Cambridge Primary Checkpoint

ENGLISH AS A SECOND LANGUAGE 0057/03

Paper 3 Writing October 2023
MARK SCHEME

Maximum Mark: 35

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Markers were instructed to award marks. It does not indicate the
details of the discussions that took place at a Markers’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the End of Series Report.
Cambridge will not enter into discussions about these mark schemes.

This document has 4 pages. Any blank pages are indicated.

IB23 10_0057_03/RP
© UCLES 2023 [Turn over
0057/03 Cambridge Primary Checkpoint – Mark Scheme October 2023
PUBLISHED
Part 1

Notes to markers

• Use the marking scale below.

• Award up to 5 marks for each of the three criteria. Decide on a mark for Content, Organisation and
Language separately. It is possible to award different marks for the different criteria.

The maximum mark for this question is 15.

Question 1 Marking Scale

Content Organisation Language

5 All three content points are fully Text is well organised and Language is sufficiently accurate
covered. coherent, using appropriate for the message to be conveyed
linking devices. clearly.

4 All three content points are Performance shares features of Performance shares features of
covered, but there may be some the descriptors for 3 marks and the descriptors for 3 marks and
lack of clarity. 5 marks. 5 marks.

3 Two content points are fully Most of the text is organised and Language errors mean the
covered. coherent, using basic linking message is sometimes unclear.
devices.

2 Two content points are Performance shares features of Performance shares features of
attempted. the descriptors for 1 mark and 3 the descriptors for 1 mark and 3
marks. marks.

1 One content point is covered or Some parts of the text are Language errors make the
attempted. organised and linked, but text message difficult to understand.
may lack overall coherence.

0 Response is not relevant to the Performance below 1 mark. Performance below 1 mark.
task.

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Part 2

Notes to markers

• Use the marking scale below.

• Award up to 5 marks for each of the four criteria. Decide on a mark for Content, Communicative
Achievement, Organisation and Language separately. It is possible to award different marks for the
different criteria.

The maximum mark for this question is 20.

Question 2 Marking Scale

Communicative
Content Organisation Language
Achievement

All content is relevant Text communicates Text is well organised Uses a range of
to the task. ideas clearly, in a style and coherent, using a vocabulary appropriate
that is generally range of linking for the task.
appropriate to the task. devices.
The reader is fully Uses a range of
5
informed. grammatical structures
with good control.

Occasional errors do not

impede communication.

4 Performance shares features of the descriptors for 3 marks and 5 marks.

Some of the content Text communicates Most of the text is Uses everyday
may not be relevant to some ideas clearly, in a organised and vocabulary generally
the task and/or some style that is mostly coherent, using some appropriate for the task.
content is missing. appropriate to the task. linking devices.
Uses simple
3 The reader is only grammatical structures
partly informed. with good control.
While errors are
noticeable, meaning can
still be determined.

2 Performance shares features of the descriptors for 1 mark and 3 marks.

There may be some Text only communicates Some parts of the text Uses basic vocabulary
misinterpretation of the simple ideas in simple are organised and reasonably
task. ways. linked, but the text appropriately.
may lack overall
The reader is Uses simple
1 coherence.
minimally informed. grammatical structures
with some control.
Errors may impede
meaning at times.

Content is totally
irrelevant
0 Performance below 1 mark.
The reader is not
informed.

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