school bus

The red bicycle
Mention of lie detector
Newspaper
8a
Re-read the final paragraph.
[1]
Jan picked up the paper and casually looked at the headline:

Birthday bicycle goes missing. Police search for stolen red
bicycle. He swallowed hard, as he handed the paper over.
He felt the colour drain from his cheeks and his palms
became clammy. Then, Jan almost jumped out of his skin at
a loud rapping at the front door....
Underline the word which is least appropriate to describe Jans mood
here.
6R5
Accept only
UCLES 2008
indigestion
0841/02/M/J/08
[Turn over
8b
Do you think the author is successful at creating Jans mood?
[2]
Explain your answer, choosing words and phrases from the paragraph.
6R12
Accept any explanation which
matches the answer to the first part of the question
includes words and phrases from the text
ADDITIONAL INFORMATION: Award 1 mark for a simple choice of words and

phrases to make the point.
Award 1 mark if the writer makes an attempt at analysis of the success of the
writer in creating the mood.
Re-read these paragraphs.
[1]
Underline two examples of metaphors used to explain Jans state of

mind.
At length, he was disturbed in his thoughts by the sight of
something lying in the ditch at the side of the road. It was
bright and shiny, and the magpie in him was unable to resist
further investigation. He quickly picked up his bag and
walked to the front of the bus for the driver to stop.
Not going straight home, Jan? You dont usually get off
here.
N-no, Im going to my aunts. The lie ached in his throat.
Twenty pairs of eyes burnt through him from the bus
windows as he walked back along the length of it. He
thought later that his story would have been more believable
if he had carried on walking towards the houses nearby,
until the bus had gone out of sight.
6R2
the magpie in him

through him
The lie ached in his throat. Twenty pairs of eyes burnt
ADDITIONAL INFORMATION: Award 1 mark for any two.
UCLES 2008
0841/02/M/J/08
10
Re-read these paragraphs.
[2]
Hello, he ventured into the emptiness; then louder, Hello!

Anyone there? It was so still that Jan half expected an echo,
but there was nothing. Better look after it then, he thought to
himself mounting the machine, because whoever owns it will
definitely want it back.
Tentatively, he set off pedalling the cycle towards his house.
But should he go home? There would be questions when he
turned up with that. Jan suddenly felt stubborn, almost angry.
Suggest other words or phrases the author might have used which
have the same meaning.
6R2
The alternative words and phrases should be relevant to the context, for
example:
ventured: said warily, tried saying, dared to speak
tentatively: carefully, nervously, hesitantly
ADDITIONAL INFORMATION: Award 1 mark for each word or phrase for which
acceptable alternatives are given.
11
Find a phrase or sentence from the text which shows you that Jan
did not enjoy telling lies.
6R5
The lie ached in his throat.
UCLES 2008
0841/02/M/J/08
[1]
[Turn over
12
Re-read the following sentences from the story.
[2]
Put a tick () beside those sentences which refer to actions taken by
Jan.
Put a cross (X) by those sentences which tell us about his feelings.
6R3
Jan pressed his forehead against the glass.
Maths lasted forever.
Jan walked and walked.
Surely it hadnt been this far back?
Again he looked about him.
Better look after it then.
Jan suddenly felt stubborn, almost angry.
He swallowed hard.
ADDITIONAL INFORMATION: All answers must be correct for 2 marks.

Award 1 mark for 5 or more correct.
13
Suggest a new title for the story.
[1]
Explain why you chose it.

6R6
Award the mark for answers which are relevant to the story and
explanations which clarify the reasoning behind the answer, e.g. :
The Discovery. The bicycle is discovered by Jan.
A Disturbing Headline. Until he sees the newspaper, Jan does not know
that there is a disturbing story behind the bicycle.
ADDITIONAL INFORMATION: Do not award the mark if a title is given without an

explanation, or if the title is not relevant to the story.
UCLES 2008
0841/02/M/J/08
The Find
14
[20]

