1
English
Stage 6
V1
© UCLES 2011
2
Stage 6 Paper 1 Mark Scheme
Section A: Reading
Question
1
Part
Mark
1
Total
2
Part
Mark
1
3
Part
Mark
2
© UCLES 2011
hid under the table
both answers = 1 mark
bite her toes
Answer
Further Information
five / 5
1
Question
Total
Further Information
1
Question
Total
Answer
2
Answer
Further Information
Sally is a successful girl.
each correct tick = 1 mark
She thinks her brother is a nuisance.
more than two boxes are ticked = 0
mark
3
Question
4
Part
Mark
Answer
Further Information
The summary must contain the
following information:
• Where and when Sally was born
• Where she goes to school
• Who she lives with.
Award 2 marks for:
• a summary no more than 30 words
+ all the required information.
e.g.
2
- I was born in June in Sarasota,
Florida. I go to Booker High
School. I live with my mum,
brother and aunt.
- I live in Sarasota, Florida with my
mum, brother and aunt. I was
born in Sarasota in June. I go to
Booker High School.
Total
5
Part
Mark
1
© UCLES 2011
Award 0 marks for either:
• a summary over 35 words long, or
• a summary with one or no points.
2
Question
Total
Award 1 mark for either:
• a summary no more than 30 words
+ only two points, or
• a summary between 30 and 35
words + all the required
information.
1
Answer
It contains mostly facts.
Further Information
4
Question
6
Part
Mark
Answer
Further Information
If Text 1 ticked:
There is no mark for the first part of
the question but explanations must
match the choice made.
either
a reference to language as ‘informal’
or
The words are very descriptive and
fun to read (not just ‘fun to read’).
or
The words create a picture in my mind
and make it easier to understand.
or
any reference to how punctuation and
sentence structure engage the reader
1
or
I understand it better because it’s
everyday / normal language.
If Text 2 ticked:
either
a reference to language as ‘formal’
or
It is very factual which explains what
happens clearly.
or
It is very serious / straightforward.
or
I understand it better because the
language is clear.
or
There is no slang.
Total
© UCLES 2011
1
Accept an answer which refers
specifically to the language used.
Do not accept phrases like ‘it’s more
interesting’ or ‘it’s exciting’ without
further explanation.
5
Question
7
Part
Mark
2
Total
8
Part
Mark
2
9
Part
Mark
1
© UCLES 2011
Ladislao Biro:
any three correct facts = 2 marks
• invented a pen / ballpoint pen /
biro
• lived in the 1930s.
• lived in Budapest / Hungary
• was a magazine editor
• noticed printers’ ink dried quickly
• went to Buenos Aires / Argentina
• worked with his brother, Georg
• began to make the pen in the
1940s.
any two correct facts = 1 mark
Answer
Further Information
• It is written in the first person /
mentions ‘me’.
• It is about the writer’s own
experience / life.
two correct = 2 marks
one correct = 1 mark
Answer
Further Information
Accept other suitable facts.
2
Question
Total
Further Information
2
Question
Total
Answer
1
wouldn’t smudge/blot (like an ink pen
/ wouldn’t leak (like an ink pen) / was
cheap / was quick drying
6
Question
10
Part
Mark
(a)
(b)
Total
© UCLES 2011
1
1
2
Answer
Further Information
Jake / Sally’s brother / her brother
1st paragraph
The biro pen is made.
2nd paragraph
Who was Ladislao Biro?
3rd paragraph
Biro’s idea
7
Section B: Writing (Non-fiction)
11
PURPOSE AND
AUDIENCE
SENTENCE
STRUCTURE
TEXT STRUCTURE
PUNCTUATION
SPELLING
Writing is well shaped and wholly
appropriate to purpose.
Clear viewpoint with a clear and
consistent relationship between
writer and reader is established
and controlled.
6
The text type is used consistently,
e.g. features of biography are
clear and appropriate to purpose.
Well crafted paragraphs
contribute to control of text,
e.g. clear logical links between
paragraphs.
Use of complex sentences is
controlled including the position of
clauses to focus attention.
Range of connectives may be
developed,
e.g. ‘although’, ‘meanwhile’.
Relevant ideas and content are
chosen to interest the reader,
e.g. details developed
5
5
5
The text type is largely sustained;
e.g. features of biographical
writing clear.
