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English Mark Schemes Cambridge International Primary Achievement Test

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 app\ ropriate, 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 thes\ e 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 exp\ lains where each mark should be awarded.  Half marks should not be awarded and at no point should an answer be awa\ rded 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 c\ lear 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; b\ ut 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 r\ ecord 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 box\ es because it makes the process of entering the data into the analysis tool easier. The page to\ tal boxes can be used to aid addition but care must be taken not to accidentally enter these values i\ nto the analysis tool. Finally, it is advisable to use a pen of a differe nt colour to that used by the students so that the marks and comments can be clearly seen. It should also be noted that ma\ rking in red ink and using the mark boxes is an essential requirement for the Achievement tes\ ts.

© UCLES 2007 1 Cambridge International Primary Achievement Test - Paper 2 Reading comprehension 1 Who fell at the beginning of the story? [1] 6R3 A polar bear cub. ADDITIONAL INFORMATION: Accept ‘a bear cub’, ‘a baby bear’ o\ r ‘a young polar bear’. Do not accept simply ‘a polar bear’ or ‘a bear’. The answer does not have to be in a sentence. 2 How was Oona travelling out on the ice? [1] 6R3 She was on a skidoo. ADDITIONAL INFORMATION: The answer does not have to be in a sentence. 3 Reread the end of paragraph 2. Something red. She looked more closely. Blood. He couldn’t be far awa\ y. 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 th\ is point in the story? [2] 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 2 4 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. [2] 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 3 5 Here are some events from the first paragraphs. Write numbers to show th\ e 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. 4 Oona saw the body fall. Oona turned her skidoo into the falling ice. 3 Oona heard the cracking ice. 1 Oona found some blood. 4 Oona saw the body fall. 2 6R7 ADDITIONAL INFORMATION: Award the mark if all three are correctly number\ ed. 6 Why was Oona worried when she heard the sound of padded feet on ice? [1] 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 4 7 Why do you think the author doesn’t tell the reader who had fallen un\ til the second last paragraph? [1] 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. ADDITIONAL INFORMATION: Award the point if there is recognition that the\ identity of the victim is intentionally hidden to create an effect. 8 This story is fictional but there are some facts in it. Tick the sentenc\ es 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.
Oona saw the body fall.
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. [2] 6R11
In low temperatures, it is important to keep warm if you are injured.
A broken leg would mean certain death out on the ice.
Oona saw the body fall.
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. ADDITIONAL INFORMATION: 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 5 9 Do you think Oona was sensible to turn her skidoo towards a falling ice \ cliff? Use words and phrases from the text to support your answer. [2] 6R4 Award 1 mark for either ‘yes’ or ‘no’ if it is backed up wit\ h 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 tempera\ tures 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 quest\ ion. 10 What kind of injury did the bear have? [1] 6R3 He had a gash on his head. ADDITIONAL INFORMATION: Also accept that he was unconscious.

© UCLES 2007 6 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 gi\ ven to you. Find two others. 1 peering 2 3 [1] 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 h\ er haunches.’ Find another word in the same paragraph which describes ho\ w she is sitting. [1] 6R squatting 13 What happens during the paragraph break between the second last paragrap\ h and the last paragraph? [1] 6R13 Oona runs away from the bears and gets onto her skidoo.

© UCLES 2007 7 14 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. 2 She went towards the falling ice. [2] 6R13 1 Oona saw him fall. 2 She went towards the falling ice. 3 She looked for him. 4 She found him and helped him as far as she could. 5 The mother bear came looking for him. 6 Oona escaped and saw that the bear cub was alright. ADDITIONAL INFORMATION: Award 2 marks if all four paragraphs are adequately summarised in a sent\ ence. 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 s\ entences. 15 Is the story written in the first, second or third person? Explain your \ answer. [1] 6R12 Award the mark for ‘third person’ and an adequate explanation or e\ xamples, e.g. ‘because it uses she’.

© UCLES 2007 8 Writing Task 16 Writing task. Write a story about saving an animal. [20] 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.)

© UCLES 2007 9 COMPOSITION AND EFFECT STYLE VOCABULARY AND SPELLING Content Audience Style Text structure & organisation Vocabulary Spelling During the course of the story, the development of the character[s] is shown through actions and reactions. The reader’s response to different parts of the story is well controlled. 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. 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. Ideas are organized into a planned and coherent series of paragraphs. Use of adventurous and precise vocabulary. Uses language effectively to create a strong image 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 4 3 4 4 3 2 The writing is atmospheric and evokes an intended response from the reader. Suspense, or excitement, where used, is well built. Writing engages reader through establishment of mood and feeling. Narrator’s viewpoint is established and controlled. Characters’ actions are linked to key events A range of simple and complex sentences are used to create effect or extend meaning. 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 ) Vocabulary is generally used accurately with careful choice of specific words. Spelling is generally accurate. This includes polysyllabic words that conform to regular patterns. (E.g. accuracy, probably, shouted, possible, possibly, ) 3 2 3 3 2 1 A well crafted story focuses clearly on either character or action. The story is concluded successfully and without rushing. Characterization is achieved through good description. The story is well placed in its setting. A wider range of connectives is used. Variation in sentence beginnings for effect. The opening, development and conclusion of the story are logically related and mostly well paced. Vocabulary is generally used accurately with careful choice of specific words. Expanded noun phrases are used 2 1 2 2 1 The story has a simple plot, which includes an injured animal. The ending concludes the story neatly. Simple sentences are grammatically accurate and end of sentence punctuation (?!) is generally accurate. Simple, complex and/or compound sentences are used. Ideas are grouped together, although paragraphs may not be shown. 1 1 1 Award 0 where performance fails to meet the lowest description.