Notes to markers
UCLES 2008
0841/02/M/J/08
[Turn over
10
STYLE
Content
Audience
During the course

of the story, the
development of
the character[s] is
shown through
actions, reactions,
and or dialogue.
Character
development is
more complex and
believable.
The readers
response to
different parts of
the story is well
controlled.
Style
Direct and/or
reported speech is
used to move the
story forward.
The information
the reader has is
carefully
controlled.
4
The writing is
atmospheric and
evokes an
intended response
from the reader.
Suspense, or
excitement, where
Text structure &

organisation
Writing is well
structured and
shows a coherent
grasp of the
chosen genre.
Ideas are
organised into a
planned and
coherent series of
paragraphs.
4
A range of simple
and complex
sentences is used
to create effect or
extend meaning.
Narrators
viewpoint is
established and
controlled.
Vocabulary
Spelling
Use of
adventurous and
precise
vocabulary.
Spelling is mostly
accurate. This
includes words
with complex
regular patterns,
i.e. words with
more than one
potential problem
such as
polysyllabic,
prefixes, suffixes.
E.g. realised
interesting,
wonderful,
position,
immediately
Strong images
created by use of
simile, metaphor,
or figurative
language
Pace is controlled
by careful use of a
variety of well
constructed, and
correctly
punctuated,
sentences.
3
Writing engages
reader through
establishment of
mood and feeling.
Within paragraphs,
sequences of
events are
developed around
a main sentence or
theme.
A careful choice of
noun sometimes
replaces noun plus
adjective.
Vocabulary is
generally used
accurately with
careful choice of
specific words.

focuses clearly on
either character or
action.
Characterisation is
achieved through
good description.
A wider range of
connectives is
used.
The story is well

placed in its
setting.
Variation in
sentence
beginnings for
effect.
The story is
concluded
successfully and
without rushing.
2
The opening,
development and
conclusion of the
story are logically
related and mostly
well paced.
The ending
concludes the
story neatly.
2
Ideas are grouped
together, although
paragraphs may
not be shown.
Simple, complex
and/or compound
sentences are
used.
1
UCLES 2008
2
Vocabulary is
sometimes used
accurately with
careful choice of
specific words.
Expanded noun
phrases are used.
Simple sentences
are grammatically
accurate and end
of sentence
punctuation (.
?!) is generally
accurate.
The story has a

simple plot, which
includes an item
which was found.
0841/02/M/J/08
Spelling is often
accurate. This
includes
polysyllabic words
that conform to
regular patterns.
(E.g. spelling verbs
with ing and ed
correctly.)
Characters
actions are linked
to key events.
3
11
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0841/02/M/J/08
12
BLANK PAGE
0841/02/M/J/08

ENGLISH
Paper 2
0841/02
October/November 2008
MARK SCHEME
Maximum Mark : 40
*5085850042*
IMPORTANT NOTICE
Leader.

IB08 11_0841_02/MS
UCLES 2008
[Turn over
2
otherwise).
A correct answer should always be awarded full marks even if the spelling or grammer
is wrong.
answer.
ticking.
UCLES 2008
0841/02MS/O/N/08
3
1
Where did the Minotaur live?
[1]
6R3
Either
The Minotaur lived in a labyrinth.
or
The Minotaur lived on Crete.
2
6R3
Who helped Theseus?

Ariadne
[1]
Do you think Theseus was a hero?
[1]

6R4
Accept any reasonable answer based on the events in the

text.
e.g. Yes because he killed the minotaur.
No because he didnt fight the minotaur, he killed it
by accident.
4a
Which genre do you think this story is? Underline the

correct answer.
6R2
fairy tale
fable
b
6R2
[1]
biography
legend
science fiction
Identify two features of the genre you chose for 4 (a).

Give features from the story.
Features of a legend include:
It has a hero who is very brave and strong.
There is a monster.
The hero is helped by the heroine to defeat the
monster.
The story happened in historical times.
[2]
ADDITIONAL INFORMATION: Award one mark for each correct

answer.
If students give the wrong answer for 4a, accept two appropriate
features of the text type they identified.
UCLES 2008
0841/02MS/O/N/08
[Turn over
4
5
Other nouns or noun phrases are used instead of the

Minotaur. List two of them.
6R3
Accept two of:

Half bull half man
The beast
Monster
Terrible Minotaur
[1]
ADDITIONAL INFORMATION: Two nouns or noun phrases are

required to earn the mark.
Why do you think the author chose to begin with a

description of the Minotaur?
6R13
Accept any reasonable answer. Answers may refer to the

authors attempt to :
create suspense
start with a story hook to grab the readers
attention
establish the situation as it was at the beginning
of the story
explain the problem that had to be solved.
7
6R6
Who is the point-of-view character in the story?

