UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test

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

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 10 printed pages and 2 blank pages.

IB08 06_0841_02/MS
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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 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 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 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.

• 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.

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.

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1 What sort of day had Jan had at school? [1]

6R3 It had been a bad day / a usual day / a boring day

2 Here are some of Jan’s thoughts during the story. [1]

Number them in the order in which they came. The first has been
done for you.

6R3 He admired the bicycle. 3

Jan felt guilty about lying to the bus driver. 2

Jan feared he was about to be found out. 4

Jan was curious about an object he saw from the bus. 1

ADDITIONAL INFORMATION: Award the mark if all events are correctly

numbered.

3 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.

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4a Read the descriptions below. [1]

Tick the best description of Jan’s 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.

5 Was Jan’s mother a caring parent? [1]

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 son’s side rather than the teachers’;

• she was going to take him out later.

ADDITIONAL INFORMATION: Award one mark for any three of the above.

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6 Fill in the missing word and finish each sentence to explain how Jan [2]
felt.

6R3 Award one mark for each complete sentence with feasible insertions. For
example:

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.

7 This is a modern story. Explain how you know. [1]

6R2 Award the mark for an explanation which includes reference to any of the
following:

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 Jan’s mood

here.

6R5 Accept only indigestion

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8b Do you think the author is successful at creating Jan’s 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.

9 Re-read these paragraphs. [1]

Underline two examples of metaphors used to explain Jan’s 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 don’t usually get off
here.”

“N-no, I’m going to my aunt’s.” 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 The lie ached in his throat. Twenty pairs of eyes burnt
through him

ADDITIONAL INFORMATION: Award 1 mark for any two.

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Re-read these paragraphs.

10 [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 [1]
did not enjoy telling lies.

6R5 The lie ached in his throat.

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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. x

Jan walked and walked.

Surely it hadn’t been this far back? x

Again he looked about him.

Better look after it then. x

Jan suddenly felt stubborn, almost angry. x

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.

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14 The Find [20]

See table on the next page.

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).

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COMPOSITION AND EFFECT STYLE VOCABULARY AND SPELLING

Content Audience Style Text structure & Vocabulary Spelling

organisation
During the course Character Writing is well Ideas are Use of Spelling is mostly
of the story, the development is structured and organised into a adventurous and accurate. This
development of more complex and shows a coherent planned and precise includes words
the character[s] is believable. grasp of the coherent series of vocabulary. with complex
shown through chosen genre. paragraphs. regular patterns,
actions, reactions, Direct and/or Strong images i.e. words with
and or dialogue. reported speech is Pace is controlled created by use of more than one
used to move the by careful use of a simile, metaphor, potential problem
The reader’s story forward. variety of well or figurative such as
response to constructed, and language polysyllabic,
different parts of The information correctly prefixes, suffixes.
the story is well the reader has is punctuated, E.g. realised
controlled. carefully sentences. interesting,
controlled. wonderful,
position,
immediately
4 3 4 4 3 2
The writing is Writing engages A range of simple Within paragraphs, A careful choice of Spelling is often
atmospheric and reader through and complex sequences of noun sometimes accurate. This
evokes an establishment of sentences is used events are replaces noun plus includes
intended response mood and feeling. to create effect or developed around adjective. polysyllabic words
from the reader. extend meaning. a main sentence or that conform to
Narrator’s theme. Vocabulary is regular patterns.
Suspense, or viewpoint is generally used
excitement, where established and accurately with
used, is well built. controlled. careful choice of (E.g. spelling verbs
specific words. with –ing and –ed
Characters’ correctly.)
actions are linked
to key events.
3 2 3 3 2 1
A well crafted story Characterisation is A wider range of The opening, Vocabulary is
focuses clearly on achieved through connectives is development and sometimes used
either character or good description. used. conclusion of the accurately with
action. story are logically careful choice of
The story is well Variation in related and mostly specific words.
The story is placed in its sentence well paced.
concluded setting. beginnings for Expanded noun
successfully and effect. phrases are used.
without rushing.

2 1 2 2 1
The story has a Simple sentences Ideas are grouped
simple plot, which are grammatically together, although
includes an item accurate and end paragraphs may
which was found. of sentence not be shown.
punctuation (.
The ending ?!) is generally
concludes the accurate.
story neatly.
Simple, complex
and/or compound
sentences are
used.
1 1 1

Award 0 where performance fails to meet the lowest description.

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0841/02/M/J/08