Paragraphs are used to help
structure the text and there may be
evidence of appropriate links /
sub-headings between paragraphs.
Complex sentences are used to
create effect, using expanded
phrases to develop ideas,
e.g. noun, adverbial, adjectival
and verb phrases.
The writer gives sufficient
information for a reader to
understand the contents;
e.g.some detail with adverbials
and expanded noun phrases.
A wider variety of connectives is
used appropriately,
e.g. if,so, because, then.
Sentences are mostly
grammatically correct.
4
4
4
Text type is used to convey
writer’s attitude to the chosen
subject,
e.g. knowledge and enthusiasm
for subject matter.
Paragraphs are sometimes used
to sequence ideas.
Some complex sentences are
used to extend meaning but not
always successfully.
Balance of coverage of ideas is
appropriate.
Use of past and present tense is
generally consistent.
Some awareness of audience is
shown.
3
3
3
General features of text type are
evident,
e.g. some appropriate features of
a biography: 3rd person, generally
past tense.
Some attempt is made to
sequence ideas logically,
e.g. content clear for a biography.
Some variation in sentence
openings is evident,
e.g. not always starting with noun
or pronoun or other word.
Each section has an opening
statement.
Reader is given basic information;
e.g. relevant statements.
Sentences are demarcated
accurately throughout the text.
Commas are used in lists and to
mark clause divisions.
Correct spelling of common
words with more than one syllable
is evident, including compound
words.
Compound sentences are used
but connectives are simple,
e.g. ‘and’,’but’, ‘so’.
2
2
2
2
2
Some elements of the text type
can be seen,
e.g. it is a biography
Ideas are grouped together
although paragraphs may not be
shown.
Simple sentences are generally
grammatically correct.
Straightforward sentences are
usually demarcated accurately,
e.g. full stops, capital letters,
question and exclamation marks.
Correct spelling of high frequency
words is shown.
1
1
‘and’ may be used to connect
clauses.
1
1
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2011
8
Question
12
Part
Mark
2
Total
13
Part
Mark
(b)
Further Information
adjective
wonderful
adverb
quickly
preposition
on
pronoun
it
1
Further Information
It is warm on June days when the sun
shines.
No other words should be underlined.
Ladislao Biro, who was a magazine
editor, invented the biro.
both commas correctly placed = 1
mark
1
if any extra commas or marks = 0
marks
1
e.g. Although the fountain pen was a
good pen, the ink was too messy so
Ladislao Biro thought of a new idea.
Ladislao Biro thought of a new idea,
because even though the fountain
pen was a good pen, the ink was too
messy.
Total
© UCLES 2011
If any extra words written alongside a
correct word = 0 marks
Answer
Award 1 mark for an answer that
successfully combines the three
sentences.
(c)
4 correct = 2 marks
2/3 correct = 1 mark
0/1 correct = 0 marks
2
Question
(a)
Answer
3
If the sentence is well structured and
makes sense, the mark should be
awarded even if the punctuation is not
correct.
9
Question
14
Part
Mark
Answer
Further Information
All of the information from the original
sentence must be given.
(a)
1
The biro, or ball-point, pen was
invented by Ladislao and his brother.
(b)
1
Florida might / could / may / should /
can be warm in June.
Total
2
Question
15
Part
Mark
1
Total
Answer
contains
The biro contain a tube of ink
quickly.
which dries quick.
1
Question
16
Part
Mark
Answer
Further Information
Sometimes brothers and sisters
argue, but / however, they do like
one another.
Award 2 marks for three correct
connectives.
2
Nevertheless / however /
sometimes there are some occasions
when they don’t.
Total
© UCLES 2011
Further Information
2
1 mark for one or two correct
connectives.
10
Question
17
Part
Mark
1
Answer
Further Information
S a l l y ’ s m u m m u s t ’ v e both correctly placed apostrophes = 1
b e e n
p r o u d
o f
h e r mark
a w a r d s.
if extra apostrophes or other marks
are placed = 0 mark
Total
1
Question
18
Part
Mark
Answer
Further Information
“ I wonder, ” said Ali, “ who
invented the biro ? ”
Award 2 marks for correct punctuation.
or
Award 1 mark for correct commas and
question mark.
2
or
Award 1 mark for inverted commas in
correct place and question mark.