Explain how you know.
Theseus.
Explanations could include:
We only know what Theseus knows and see what he
sees.
He is the main character in this story.
He is the hero.
ADDITIONAL INFORMATION: There is no mark for the first part

of the question.
Do not award the mark unless an explanation is offered.
Do not accept the explanation that we see events from his point-ofview - that has already been established.
UCLES 2008
0841/02MS/O/N/08
[1]
[1]
5
8a
Find one example of imagery in the story.
6R8
Any of:
its horns were as sharp as daggers
as dark as a grave
fiery breath
a sound like a hundred daggers scraping along a
rock face
Explain how the imagery adds to your understanding of

the events.
6R5
Accept an explanation which includes the impact on the

readers perception of the events in the story.
[1]
[1]
For example:
It made it feel more frightening.
It made me feel like I was there.
ADDITIONAL INFORMATION: 8(a) does not have to be correct to
award the mark in 8(b).
9
6R3
Write two things that we know about King Aegeus from

this story.
Accept 2 of:
He is Theseus father.
He is King of Greece.
He doesnt want Theseus to go to kill the Minotaur.
He was unhappy.
[1]
ADDITIONAL INFORMATION: Award the mark for two reasons

from the text.
UCLES 2008
0841/02MS/O/N/08
[Turn over
6
10
Number these events to show the order in which they

happened.
[2]
6R7
Theseus entered the labyrinth.
Ariadne gave him thread.
Theseus told his father that he was going to kill the
Minotaur.
Theseus sailed home.
Theseus killed the Minotaur.
3
2
1
5
4
ADDITIONAL INFORMATION: Award

2 marks for all four events.
1 mark for two or three events.
11
Explain how the author creates suspense. Use words and

phrases from the story in your answer.
6R5
Suspense is created through techniques such as:
use of imagery e.g. it was as dark as a grave

description of the characters emotions e.g. his heart
was thumping in his chest
descriptive adjectives e.g. mighty bellow; fiery breath
short sentences and sentence fragments: Theseus
paused. Hardly breathing. Waiting. Waiting.
ADDITIONAL INFORMATION: Award:

one mark for naming a suspense technique (e.g. use of imagery).
and the second mark for illustrative words and phrases from the
story (e.g. as dark as the grave).
UCLES 2008
0841/02MS/O/N/08
[2]
7
12
What do you think Theseus said to Ariadne? Write your

idea in the speech bubble.
[1]
6R4
Accept a reasonable suggestion which must be written in

the first person.
E.g. I have come to kill the Minotaur. Can you help me?
The Minotaur cant eat any more youths. I must stop
him.
13
Tick () two reasons the author used for starting new
paragraphs in the story.
[1]
6R13
Change of place
Change of time
Different person speaking

Introduction of new person
To make paragraphs shorter
ADDITIONAL INFORMATION: Both ticks must be correct for the mark
to be awarded. If more than two boxes are ticked no mark to be awarded.
14
Which character do you like better,Theseus or Ariadne?
[2]
Explain why, using words and phrases from the story.

6R4
Accept any reasoned answer.

e.g. I like Theseus because he planned to killed the
monster.
I like Ariadne because she decided to help him.
There is no mark for the first part of the question.
One mark is available for an explanation explaining the students
preference.
One mark is available for words and phrases from the story.
Award both marks for an explanation including words and phrases from
the story.
UCLES 2008
0841/02MS/O/N/08
[Turn over
8
15
6W2
Writing task. Write a story of your own in which someone

