English (Option A), Junior Cycle - Ordinary Level - Marking Scheme

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Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1
EǟǦǡǤǚǥ (OǝǙǤǞǟ A)
ORDINARY LEVEL
MARKING SCHEME
Pre-Junior Cycle Examination 2023
*CMS3*
Part of
ORDINARY LEVEL
General Indicators of Quality
Material presented should be considered under the following criteria:
• Focus – To what extent has a candidate answered the question asked?

• Ideas – To what extent is higher-order thinking shown, complexity of ideas, originality of thought?
• Development – To what extent has a candidate explored ideas in depth, including the use of supporting
material?
• Coherence – To what extent has a candidate stayed on task and organised a response into a well-
structured piece of writing, including the use of paragraphing, in a meaningful way?
• Expression – How clear and fluent is the candidate’s language? Is sentencing clear and coherent - are
there grammatical errors?
• Register – To what extent is the candidate’s register/ tone / level of formal–informal language used,
appropriate to the task?
• Creativity – Where appropriate to the task, to what extent has the candidate demonstrated an ability to
think and write creatively?
• Spelling and written punctuation – How accurate is a candidate’s spelling and use of written
punctuation?
Errors of spelling and written punctuation should not be penalised in excess of ten percent of the marks
assigned to any question awarded 10 marks or more. It may be possible for a candidate to make a small
number of spelling and / or punctuation errors and have no penalty imposed. Examiners should consider
the standard of vocabulary used by a candidate. Assessment of spelling and written punctuation does not
apply in the case of multiple choice questions or in the case of candidates granted the spelling and written
punctuation waiver. Use the following table to guide your judgement.
Question Penalty
30 0 or 1 or 2 or 3
25 0 or 1 or 2
20 0 or 1 or 2
15 0 or 1
10 0 or 1
PAGE 2 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

ORDINARY LEVEL
Level of Answering Features of Quality
A candidate’s response will:
• Sustain focus on question / task being engaged with

• Present ideas that are original, insightful, highly reflective, showing flair and
creativity where appropriate
High
• Develop ideas in depth and use supporting material accurately and fluently
• Be very effectively organised and structured in a meaningful and clear way
• Use and sustain a register appropriate to the task throughout
• Be expressed in a highly effective and fluent manner, demonstrating skilful and
ambitious language use
• Spell and use punctuation very accurately.
• Focus on question / task with varying degrees of success – some lapses –

perhaps not fully sustained throughout
• Present thinking that is relevant to the task, demonstrating some insight and
reflection
Middle • Bring some level of development to their ideas and use relevant supporting
material
• Demonstrate an awareness of structure / paragraphing – perhaps not fully
sustained throughout
• Use a register appropriate to the task, perhaps not fully sustained throughout
• Be expressed in a generally clear and competent manner, with some lapses
• Demonstrate a good standard of spelling and use of punctuation – with
occasional error.
• Struggle to address the question / task, perhaps showing a lack of

understanding – many lapses – may rely on summary
• Present ideas that are unclear, not relevant to the task, demonstrating poor
Low insight and reflection
• Offer little development of their ideas and use no or limited supporting
material
• Demonstrate little awareness of structure / paragraphing, giving the work a
disorganised / incoherent quality
• Be poorly expressed showing a lack of clarity – frequent lapses
• Spell and use punctuation poorly – with significant error.
ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 3 OF 17

ORDINARY LEVEL
The theme for this examination paper is
Discoveries
Instructions
There are three sections in this examination paper.
Section A Reflecting on Reading 65 marks 5 questions

Section B Responding Imaginatively to Drama 65 marks 5 questions
Section C Reacting to Different Media Texts 50 marks 4 questions
Mark Reckoner
Ex Marks Higher Middle Low
30 30-27 26-18 17-0
25 25-24 23-16 15-0
20 20-19 18-12 11-0
15 15-14 13-9 8-0
10 10-9 8-6 5-0
5 5-4 3-2 1-0
Grading System for Final Assessment

(Descriptors and marks to be used on booklet cover)
GRADE RANGE (%)
Distinction ≥90 to 100
Higher Merit ≥75 and 90
Merit ≥55 and 75
Achieved ≥40 and 55
Partially Achieved ≥20 and 40
(not graded) ≥0 and 20

Section A ORDINARY LEVEL
Section A Reϐlecting on Reading 65 marks
Question 1 10 marks
(2 marks x 5)
(a) Truth Fact
(b) Hesitation Wait
(c) Propellor Blade
(d) Sinister Scary
(e) Twisted Tangled
Question 2 5 marks
What injuries did Jay receive during the incident? Give evidence from the text.
Expect candidates to identify the injuries Jay received from the text.
Mark by impression Ex 5
Indicative material:
- The propeller sliced his side from under his neck down to his knee. His blood flowed into the sea.
Very Good Attempt Reasonable Attempt Poor Attempt Attempt of No Merit
5 4 2 0

