UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test

ENGLISH 0841/01
Paper 1 October/November 2009
MARK SCHEME
Maximum Mark : 45
*9414789409*

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 14 printed pages and 2 blank pages.

IB09 11_0841_01/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 grammar
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.

• 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.

• 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 should be noted that marking in red ink and using the mark boxes is an essential
requirement for marking the Achievement tests.

A working marksheet, together with instructions for its completion, is included in this mark
scheme. A completed copy should be despatched with the moderation sample.

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1 Match the student to the description. [1]

6R3

ADDITIONAL INFORMATION: Award 1 mark if all four lines are joined correctly.

2 Find two similarities between Adam’s and Monica’s experiences at Sunbridge. [1]
6R3 Accept appropriate responses including
• they both started school in KG.
• they both finished in Grade 6.
• they both won a prize/ both good at something.
• same class.
ADDITIONAL INFORMATION: two acceptable responses must be given for the mark
to be awarded.
Do not accept: same school.

3 This text contains three different text types. Identify two of them: [1]

6R14
letter

autobiography

ADDITIONAL INFORMATION: Both of the ticks must be correctly placed for the
mark to be awarded. If more than two boxes are ticked award no marks.

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4 (a) One of these texts is biographical. Which one? [1]

6R12 Monica B

4 (b) How do you know? [1]

6R12 It is written in the third person about Monica B.
ADDITIONAL INFORMATION:
Accept any response that implies it is written by someone else about Monica B.

5 Reread this sentence from the text. [2]

Leaving Grade 6 is a major milestone for all students, so we thought that it

was important to find some way of marking the event.

Write other words or phrases that mean the same as the underlined words

and phrases. Your new words or phrases must make sense in the sentence.

6R2 Accept appropriate words or phrases such as

major milestone: important event, significant time, moving on, big change, big
step.
Do not accept: really hard, achievement, any phrase that includes the word
‘major’ as this is already given.
marking: remembering, showing, highlighting, celebrating.
Do not accept: writing about.
ADDITIONAL INFORMATION: Award one mark for each correct word or phrase.
Indefinite article (a/an) does not need to be accurate.

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6 Is the language used in the introduction generally formal or informal? [2]

Give two examples.

6R2 informal
A wide variety of examples of informal text is possible, including:
• welcome to…
• we send our very best wishes for the future to all of you
• leaving Grade 6 is a major milestone for all students
• it was thought that…
• a memento of your time in Sunbridge School
ADDITIONAL INFORMATION: No mark for the first part of the question. However,
if formal is given, award no marks.

7 Which of these students would you most like to be friends with? [2]

Explain why, using words and phrases from the text in your answer.

6R4 Any of the students’ names are acceptable as the answer, as long as the
explanation includes words and phrases from the text. e.g.
• Adam, because he won the chess trophy in grade 6 and I like playing chess.
• Monica, because she is BEST at English and I like writing stories too.

ADDITIONAL INFORMATION:
There is no mark for the first part of the question.
In the example above:
Award one mark for including words and phrases from the text: e.g. ‘…because he won the chess
trophy in grade 6…’ and one mark for an explanation: e.g. ‘…I like playing chess.’

8 Mae likes to express facts and opinions. Tick (
) one fact. [1]
6R11 Miss Lockwood was very strict about punctuality

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9 Which student shows that they are grateful to the school? [2]

Explain why you chose that student, using words and phrases from the text in
your answer.

6R5 Mae
Mae says that if she achieves her dream it will be because of Sunbridge. This
shows that she knows how important the school has been in helping her to
discover what she wants to do.
ADDITIONAL INFORMATION:
There is no mark for the first part of the question.
Award one mark for including words and phrases from the text: e.g. ‘…if she achieves
her dream it will be because of Sunbridge…’ and one mark for an explanation: e.g. ‘This
shows how important the school has been…discover what she wants to do.’

10 Who is the audience for this Year Book? [1]

How do you know?
6R14 The audience is the other students. We know this because the introduction is
talking to the students when it says “We hope you will enjoy reading about
each other.”
ADDITIONAL INFORMATION: Both parts of the question must be answered
correctly for the mark to be awarded. An unambiguous reference that implies ‘…each
other’ is essential e.g. Year 6 leavers, fellow students.

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11 Re-read the two main paragraphs in the opening section. [2]

Summarize the main topic of each paragraph. Do not copy sentences from
the paragraphs.