has to fight a monster.
See table on next page.
Notes to markers
Stop marking at the first statement in a column that the student fails
to achieve.
All the statements should be achieved for a student to achieve the
mark (i.e. if there are two statements to describe a mark, both
statements must be achieved before the mark can be given.)
If the writing is unfinished, you may use evidence from the planning
notes to award up to one mark each for Content, Audience, Text
structure and organisation.
UCLES 2008
0841/02MS/O/N/08
[20]
9
Content
Audience
During the
course of the
story, the
development of
the character[s]
is shown through
actions and
reactions.
The readers
response to
different parts of
the story is well
controlled.
4
The writing is
atmospheric and
evokes an
intended
response from
the reader.
Character
development is
more complex
and believable.
Direct and/or
reported speech
is used to move
the story
forward.
The information
the reader has is
carefully
controlled.
3
Writing engages
reader through
establishment of
mood and
feeling.
Narrative
viewpoint is
established and
controlled.
Suspense, or
excitement,
where used, is
well built.
STYLE
Style
Text structure
& organisation
Vocabulary
Spelling
Writing is well
structured and
shows a
coherent grasp
of the chosen
genre.
Ideas are
organised into a
planned and
coherent series
of paragraphs.
Pace is
controlled by
careful use of a
variety of well
constructed, and
correctly
punctuated,
sentences.
Well crafted
paragraphs
contribute to
controlling the
pace of the
story.
Use of
adventurous and
precise
vocabulary,
including the use
of figurative
language where
appropriate.
Spelling is
mostly accurate.
This includes
words with
complex regular
patterns. i.e.
words with more
than one
potential
problem such as
polysyllabic,
prefixes, suffixes
(e.g. realised
interesting,
wonderful,
position,
immediately).
2
Spelling is
generally
accurate. This
includes
polysyllabic
words that
conform to
regular patterns
(e.g. making,
probably,
clapped,
possible,
possibly).
4
A range of
simple and
complex
sentences are
used to create
effect or extend
meaning.
Vocabulary is
used effectively
to create a
strong image.
4
Within
paragraphs,
sequences of
events are
developed
around a main
sentence or
theme.
3
A careful choice
of noun
sometimes
replaces noun
plus adjective.
Powerful verbs
are used to
create
atmosphere.
Characters
actions are
linked to key
events.
3
A well crafted
story focuses
clearly on either
character or
action.
The story is
concluded
successfully and
without rushing.
2
The story has a
simple plot,
which includes
fighting a
monster.
The ending
concludes the
story neatly.
1
2
Characterisation
is achieved
through good
description.
The story is well
placed in its
setting.
Some evidence
of narrators or
characters
viewpoint.
1
3
A wider range of
connectives link
simple,
compound and
complex
sentences.
Variation in
sentence
beginnings for
effect.
2
Simple
sentences are
grammatically
accurate and
end of sentence
punctuation (.?!)
is generally
accurate.
3
The opening,
development
and conclusion
of the story are
logically related
and mostly well
paced.
Paragraphs are
used but not
consistently well.
2
Ideas are
grouped
together,
although
paragraphs may
not be shown.

UCLES 2008
0841/02MS/O/N/08
2
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Expanded noun
phrases are
used.
10
BLANK PAGE
0841/02MS/O/N/08
11
BLANK PAGE
0841/02MS/O/N/08
12
BLANK PAGE
0841/02MS/O/N/08

ENGLISH
0841/02
Paper 2
May/June 2009
MARK SCHEME
Maximum Mark : 40
*8969734329*
IMPORTANT NOTICE
Leader.

IB09 06_0841_02/MS
UCLES 2009
[Turn over
2
Primary Achievement Tests. As far as possible, the mark schemes give you full guidance regarding
acceptable and unacceptable alternative answers and, where appropriate, include examples of
student work to illustrate the marking points. However, it is not always possible to predict all the
alternative answers that may be produced by students and there could be places where the marker
will have to use their professional judgement; in these cases, it is essential that such judgement be
wrong.
Where more than one mark is available for a question, the mark scheme explains where each
mark should be awarded.
Half marks should not be awarded and at no point should an answer be awarded more than
the maximum number of marks available, regardless of the quality of the answer.
If the student has given more than one answer, the marks can be awarded if all the answers
given are correct. However, if correct and incorrect answers are given together marks should
not be awarded.
If the answer line is blank but the correct answer is given elsewhere, e.g. within the question
in the usage section, the marks can be awarded provided it is clear that the student has
understood the requirements of the question.
question should be allowed unless they are contradicted by working or answers in another
question or part question.
Any legible crossed-out work that has not been replaced can be marked; but if work has been
replaced the crossed-out part should be ignored.
underlining, marks should be awarded for any unambiguous indication, e.g. circling or ticking.
Each question on the test paper has a box beside it for the teacher to record the mark obtained. It is
advisable to use these boxes so that students, and others looking at the test papers, can clearly see
where the marks have been awarded.
Finally, it is advisable to use a pen of a different colour to that used by the students so that the marks
and comments can be seen clearly. It should be noted that marking in red ink and using the mark
boxes is an essential requirement for marking the Achievement tests.
UCLES 2009
0841/02/M/J/09
6R3
2
6R3
[1]
Why was Hyena chasing the impala?
He wanted to eat it
He was hungry
Tick () the reason why Hyena did not want to fight with the mother impala.
[1]
She had sharp claws .

She had sharp hooves.