ORDINARY LEVEL Section A (continued)
Question 3 10 marks
How would you describe the character of the mother? Choose one of the following words. Give two
reasons for your answer.
• Trustworthy
• Caring
• Selfish 2
Expect candidates to describe which word they would use to describe the mother.
Candidates should develop their points and explain the reasons for their choice. Reward clear, focused
responses.
Mark by impression Ex 10.
Trustworthy:
- Candidates may choose trustworthy due to the idea that she keeps her appointments with Jay.
e.g. at the hotel and at the cove on the day of the accident.
Caring:
- Candidates may choose caring due to the idea that she did want to meet up with Jay.
- She wanted the meeting to be something Jay never forgot when he was grown up. A story he told
about his mother.
Selfish
- She did not take care when entering the beach, she did not slow down.
- She kept referring to the fact that he was meant to be on the beach, almost blaming Jay for her
irresponsible actions.
- She wanted to make a spectacle of herself rather than see her son.
- She wanted to be seen as exciting.
- She only wanted to meet with him because she wanted him to know what a terrible time she had,
not to see if he was all right.
Or any other reasonable answers.
Quality of Mark Range

Indicators:
Response Ex 10
High • Candidate clearly outlines whether they think the mother is 9-10
trustworthy, caring or selfish. They provide two reasons from the
text.
• Original ideas and content
• Ideas well developed and supported by reference to the poem
• Clear and lively expression
• Writing well organised
• Spelling and written punctuation proficient
Medium • Some loss of focus on the task 6-8
• Limited development
• Some use of supporting reference
• Some flaws in expression-unconvincing
• Writing organised in some respects
• Reasonably good spelling and written punctuation
Low • Struggles to focus, may not appear to understand the task 0-5
Robert Atkinson •- Oatlands
Ideas undeveloped
College - 60050E - robert.atkinson@oatlands.net - 1
• Ideas unsupported
• Many flaws in expression
• Writing disorganised
• Many spelling and written punctuation errors

Section A (continued) ORDINARY LEVEL
Question 4 (15 marks)
Jay has decided to write a letter to his mother to explain how he feels about what happened on the day of the
accident. Write the letter from Jay to his mother.
Candidates may include:

• What he thought had happened to him.
• What he remembers now.
• His feelings about the day of the accident.
• His relationship with his father.
• Hopes for the future.
Candidates should write a letter from Jay to his mother outlining his feelings about what happened at the
incident and may refer to their meeting in the hotel. Reward clearly outlined responses. Award appropriate
formatting, tone and language. Reward coherence and clarity.

Indicators:
Response Ex 15
High • Candidate writes a letter to mother focusing on his feelings about 14-15
the incident.
• Strong ideas offered and developed
• Appropriate tone / personal voice
• High quality ideas from text
• Develops ideas/thoughts
• Uses quotation/and or supporting reference
Medium • Some loss of focus on task 9-13
• Some flaws in expression
Low • Struggles to focus 0-8
• Ideas undeveloped
• Many spelling and punctuation errors.

ORDINARY LEVEL Section A (continued)
Question 5 25 marks
Jay is fortunate to have made a friend in Jess since he moved to Ireland. Jess proves to be a loyal friend to Jay
when he goes to visit his mother.
Choose a character from a novel you have studied that has a strong friendship with another character
in the novel.
(a) Title of novel: 1 mark

Names of character and friend: 1 mark
(b) Explain why you chose these characters.

Expect candidates to outline why they chose these characters and what they liked or disliked about
their relationship.
Mark by impression Ex 8 8 marks
Indicative points:
- Strength of characters despite conflicts.
- Loyalty to each other.
- Any other reasonable reason for choosing those characters.

Indicators:
Response Ex 8
High • Candidate describes why they chose the two characters. 7-8
Medium • Some loss of focus 4-6
• Some use of supporting ideas
Low • Struggles to focus, may not appear to understand the question 0-3

Section A ORDINARY LEVEL
(c) Describe a key moment in the novel that shows their friendship.
Candidates will discuss a key moment in the novel that illustrates the friendship between the two characters.
Reward answers that focus on a key moment or key moments in the novel. Reward clarity and focus and well-
developed responses with supporting evidence.
Mark by impression Ex 10 10 marks

• Discussion of a key moment in their relevant novel.