Paragraph 1: _____________________________________

Paragraph 2: ___________________________________

6R13 Accept summary statements which reflect that:

Paragraph 1: is about the fact that the year book is written to mark leaving
6th grade.
Paragraph 2: is about the different types of entries.
ADDITIONAL INFORMATION Award 1 mark for each adequate summary statement.
Appropriate words or short phrases from the text may be included as part of the
answer, but not complete sentences.

12 Write two entries for a school year book. One should be autobiographical [15]
(about you) and one should be biographical (about a friend).
See table below
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). The skills needed to
write texts are cumulative and developmental. By the time the students are
writing at the top level they need to be able to show all other skills in this
column.
• 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).
• Stop marking at the first statement in a column that the student fails to
achieve and award the mark in the box below.

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STRUCTURE AUDIENCE AND PURPOSE

Text Structure Sentence structure
Secure use of text type
that establishes content
and purpose.
The organisation of ideas
within each entry is
considered and
controlled.
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.
Audience Purpose
A clear and consistent
relationship between
writer and reader is
established and
controlled.
The reader’s interest is
engaged by adding or
emphasising specific
details.
The tone is appropriate to
the ideas and is
sustained.
The entries are
convincing and provide
an engaging and
appropriate insight into
the subject’s school
experience.

4 4
If paragraphs are needed Wide range of sentence
within each entry they are constructions extend
used appropriately. meaning intentionally.
The balance of coverage Use of expanded phrases
of the ideas is appropriate and clauses to develop
to the purpose. ideas.
3 3
Each entry (there must be A wide variety of
two for this mark) has a connective is used
clear theme which is appropriately.
generally sustained.
Commas are sometimes
Ideas within each section used to mark clause
are logically related. divisions or items in a list.
2 2
Simple overall structure Some attempt to vary
for the recount may sentence openings (e.g.
include brief introductory pronouns)
sentence.
Simple sentences are
N.B. Allow this mark even grammatically correct
if only one entry written. with accurate
punctuation.
1 1
3 4
The writer gives sufficient
information for a reader to
understand the contents
of the events described.
Awareness of audience
may be shown through
some use of informal
language.
2 3
The writer’s attitude to
school is established and
maintained.
The reader’s interest is
engaged by choice of
detail or humour.
1 2
The text types are used
consistently, with clear
differences between
biography and
autobiography.
The tone is appropriate
and is largely sustained.
The recount text type is
largely sustained,
although there may be
some confusion between
biography and
autobiography.
Many features of the text
type are used. (e.g.
appropriate pronouns,
past tense, brief
introduction)
Two year book entries
are written, both of which
have elements of recount.
Some expansion of noun
phrases adds additional
detail.
1

Award 0 where performance fails to meet the lowest description.

Stop marking at the first statement in a column that the student fails to achieve and award the
mark in the box below.

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13 Read this sentence: [2]

The children were writing

Expand the sentence using the word class shown. The first one is done for
you.
6Ug1 Accept any sentence where the part of speech has been successfully
added. For example:
The children were busily writing/ The children were writing
adverb
busily.
prepositional
The children were writing in the classroom.
phrase
relative clause The children, who were excited, were writing.

ADDITIONAL INFORMATION: Award two marks for all three correctly formed
sentences which includes the stated part of speech. Award one mark for any two
correctly formed sentences. Do not deduct marks for inaccurate punctuation.

14 Add two commas to help make the meaning clearer in this sentence. [1]
6Ug7 I’ve only been at this school, which I love, for four years but they have
been the happiest years of my life.

ADDITIONAL INFORMATION: Award one mark for both commas correctly placed. Award
zero for only one comma or if any additional commas are placed.

15 Underline the main clause in this sentence. [1]

6Ug5 Although I have enjoyed everything in school, the hockey team has
become my family because I spend so much time with them.
ADDITIONAL INFORMATION: All of the clause – and no other words – must be underlined for
the point to be awarded.

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16 Finish this letter which explains the damage to a window in school. The [2]
letter needs to be written in the passive voice because it is not trying to
blame any individual. The verb you need to use is written in brackets. The
first one has been done for you.
6Ug3 Accept appropriate passive verb forms. For example:

Dear Mrs Hobbs,

This letter (write) has been written to explain how the window (break) was

broken/ has been broken. By accident a ball (kick) was kicked/ has been

kicked through the window. The damage (pay) will be paid/ has been paid/

was paid for.