She had sharp horns.
She had sharp teeth.
recorded.
3a
Do not award the mark if additional ticks are
When Hyena realised he could not catch the mother impala, he did not mind.
[1]
Explain why.
6R3
He knew that the baby would be easy to catch without the mother.
3b
Find and copy one word from the story that tells us that Hyena did not mind.
6R5
happily
[1]
ADDITIONAL INFORMATION: Award 1 mark for each correct answer.
UCLES 2009
0841/02/M/J/09
[Turn over
Tick () the point of view character in this story.
6R6
Hyena
[1]
Impala buck
Impala doe
Impala fawn
recorded.
Do not award the mark if additional ticks are
At the beginning of the story, why was Hyena so hungry?
6R3
UCLES 2009
He hadnt eaten for several days
It was the dry season
Food was scarce
0841/02/M/J/09
[1]
Do you feel sorry for Hyena in the story?
[2]
Explain your answer. Include words and phrases from the story in your
explanation.
6R4
No - because Hyena was greedy. He thought that two dead impalas would
certainly be better than one.
No - because Hyena was trying to kill a defenceless baby even though he
knew that the mother impala would fight him for the life of her baby.
Yes - because Hyena was so hungry he could almost taste the smell of them
and then the mother made him chase her for so long and he didn't even get
any food.
Yes - because the mother impala tricked him because she could run faster
than he could and keep on going for longer.
ADDITIONAL INFORMATION: Award one mark for an appropriate explanation and

another for the appropriate use of words and phrases from the text. There is NO
mark for the first part of the question.
Why do you think the author chose to use Hyena, rather than The hyena?
[1]
6R2
To make him seem like a person to the reader when she gave him peoples
ideas and feelings.
UCLES 2009
0841/02/M/J/09
[Turn over
Do you think Hyena knew that the impala were nearby before the beginning
[2]
of this story?
Explain your answer. Include words and phrases from the story in your
explanation.
6R7
Yes -The very first word is dinner which shows that the hyena had already
smelled the impala.
Yes - The story begins with hyena creeping forwards, poking his nose
through the tall waving grasses.
Yes - It says Now he had a better view of the impala with her fawn. This
implies that he has already seen them, but not so well.
ADDITIONAL INFORMATION: There is NO mark for the first part of the question.
Award one mark for an appropriate explanation and another for the appropriate use of
words and phrases from the text.
9
Explain why the mother impala ran away from her baby. Use words and
phrases from the story.
6R3
Because she wanted to lead Hyena away from her baby so she would
sometimes stand still for a moment but when Hyena came close she would
suddenly bound high up in the air again.
Because she wanted to give her baby the chance to run towards his father
and the herd for safety.
Instead of fighting Hyena for the life of her baby she led Hyena away
from him.
Award one mark for an appropriate explanation and another for the appropriate use of
words and phrases from the text.
UCLES 2009
0841/02/M/J/09
[2]
10
Tick () the part of this story which you thought was most exciting.
6R5
The beginning when Hyena is preparing to kill the impala.
[2]
The part where Hyena decides which impala to chase.

The part when Hyena chases the mother impala.
The part where Hyena goes back to chase the baby.
Explain how the author made it exciting and discuss whether you think it is
exciting enough.
The answer given should reflect the sentence ticked earlier.
e.g.: The opening word, Dinner, was an exciting start because you knew what
was going to happen, but you didn't want the fawn to be killed. I think that
the author managed to make it quite exciting because she used short
sentences to show that the hyena was excited.
ADDITIONAL INFORMATION: There is no mark for the first part of the question.
Award one mark for an adequate explanation that matches the ticked sentence.
Award one mark for an evaluation and explanation.
Do not award the mark if additional ticks are recorded.
11
[1]
Stories like this often end with morals. Write a moral for this story.
6R5
If you are too greedy you get nothing.
Sometimes you can get what you want by running away from it.
ADDITIONAL INFORMATION: Award a mark for an appropriate moral that reflects

the events in the story.
UCLES 2009
0841/02/M/J/09
[Turn over
12
The final paragraph begins with the words But where was it? Explain why
[1]
you think the author did not use a proper sentence at the beginning of the
paragraph.
6R2
The author is trying to show hyenas bewilderment and surprise that the fawn
wasnt where he had last seen it.
13
Read the Hyena Haiku at the end of the story.
[1]
Comment on the authors use of the sounds in words.

6R8
The first two lines have alliterative words.
There are near rhymes at the end of each word.
The haiku is rhythmical.
ADDITIONAL INFORMATION: Award the mark for reference to any of these

features.
14
What is the poets attitude towards hyenas in Hyena Haiku?