Indicators:
Response Ex 10
High • Includes discussion of a key moment that highlights the relationship 9-10
between their two chosen characters.
• High quality ideas from the novel
(d) If you could change one thing for your characters, what would it be and why would you change
it? 5 marks
Candidate describes one thing, circumstance, or outcome they would change for the characters and explains
why they would change it for their characters. Reward clear, descriptive responses.
5 4 2 0

ORDINARY LEVEL Section B
Section B Responding Imaginatively to Drama 65 marks
Question 6 5 marks
Why did Frodo not respond to Sam immediately?

Candidates will give a reason as to why Frodo did not respond to Sam immediately from evidence in the
extract.
- Evidence from the extract that Frodo is in shock either from the introduction or the extract.
5 4 2 0
Question 7 5 marks
Did Sam do enough to help Frodo? Give a reason for your answer.
Candidates will clarify whether they think Sam does enough to help Frodo. They can either agree or disagree,
giving a reason for their answer.
- He was worried about where he was going and what he was doing from the start.
- He’s consistent with trying to get his attention.
- He wrestles Frodo from raising the Ring.
- He tries to get Frodo to recognise and focus on him.
- He persuades him that they made it this far even though they faced darkness and danger.
- He gives him examples of stories they heard when they were small.
- He gives him hope, explaining why they did what they did and how there’s goodness in the world.
- Or any other reasoned answer as to why Sam does not do/does enough to help Sam.
5 4 2 0

Section B (continued) ORDINARY LEVEL
Question 8 10 marks
If you were offered the part of Sam or Frodo, which character would you choose to be and why?
Candidates choose which character they would like to play and give a well-reasoned answer as to their
choice. Reward clarity of expression and a descriptive response.
Sam:
- He goes the extra mile to protect Frodo, putting himself in danger.
- He is a strong character who leads the scene.
- He’s optimistic and sees good in the world.
- Any other reasonable reason as to choosing Sam.
Frodo:
- He holds the ring.
- His character would be interesting to play.
- There are directions for Frodo, etc.
- Any other reasonable response.

Indicators:
Response Ex 10
High • Well-descriptive reasoning as to why they would choose to play a 9-10
particular character.
• High quality ideas from the extract

ORDINARY LEVEL Section B (continued)
Question 9 20 marks
What do you think happens next to Frodo and Sam? Write out the conversation between Sam and
Frodo following on from this scene.
Candidates should write an imaginative piece of dialogue that takes place between Frodo and Sam. Reward
imaginative and clear pieces of writing.

Indicators:
Response Ex 20
High • Candidate writes a dialogue between Sam and Frodo and the event
9 19-20
that happens next
• Original content/clever ideas
• Clear and lively expression/fluency, variety
• Spelling and punctuation proficient
• Some flaws in expression- unconvincing
Question 10 25 marks
Sam reminds Frodo that he learned in the old stories that there’s good in the world and that good is
worth fighting for.
(a) Name a drama that you have studied where a character makes a discovery about the world they
live in.
Name of drama: 1 mark

Name of character: 1 mark
(b) What did the character believe at the start of the drama?
Candidates should outline the beliefs of the character at the start of the drama. Allow for a variety of
answers. Reward clarity and fluency of expression.
- Beliefs of character about their life, circumstances, family, and themselves.

Indicators:
Response Ex 8
High • Candidates describe their character’s beliefs at the start of the 7-8
drama.
Robert Atkinson •- Some useCollege
Oatlands of supporting ideas - robert.atkinson@oatlands.net
- 60050E -1

Section B (continued) ORDINARY LEVEL
(c) What information did they discover in a key moment? 10 marks

Candidates are expected to outline what they discovered and what happened in the key moment.
- What happened in the key moment - was there conflict?
- Events leading to the discovery.
- The discovery itself.
- What happened to the relationships of the characters in this moment?

Indicators:
Response Ex 10
High • Candidate clearly outlines the key moment and the discovery. 9-10
• Original content/ideas
• Ideas well developed
• Uses supporting evidence effectively
• Clear and lively expression/fluency/variety
• Some use of supporting evidence
• Ideas underdeveloped
• Many spelling and punctuation errors
(d) Describe how the discovery changed the way the character felt after this key moment.
5 marks
Candidates should give a valid opinion on how the discovery changed the way a character or characters felt
after the key event. Reward focus and clarity.
5 4 2 0

ORDINARY LEVEL Section C
Section C Reacting to Different Media Texts 50 marks
Question 11 10 3marks
Based on your study of the two film posters alone, which film would you prefer to see? Give two
reasons for your answer.
Expect candidates to say which film they would prefer to see, giving reasons why they made this choice.
Candidates should refer to the visuals/ and or the text (positive or negative views) in the poster. Reward
clarity, focus, and well-expressed views.
Hocus Pocus 2
- The story of the witches is appealing.
- The dark sky, bright moon, and clouds make it engaging.
- It’s a follow up to the original Hocus Pocus film. Want to know what happened to the characters
next.
- The Disney logo symbolises quality film etc.
Jurassic World
- Dinosaur image captures the attention.
- Captions/ Words.
- Characters from all age groups.
- Colours/stance of characters etc.