Total
2
Question
19
Part
Mark
2
Total
© UCLES 2011
2
Answer
Further Information
improve: make (the pen) better /
develop / change
Award 1 mark each for appropriate
words/phrases to replace, improve
and manufacture, which retain the
sense of the sentence.
manufacture: produce / make /
create / construct / assemble
11
Stage 6 Paper 2 Mark Scheme
Section A: Reading
Question
1
Part
Mark
2
Total
2
Part
Mark
1
3
Part
Mark
1
4
Part
Mark
1
© UCLES 2011
each correct tick = 1 mark
Momo lived in the ruins of the
amphitheatre.
if more than two boxes are ticked = 0
marks
Answer
Further Information
She had turned the sleeves up.
Answer
Further Information
however
Accept ‘One day’.
Answer
Further Information
1
Question
Total
Momo had black hair.
1
Question
Total
Further Information
2
Question
Total
Answer
1
in some underground chambers /
beneath the grassy stage /
underneath the amphitheatre
12
Question
5
Part
Mark
1
Total
6
Part
Mark
1
7
Part
Mark
1
(b)
1
Total
2
© UCLES 2011
Yes
There is no mark for the first part of
the question.
She thought they had come to chase
her away / make her leave.
Answer
Further Information
appearance might shock / no-one Accept any appropriate phrase that
could have told her age / her clothes shows Momo is odd or unusual.
did not fit / hair had never seen a
comb or a pair of scissors
1
Question
(a)
Further Information
1
Question
Total
Answer
Answer
Further Information
e.g. No − because it says she did not
own anything. / No − because it says
she only had things that she had
found or had been given. / No −
because the men and women are
described as ‘being poor like herself’.
There is no mark for the first part of
the question but answers must agree
with the choice of ‘No’.
e.g. Her hair is described as unruly. It
has not been combed and / or cut. / It
looked big and messy like a mop.
1 mark for answers which indicate her
hair was untidy.
Do not credit any answers where ‘Yes’
is given.
13
Question
8
Part
Mark
1
Total
1
Question
9
Part
Mark
1
Answer
Further Information
one of the children who played there /
the owners of the goats
Accept other plausible answers, e.g.
someone walking nearby.
Answer
Further Information
Explanation
Award 1 mark for an explanation and
a further mark for appropriate words
and phrases.
Explanations should indicate that she
didn’t want to be near people: e.g.
- It was away from the city so
people would not see her.
- People didn’t know about it so they
would not see her / come looking.
- People couldn’t see it so they
wouldn’t know she was there.
- She wasn’t likely to be discovered
(implicit).
1
Quotation
Words and phrases should show how
the amphitheatre was away from
where people were: e.g.
- on the outskirts / where the fields
began
- It had almost been forgotten.
- hidden in a clump of pines
- really only known to the folk who
lived in the immediate
neighbourhood
Total
© UCLES 2011
2
Explanations and quotations must
match each other.
14
Question
10
Part
Mark
1
Answer
Further Information
Explanation
Award 1 mark for an explanation and
a further mark for appropriate words
and phrases.
Yes - because she was all alone / no
parents / no friends.
Yes - because she did not own
anything.
Yes - because she did not have any
proper shoes.
Yes - because she was frightened
when the people came.
Yes – because her home is a ruin.
No - because she is happy in her
home / wants to stay there.
1
Words and phrases
Momo had set up house.
Momo owned nothing apart from what
she had found lying around or had
been given.
Being poor like herself, they knew
how hard life could be.
The only shoes she had weren’t a pair
/ were too big.
Word went round that someone had
moved into the ruins.
Momo feared they had come to chase
her away.
‘And you want to stay here?’ ‘Yes,
very much.’
Total
© UCLES 2011
2
Accept other suitable reasons but it is
important that explanations and
quotations ‘match’ each other.
Explanations should say ‘yes’ or ‘no’.
Words and phrases should match the
explanation.
15
Question
11
Part
Mark
(a)
1
(b)
1
(c)
1
Total
3
Question
12
Part
Mark
1
Total
1
Question
13
Part
Mark
(a)
1
(b)
1
Total
2
© UCLES 2011
Answer
Further Information
They help to build up the mystery /
create tension / suspense.
Do not accept answers which lack
detail such as ‘it makes it interesting /
exciting’.
Award 1 mark for plausible answers.