Explain your answer. Include words and phrases from the haiku in your
explanation.
6R9
The poet doesnt seem to like hyenas because words like matted, crazy, and
cackling are not polite words to use in a description of something you like.
If the poet had liked the hyena he would have used more admiring adjectives.
UCLES 2009
0841/02/M/J/09
[2]
15
[20]
Greedy Hyena is a fable. It is a story with animal characters where good

behaviour is rewarded and bad behaviour is punished.
Write your own fable.
See table below
ADDITIONAL INFORMATION: Notes to markers
Marking should always begin from the lowest mark in each column. The skills
needed to write texts are cumulative and developmental. By the time students
are writing at the top level they need to be able to show all other skills in the
column.
All the statements should be achieved for a student to achieve the mark (i.e. if
Stop marking at the first statement in a column that the student fails to
achieve and award the mark in the box below.
UCLES 2009
0841/02/M/J/09
[Turn over
10

Content
STYLE
Audience
During the
course of the
story, the
development of
the character[s]
is shown through
actions and
reactions.
The readers
response to
different parts of
the story is well
controlled.
4
The writing is
atmospheric and
evokes an
intended
response from
the reader.
Suspense, or
excitement,
where used, is
well built.
Style
Character
development is
more complex
and believable.
Direct and/or
reported speech
is used to move
the story
forward.
The information
the reader has is
carefully
controlled.
3
Writing engages
reader through
establishment of
mood and
feeling.
Narrative
viewpoint is
established and
controlled.
Writing is well
structured and
shows a
coherent grasp
of the chosen
genre.
Pace is
controlled by
careful use of a
variety of well
constructed, and
correctly
punctuated,
sentences.
Text structure
& organisation
Vocabulary
Spelling
Ideas are
organised into a
planned and
coherent series
of paragraphs.
Use of
adventurous and
precise
vocabulary,
including the use
of figurative
language where
appropriate.
Spelling is
mostly accurate.
This includes
words with
complex regular
patterns
including words
with more than
one potential
problem such as
polysyllabic
words, prefixes,
suffixes. (e.g.
realised
interesting,
immediately.)
2
Spelling is
generally
accurate. This
includes
polysyllabic
words that
conform to
regular patterns
(e.g. making,
probably,
clapped,
possible,
possibly).
Well crafted
paragraphs
contribute to
controlling the
pace of the
story.
Vocabulary is
used effectively
to create a
strong image.
4
Within
paragraphs,
sequences of
events are
developed
around a main
sentence or
theme.
A range of
simple and
complex
sentences are
used to create
effect or extend
meaning.
3
A careful choice
of noun
sometimes
replaces noun
plus adjective.
Powerful verbs
are used to
create
atmosphere.
Characters
actions are
linked to key
events.
3
A well crafted
story focuses
clearly on either
character or
action to reflect
the moral.
The story is
concluded
successfully and
without rushing.
2
The story has a
simple plot, with
some moral
purpose.
The ending
concludes the
story neatly.
1
2
Characterization
is achieved
through good
description.
Some evidence
of narrators or
characters
viewpoint.
3
A wider range of
connectives link
simple,
compound and
complex
sentences.
Variation in
sentence
beginnings for
effect.
2
Simple
sentences are
grammatically
accurate and
end of sentence
punctuation (.?!)
is generally
accurate.
1
3
The opening,
development
and conclusion
of the story are
logically related
and mostly well
paced.
Paragraphs are
used but not
consistently well.
2
Ideas are
grouped
together,
although
paragraphs may
not be shown.
2
Vocabulary is
generally used
accurately with
careful choice of
specific words.
Expanded noun
phrases are
used.
1

UCLES 2009
0841/02/M/J/09
11
BLANK PAGE
0841/02/M/J/09
12
BLANK PAGE
0841/02/M/J/09

Cambridge Primary Checkpoint
ENGLISH
0844/02
For Examination from 2012
Paper 2
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 50
This document consists of 9 printed pages and 1 blank page.
UCLES 2011
[Turn over
2
Section A: Reading
Question
Part
Mark
Answer
Further Information
He had a beard of wild white hair.

2
His forearm had loose mottled skin.
Total
Question
Part
Mark
Answer
his eyes
Total
Question
Part
Mark

Award 1 mark for each correct tick.
Further Information
Answer
Further Information
in case he was ill
Accept answers which indicate the

reason for being ill, e.g. all of his
movements were painfully slow and
still, tired stoop of his body.
Answers must be from the text.
Total
Question
Part
Mark
1
Total
UCLES 2011
Answer
Further Information
The other leg was all curled up and

stunted.
Accept answers which refer to the

bird having only one good leg.
It is one-legged is not true.
0844/02/SM/12
[Turn over]
3
Question
Part
Mark
Answer
Further Information
Do not accept answers where Yes
has been ticked.
Accept No as an answer with one of the He carried on as normal.. is not a

following phrases:
reason.
1
Total
Question
Part
Mark
He offered them some bread.

