English

Mark Schemes
Cambridge
Cambridge International
International Primary
Primary Achievement
Achievement Test
Test 0841/02 May/June 2007
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 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’ 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.

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. [2]

Something red. She looked more closely. Blood. He couldn’t 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 1
4 Reread this sentence from the beginning of the story. [2]

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
5 Here are some events from the first paragraphs. Write numbers to show the [1]
order in which they occurred. One has been done for you.

Oona turned her skidoo into the falling ice.

Oona heard the cracking ice.

Oona found some blood. 4

Oona saw the body fall.

6R7
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

ADDITIONAL INFORMATION: Award the mark if all three are correctly numbered.

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 3
7 Why do you think the author doesn’t tell the reader who had fallen until the [1]
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.

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 sentences with [2]
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.

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 4
9 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? [1]

6R3 He had a gash on his head.

ADDITIONAL INFORMATION: Also accept that he was unconscious.

© UCLES 2007 5
11 In the third paragraph (beginning Oona forced her skidoo) there are several [1]
words and phrases which describe how Oona looked for the body. One is given
to you. Find two others.

1 peering

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 [1]
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 [1]
and the last paragraph?

6R13 Oona runs away from the bears and gets onto her skidoo.

© UCLES 2007 6
14 Retell the story in six sentences, using one sentence to summarise each [2]
paragraph. The first one is done for you.

1 Oona saw him fall.

2 She went towards the falling ice.

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 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 [1]
answer.

6R12 Award the mark for ‘third person’ and an adequate explanation or examples,
e.g. ‘because it uses she’.

© UCLES 2007 7
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 8
 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 organized 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 and Direct and/or Uses language I.e. words with
reactions. reported speech is Pace is controlled effectively to more than one
used to move the by careful use of a create a strong potential problem
The reader’s story forward. variety of well image such as
response to constructed, and polysyllabic,
different parts of The information correctly prefixes, suffixes.
the story is well the reader has is punctuated, E.g. realized
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
atmospheric and reader through and complex sequences of noun sometimes generally accurate.
evokes an establishment of sentences are events are replaces noun plus This includes
intended response mood and feeling. used to create developed around adjective (e.g. little polysyllabic words
from the reader. effect or extend a main sentence or bear cub) that conform to
Narrator’s meaning. theme. regular patterns.
Suspense, or viewpoint is Vocabulary is (E.g. accuracy,
excitement, where established and generally used probably, shouted,
used, is well built. controlled. accurately with possible, possibly,)
careful choice of
Characters’ specific words.
actions are linked
to key events
3 2 3 3 2 1
A well crafted story Characterization is A wider range of The opening, Vocabulary is
focuses clearly on achieved through connectives is development and generally 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 injured accurate and end paragraphs may
animal. of sentence not be shown.
punctuation (?!) is
The ending generally accurate.
concludes the
story neatly. Simple, complex
and/or compound
sentences are
used.
1 1 1

Award 0 where performance fails to meet the lowest description.

© UCLES 2007 9