The place was deserted so it might
seem to be strange. / It was in ruins
and might not look like the original
amphitheatre. / Not many people went
there so it may have seemed to be
mysterious because they did not know
much about it.
half choked with rubble
Answer
Further Information
up house. // One afternoon
Answer
Further Information
The middle line has alliteration.
one correct answer = 1 mark
The third line has rhyming words.
Yes: food and shelter is all you need. /
Yes: Momo is happy to be alive. / No:
you need to have money. / No: it
would be a very uncomfortable life.
There is no mark for the first part of
the question.
Award 1 mark for a reasonable
explanation.
16
Section B: Writing (Fiction)
14
CONTENT
Imaginative detail is
usually developed using
a variety of techniques
including imagery.
Paragraphs are used to
structure the narrative.
Some complex
sentences show control
including the position of
clauses to focus
attention.
PUNCTUATION
VOCABULARY
SPELLING
Range of connectives
may be developed,
e.g. ‘although’,
‘meanwhile’.
5
Suspense, or
excitement, where
used, is well built.
SENTENCE
STRUCTURE
Dialogue is laid out
correctly, with a new
line for each speaker.
During the course of the
story, the development
of the character[s] is
shown through actions
and reactions.
The character is well
described with actions
linked to key events.
TEXT
STRUCTURE
AUDIENCE
A clear, consistent
relationship between
writer and reader is
established and
controlled.
5
5
Paragraphs are used to
help structure the
narrative.
Some complex
sentences are used to
create effect using
expanded phrases and
clauses to develop
ideas,
e.g. noun, adverbial,
adjectival and verb
phrases.
There may be
appropriate links
between paragraphs.
Punctuation is generally
used accurately,
including speech
punctuation.
Spelling is mostly
accurate, including
words with complex
regular patterns.
Allow plausible attempts
at tricky polysyllables,
e.g. realised,
interesting, wonderful,
position, immediately.
Clauses are marked
accurately by commas.
A wider variety of
connectives is used
appropriately, e.g. ‘if’,
‘when’, ‘because’.
4
4
4
4
4
Story is well-crafted and
focuses on either
character or action.
The reader is engaged
by the inclusion of
appropriate detail.
Paragraphs are
sometimes used to
sequence ideas.
Some complex
sentences are used to
extend meaning but not
always successfully.
Commas are always
used in lists and
sometimes to mark
clauses.
Ideas are organised
simply with a fitting
opening and closing
that are mostly logical.
Use of past and present
tense is generally
consistent.
Speech marks, if used,
are accurately placed
around words spoken,
although other speech
punctuation may not be
accurate.
The story is concluded
successfully and without
rushing.
Narrative viewpoint is
established comfortably
within the given genre
(or ‘chosen’ if not
given),
e.g. (not given so needs
to be an identifiable
genre).
4
Vocabulary is used
effectively to create a
strong image.
e.g. use of simile or
metaphor.
Correct spelling of
polysyllabic words that
conform to a regular
pattern is shown,
e.g. making, probably,
clapped, possible,
possibly.
3
3
3
3
3
3
3
The story is well placed
in its setting;
e.g. within and around
the amphitheatre.
Some attempt is made
to engage the reader.
Some attempt is made
to sequence ideas
logically,
e.g. content clear.
Some variation in
sentence openings, e.g.
not always starting with
the same noun,
pronoun or other word.
All sentences are nearly
always demarcated
accurately with full
stops, capital letters,
question and
exclamation marks.
Some evidence of
vocabulary choices are
used accurately.
Correct spelling of
common words with
more than one syllable,
including compound
words is evident.
One event is described.
The writer gives
sufficient information for
a reader to understand
the contents / events
described.
Openings and closings
are sometimes evident.
Connectives are
simple, e.g. ‘and’,’but’,
‘so’.
Speech marks, if used,
may not be accurate.
2
2
2
2
2
2
2
The story has a simple
plot (in context of given
prompt).
The reader is given
basic information that is
relevant to the narrative.
Story ideas are evident.
Simple sentences are
generally grammatically
correct.
Simple generally
appropriate vocabulary
is used – limited in
range but relevant.
Correct spelling of high
frequency words is
shown.
‘and’ may be used to
connect clauses.
Straightforward
sentences are
demarcated accurately,
e.g .full stops, capital
letters, question and
exclamation marks.
1
1
1
1
1
1
1
Award 0 where performance fails to meet the lowest description.
© UCLES 2011