Im glad you came.
I was afraid you never would.
Also, he heaved his black cape

off.... does not show his mood.
Additional ideas from the last
paragraph about wanting to meet the
children, are possible.
Answer
Further Information
good with animals / birds.
Total
UCLES 2011
that he is kind and / or gentle
Answers that say the kittiwake is not

afraid of the Birdman are not
acceptable as they do not say
anything directly about the Birdman.
0844/02/SM/12
[Turn over]
4
Question
Part
Mark
Answer
Explanation
1 mark
Quotations
1 mark
Yes: it sounds as
though people
have said bad
things about him.
Keep your
distance is that
what they told you?
Yes: hes not well
plenty (bread) in
reserve in case I
get ill. / painfully
slow and stiff /
wincing as he did
so
There is no mark for the first part of

the question but answers must agree
with the choice Yes or No.
Yes: hes lonely /

lives on his own
Im glad you
came.
Accept other suitable reasons but it

is important that explanations and
quotations match each other.
No: because he
sounds like a very
strange person.
a head and beard

of wild white hair
No: he looked
quite fierce /
threatening
black hooded
silhouette /
predatory look of
an ancient crow
Total
Question
Part
Mark
Answer
Total
UCLES 2011
Further Information
Award one mark for each part of the

answer.
Further Information
because they were frightened

because they were frightened to see
Accept answers that give a clear
the Birdman for the first time
indication of the childrens fear.
because they wanted to get as far
away from the Birdman as possible
0844/02/SM/12
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5
Question
Part
Mark
Answer
Further Information
Award 1 mark for: wet / raining / stormy /

windy
Total
Question
10
Part
Mark
Accept answers which mention wet /

windy in some way:
...pulled off his souwester and

shook it dry
Bit of a bluster
Allow he shook his souwester (or

hat) dry
Answer
Further Information
Accept one of:

a child / another child
Daniels friend
Gracie
Total
UCLES 2011
Accept one of:

answers
which
show
an
understanding that there are two
children at the Birdmans house
...Daniel behind me...

Gracie is mentioned at the
beginning
and
Daniel
is
mentioned in the story so the
other person could be / is Gracie
The story is told in the first
person and that person is with
Daniel so is probably a child like
him.
0844/02/SM/12
[Turn over]
6
Question
11
Part
Mark
(a)
Answer
Further Information
imagery
There are 3 ideas here: predatory,
threatening / old / bird
(b)
Answers for 1 mark:

e.g. for answers which give 1 of these
ideas:
He looked dangerous like a predator
(does to its prey).
Ancient means old and the Birdman was
old.
Total
Question
12
Part
Mark
(a)
real life story
Features of real life stories include:

The setting is a familiar place.
The characters could all be real
people.
The events could actually happen.
The story has a contemporary
setting.
The plot is a familiar theme for a real
life story.
(b)
Total
UCLES 2011
Answer
Award 2 marks for answers which

combine these ideas: e.g.
He is described as a bird (crow)
because birds seem to like him, he
is old and his wild white hair made
him look fierce like a hunting or
angry animal. (3 ideas)
He looks fierce and is very old. (2
ideas)
Further Information
Award 1 mark for each correct

answer.
Answers which are correct in
addition to those suggested can be
awarded the mark.
If students give a wrong answer
for 12 (a), accept two appropriate
features of the text they identified.
0844/02/SM/12
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TURN TO PAGES 8 AND 9 FOR QUESTION 13 MARK SCHEME.
UCLES 2011
0844/02/SM/12
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8
Section B: Writing (Fiction Text)
13
CONTENT
AUDIENCE
TEXT STRUCTURE
Imaginative detail is
developed using a variety
of techniques including
imagery.
Suspense, or excitement,
where used, is well built.
Dialogue is laid out

correctly, with a new line
for each speaker.
UCLES 2011
SPELLING
5
help structure the
narrative.
A clear, consistent
relationship between
writer and reader is
established and
controlled.
There may be appropriate

links between paragraphs.
4
Paragraphs sometimes
used to sequence ideas.
The reader is engaged

by the inclusion of
appropriate detail.
Ideas are organised

simply with a fitting
opening and closing that
are mostly logical.
The story is concluded

successfully and without
rushing.
Narrative viewpoint is
established comfortably
within the given genre (or
chosen if not given);
e.g. (not given so needs
to be an identifiable
genre).
3
VOCABULARY
Range of connectives
may be developed, e.g.
although, meanwhile.
4
Story is well-crafted and
focuses on either
character or action.
PUNCTUATION
Use of complex
sentences is controlled
including the position of
clauses to focus
attention.