Yours sincerely,

ADDITIONAL INFORMATION:
Award 2 marks if all three passive verb forms are correct.
Award 1 mark if two verb passive verb forms are correct.
Letter does not need to be signed.

17 Join these sentences into a complex sentence. Do not use and or but. [1]
6Ug6 There are a number of possible variations including:
• We all loved drama club although we had to work very hard.
• Even though we had to work very hard, we all loved drama club.
• We all loved drama club because we had to work very hard.
• We all loved drama club until we had to work very hard.
ADDITIONAL INFORMATION:
Award the mark for a complex sentence which includes all the information.
Do not award the mark for a comma splice (simply replacing a full stop with a
comma).
Allow ‘drama club’ to be repeated within the new sentence. e.g. We all loved drama
club because we had to work very hard in drama club.

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18 Correct two mistakes in this sentence. [1]

6Ug10 was could
I were very happy at Sunbridge because there were always things I can do.

am are
I were very happy at Sunbridge because there were always things I can do.
ADDITIONAL INFORMATION:
Award the mark for either set of corrections,

19 Draw straight lines to match each sentence to its text type. [2]
6Ug2

ADDITIONAL INFORMATION:
Award 2 marks for four correctly identified text types.
Award 1 mark for two or three correctly identified text types.

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20 Complete each sentence using a word from the list to show what might happen. [1]
6Ug4
should
If I become an actor, I could be famous. could
would
will
I may be on TV. may
was
ADDITIONAL INFORMATION:
Both words must be correct for the mark to be awarded.
Accept both words correctly indicated in list. e.g. underlined.

21 Finish punctuating the dialogue. [2]

“I am happiest she said when I am playing football.”
“Really ” I asked I thought you preferred hockey.”

6Ug8 “I am happiest, ” she said, “when I am playing football.”

“Really?” I asked. “ I thought you preferred hockey.”
ADDITIONAL INFORMATION:
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.

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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.

© UCLES 2009 0841/01/MS/O/N/09

 CAMBRIDGE INTERNATIONAL PRIMARY PROGRAMME
ACHIEVEMENT TEST – ENGLISH PAPER 1
NOVEMBER 2009 0841/01

Please read the instructions printed overleaf before completing this form.
Centre Number Centre Name

Section A Section B Section C Total

Mark

1 2 3 4a 4b 5 6 7 8 9 10 11 13 14 15 16 17 18 19 20 21

Total A
(max 8)
(max 7)
Total B
Total C
max 45

Purpose
(A+B+C)

(max 17)
Structure
(max 15)
(max 13)

Audience &
Candidate
Number Candidate Name

Teacher completing this form (BLOCK CAPITALS) Date

Name of moderator (BLOCK CAPITALS) Date

0841/1/CW/S
A. INSTRUCTIONS FOR COMPLETING WORKING MARK SHEET

1. Complete the information at the head of the form.

2. List the candidates in an order which will allow ease of transfer of information to a computer-printed mark sheet (MS1) at a later stage (i.e. in candidate index number
order, where this is known).

3. Enter each candidate’s marks on this form as follows:

a) In the question columns, enter the marks awarded.

b) In the columns headed ‘Total Mark’, enter the total mark awarded.

4. Ensure that the addition of marks is independently checked.

5. Both the teacher completing this form and the internal moderator should check the form and complete the bottom portion.

B. PROCEDURES FOR EXTERNAL MODERATION

1. University of Cambridge International Examinations (CIE) sends a computer-printed mark sheet (MS1) to each centre showing the name and index number of each
candidate. Transfer the total internally moderated mark for each candidate from this WORKING MARK SHEET to the computer-printed mark sheet (MS1).

2. Despatch the top copy of the computer-printed mark sheet (MS1) to CIE. The deadlines for receipt of this completed document are 15 June for the June examination and
16 November for the November examination.

3. Send samples of the candidates’ work covering the full ability range, together with this form and the second copy of MS1, by 15 June for the June examination and 16
November for the November examination.

4. If there are 10 or fewer candidates entering the Achievement Test, send all the scripts for every candidate.

5. If there are more than 10 candidates, send the scripts that contributed to the final mark for the number of candidates as follows. The marks of the candidates’ work
selected should cover the whole mark range with marks spaced as evenly as possible from the top mark to the lowest mark.

number of candidates entered number of candidates whose work is

required

11-50 10

51-100 15

above 100 20

6. If different teachers have prepared classes, select the samples from the classes of different teachers.

7. CIE reserves the right to ask for further samples of scripts.

0841/1/CW/S