Indicators:
Response Ex 10
High • Candidate clearly states which film they would prefer to see and 9-10
justifies their response with two reasons.

Section C (continued) ORDINARY LEVEL
Which film do you think would be suitable for a teenage audience? Give two reasons for your answer.
Candidates discuss the suitability of the film for a teenage audience and provide two well-thought-out
reasons for their answer.
2
Indicators:
Response Ex 10
High • Candidate clearly outlines and reasons out which film would be 9-10
most suited for a teenage audience.
Question 13 5 marks
Both posters make promises to the audience, which one stands out to you more? Give a reason for
your answer.
Candidates choose a promise that stands out to them and give a reason for their choice.
5 4 2 0

ORDINARY LEVEL Section C (continued)
These films are follow-on films from famous film franchises Hocus Pocus and Jurassic Park, which have
been watched and enjoyed by different generations of families.
Choose a film you have studied that was enjoyable to watch and answer the questions that follow.
(a) Name of film 1 mark
Name of director 1 mark
(b) Describe a scene in the film that you enjoyed watching. 8 marks
Candidates describe the scene in their studied film that they enjoyed watching. Reward clarity of expression.

Indicators:
Response Ex 8
High • Candidate describes a scene that they found enjoyable, 7-8
• Some use of supporting ideas

Section C (continued) ORDINARY LEVEL
(c) Why did you choose this scene? Give two reasons for your choice. 10 marks
Candidates should give two reasons as to why they enjoyed this particular scene.
- Enjoyable characterisation.
- Theme is highlighted.
- Special effects.
- Etc.

Indicators:
Response Ex 10
High • Candidate clearly outlines why they chose this particular scene. 9-10
(d) Would you recommend this film to other Junior Cycle English students? Why or why not?
5 marks
Candidates should either recommend or not recommend their studied film to other students. They should
justify their answer with reference to the film.
5 4 2 0

NOTES

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English (Option A), Junior Cycle - Ordinary Level - Marking Scheme

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3. I will not photocopy or distribute the paper to students.

Part of the Examcraft Group T: 01 808 1494 F: 01 8307464 E: info@examcraft.ie www.examcraft.ie

Any questions, please email correctors@examcraft.ie

Thanking you in advance,

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

Material presented should be considered under the following criteria:

• Focus – To what extent has a candidate answered the question asked?

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 2 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

A candidate’s response will:

• Sustain focus on question / task being engaged with

A candidate’s response will:

• Focus on question / task with varying degrees of success – some lapses –

A candidate’s response will:

• Struggle to address the question / task, perhaps showing a lack of

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 3 OF 17

There are three sections in this examination paper.

Section A Reflecting on Reading 65 marks 5 questions

Grading System for Final Assessment

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 4 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

(a) Truth Fact

(b) Hesitation Wait

(c) Propellor Blade

(d) Sinister Scary

(e) Twisted Tangled

Very Good Attempt Reasonable Attempt Poor Attempt Attempt of No Merit

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 5 OF 17

Mark by impression Ex 10.

Or any other reasonable answers.

Quality of Mark Range

PAGE 6 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

Candidates may include:

Quality of Mark Range

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 7 OF 17

(a) Title of novel: 1 mark

(b) Explain why you chose these characters.

Mark by impression Ex 8 8 marks

Quality of Mark Range

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 8 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

Mark by impression Ex 10 10 marks

Quality of Mark Range

Very Good Attempt Reasonable Attempt Poor Attempt Attempt of No Merit

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 9 OF 17

Why did Frodo not respond to Sam immediately?

Very Good Attempt Reasonable Attempt Poor Attempt Attempt of No Merit

Very Good Attempt Reasonable Attempt Poor Attempt Attempt of No Merit

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

PAGE 10 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023

Quality of Mark Range

Robert Atkinson - Oatlands College - 60050E - robert.atkinson@oatlands.net - 1

ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023 PAGE 11 OF 17

Quality of Mark Range

Name of drama: 1 mark

Quality of Mark Range

PAGE 12 OF 17 ORDINARY LEVEL ENGLISH | Pre-Junior Cycle, 2023