structure the narrative.
During the course of the

story, the development of
the character[s] is shown
through actions and
reactions.
5
Character is well
described with actions
linked to key events.
SENTENCE
STRUCTURE
All punctuation is used

accurately, including
speech punctuation.
Complex sentences
used to create effect
using expanded
phrases and clauses to
develop ideas; e.g.
noun, adverbial,
adjectival and verb
phrases.
A wider variety of
connectives is used
appropriately, e.g. if,
when, because.
Spelling is mostly
accurate, including
words with complex
regular patterns.
Clauses are marked

accurately by commas.
Allow plausible attempts

at tricky polysyllables.
e.g. realised, interesting,
wonderful, position,
immediately.
Some complex
sentences are used to
extend meaning but not
always successfully.
Commas are always

used in lists and
sometimes to mark
clauses.
Use of past and present

tense is generally
consistent.
Speech marks, if used,

are accurately placed
around words spoken,
although other speech
punctuation may not be
accurate.
0844/02/SM/12
4
Correct spelling of
polysyllabic words that
conform to a regular
pattern. e.g. making,
probably, clapped,
possible, possibly.
Vocabulary is used
effectively to create a
strong image. e.g. use
of simile or metaphor.
[Turn over]
9
The story is well placed in
its setting; e.g. with or
around the house.
Some attempt to
sequence ideas logically;
e.g. content clear.
Some attempt to
engage the reader.
The writer gives
sufficient information for
a reader to understand
the contents / events
described.
One event is described.
Openings and closings

sometimes evident.
Connectives are simple,

e.g. and, but, so.
2
2
The reader is given
basic information that is
relevant to the narrative.
The story has a simple

plot (in context of given
prompt).
Some variation in
sentence openings, e.g.
not always starting with
the same noun, pronoun
or other word.
2
generally grammatically
correct.
Story ideas are evident.
and may be used to

connect clauses.
Speech marks, if used,

may not be accurate.
Correct spelling of
common words with
more than one syllable,
including compound
words.
Some evidence of
vocabulary choices
used accurately.
All sentences nearly

always demarcated
accurately with full
stops, capital letters,
question and
exclamation marks.
Straightforward
sentences are
demarcated accurately;
e.g. full stops, capital
letters, question and
exclamation marks.
1
Correct spelling of high

frequency words.
Simple generally
appropriate vocabulary
used limited in range
but relevant.
1
UCLES 2011
0844/02/SM/12
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10
BLANK PAGE
UCLES 2011
0844/02/SM/12

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English

English mark schemes Achievement Test

Half marks should not be awarded and at no point should an answer be

Each question and part question should be considered independently and

Cambridge International Primary Achievement Test Paper 1

Mozart, Haydn, Tchaikovsky, Monet, Manet, Michelangelo.

The author gives one example of installation art. What is it?

A pile of bricks on the floor.

What does the author mean when he says:

Reread the first paragraph.

Are the following statements from the passage fact or opinion?

Young people dont know what theyre missing with

The music lifts your spirits and sings to your soul.

Monet, Manet, Michelangelo. These were artists.

Award 2 marks if all the answers are correct.

Match the words and phrases with the correct heading.

Award the mark if all are correctly matched

Does the author like mobile phones?

List two examples of alliterative phrases.

Award one mark for two alliterative phrases.

moaning into microphones

Explain why the author uses alliteration.

Accept answers like:

Was this piece intended to be written or spoken?

The existence of non-sentence and sentence fragments e.g. Monet,

He uses words like Ah and Dont get me started.

He uses lots of questions.

Award 1 mark for each reason which is supported by examples, up to 2 marks.

Is this passage a balanced discussion?

he uses biased language

he only gives one side of the argument

he rubbishes other opinions

he only gives good points about old culture

Old Days and Old Ways

AUDIENCE AND PURPOSE

Secure use of text type

Some control of complex

Adverbials and expanded

Paragraphs are used

The balance of coverage

The tone is appropriate to

The readers interest is

Effective use of different

Wide range of sentence

The persuasive purpose

Use of expanded phrases

Awareness is shown that

The tone is appropriate

A clear and consistent

Commas are sometimes

Language is strong and

The readers interest is

Ideas within each section

Some attempt to vary

Award 0 where performance fails to meet the lowest description.

Underline a preposition in the sentence below.

The picture is of a bird on a roof

Add the missing punctuation to the following dialogue.

I love youth culture, she sighed.

I hate mobile phones.

They wear crazy shoes.

I love classical music.