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Cambridge IGCSE™

GERMAN 0525/42
Paper 4 Writing October/November 2021
MARK SCHEME
Maximum Mark: 50

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 Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ 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 Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the October/November 2021 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 13 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.

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GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range
may be limited according to the quality of the candidate responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

Additional Guidance

• Crossing out:

(a) If a candidate changes his/her mind about an answer and crosses out an attempt, award a mark if the final attempt is correct.

(b) If a candidate crosses out an answer to a whole question but makes no second attempt at it, mark the crossed out work.

• For Questions 2 and 3, if the candidate has written an answer in the space provided for that purpose, you should ignore anything
written anywhere else, unless:

(a) there is an indication from the candidate that other material should be considered.

(b) the candidate has continued their answer outside the space provided.

(c) there is no answer in the space provided.

• Annotations used in the mark scheme:

(a) tc = ‘tout court’. This means that, on its own, the material is not sufficient to score the mark.

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• No response and ‘0’ marks:

(a) Award NR (no response):

If there is nothing written at all in the answer space or
If there is only a comment which does not in any way relate to the question being asked (e.g. ‘can’t do’ or ‘don’t know’) or
If there is only a mark which isn’t an attempt at the question (e.g. a dash, a question mark).

(b) Award 0:
If there is any attempt that earns no credit, e.g. the candidate has copied out part or all of the question.

• Option questions:
Mark all questions attempted by the candidate. Where the candidate attempts more than one of the alternatives in Question 3, the marking
system will take the best mark.

• Using mark schemes with grade descriptors:

Start at the bottom of the mark scheme and work upwards through the descriptors when awarding marks.

The examiner should look at the work and then make a judgement about which level statement is the ‘best fit’. In practice, work does not
always match one level statement precisely so a judgement may need to be made between two or more level statements.

Once a ‘best-fit’ level statement has been identified, use the following guidance to decide on a specific mark:

• If the candidate’s work convincingly meets the level statement, award the highest mark.
• If the candidate’s work adequately meets the level statement, award the most appropriate mark in the middle of the range (where middle
marks are available).
• If the candidate’s work just meets the level statement, award the lowest mark.

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Question Answer Marks

1 Candidates are required to complete 5 gaps in German. Read all of the items that the candidate has listed and award 5
marks as follows:

• Award 1 mark for each correct item.

• In Question 1, award marks for items wherever the candidate has written them provided the candidate has made clear
which part of the form they refer to.

• Mark for communication. Tolerate inaccuracies, provided the message is clear. Ignore any definite/indefinite article,
possessive adjective, etc. Ignore any verbs.

• If spelling is inaccurate, start by referring to the table below. Refer to the questions below if no decision on the spelling
you have encountered is recorded there.

If you read aloud what the candidate has written, does it sound like the correct answer and would a native speaker of
German understand it?

Does what the candidate has written look like the correct answer, e.g. one letter missing but no other word created?

Would a native speaker of German understand it?

• Reject misspelt words which suggest a word with a quite different meaning. Where nouns are usually plural, accept the
singular and vice versa.

All answers must fulfil the communicative purpose described in the rubric.

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Question Answer Marks

1 ANMELDUNG FÜR DAS SPORTZENTRUM

Sie melden Ihre Freundin im Sportzentrum an.

Füllen Sie das Formular auf Deutsch aus.

NB Accept an item of vocabulary once only.

ACCEPT REFUSE

1 and 2 Any appropriate sport, e.g. Fußball, Refuse vocabulary which cannot be considered as
(1 mark each) Schwimmen a sport centre activity.
2 examples needed

3 Any day Refuse vocabulary which cannot be considered as

(1 mark) a day (e.g. Mittag)

4 Any month Refuse vocabulary which cannot be considered as

(1 mark) a month.

5 Any appropriate transport (e.g. Bus, Auto, Rad) Refuse vocabulary which cannot be considered as
(1 mark) or on foot (Fuß) a way of getting to the sports centre (e.g. Flugzeug)

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Question Answer Marks

2 Technik im Alltag 12

• Sagen Sie, wie oft und wofür Sie Ihr Handy benutzen.
• Erklären Sie, was Sie machen, wenn Sie Ihr Handy nicht finden können.
• Erzählen Sie, was Sie am Computer in der Schule machen.
• Sagen Sie, wie Sie in den nächsten Ferien mit Ihren Freunden / Freundinnen in Kontakt bleiben werden.

Schreiben Sie 80–90 Wörter auf Deutsch. (No need to count words. Word count is for guidance only.)

Accept
Tick 1: Any reference to how often the candidate uses their mobile. Refuse oft tc.
Tick 2: Any ways in which the candidate uses the mobile.
Tick 3: Any explanation as to what candidate does when mobile phone is missing.
Tick 4: Any reference to school-based activities on computer.
Tick 5: Any explanation as to how candidate will maintain holiday contact with friends. Future time frame should be clear
(present tense plus indication of time is acceptable) to get tick 5.

Annotate with numbered ticks for coverage of 5 pieces of information from the bullet points. Use each numbered tick once
only.

Read the whole answer and award a mark out of 12 using the table below.

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Question Answer Marks

2 In Question 2, if a candidate has completed most tasks rather than all, but the 10–12 descriptors are still the best fit in other
respects, then the answer can, in theory, access the lower end of the 10–12 band.

Marks Descriptor Guidance

10–12 • Completes all tasks in the required level of detail. Examples of linguistic
• Provides consistently relevant information and opinions. inaccuracies: lapses in
• Meaning is clear and communication is achieved, although there may be agreements, tenses /
some linguistic inaccuracies. time frames, spelling.
• Uses straightforward vocabulary and structures. Examples of linking
• Links words and phrases using a range of simple connectors. words and phrases: and,
or, but, because, then
7–9 • Completes most tasks in the required level of detail.
• Provides mostly relevant information and opinions.
• Meaning is mostly clear and communication is generally achieved, despite
linguistic inaccuracies.
• Uses limited vocabulary and structures with some repetition.
• Some attempt to link words and phrases using a range of simple
connectors.
4–6 • Completes some tasks with some of the required detail.
• Provides some relevant information.
• Meaning is sometimes clear and some communication is achieved, despite
linguistic inaccuracies.
• Uses basic vocabulary and structures with frequent repetition.
• Some attempt to link words or phrases using a limited range of simple
connectors repetitively (e.g. and, or).
1–3 • Attempts task(s), with little or none of the required detail.
• May provide information; is almost always irrelevant.
• Meaning is unclear and communication is rarely achieved.
• Uses isolated words / phrases appropriate to the task.
• Little attempt to link words or phrases.
0 • No creditable content.

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Question Answer Marks

3 Wählen Sie entweder 3(a) oder 3(b).

Schreiben Sie 130–140 Wörter auf Deutsch.

3(a) Zu spät! 28

Gestern waren Sie nicht pünktlich in der Schule. Sie Schreiben eine E-Mail an Ihren Brieffreund / Ihre Brieffreundin.

• Erklären Sie, warum Sie zu spät gekommen sind.

• Erzählen Sie, was Sie in der Schule verpasst haben.
• Sagen Sie, warum es wichtig / unwichtig ist, pünktlich zu sein.
• Erklären Sie, wie Sie den Schultag finden.
• Sagen Sie, was Sie morgen machen werden, um pünktlich zu sein.

Annotate with numbered ticks for coverage of 5 bullet points. Use each numbered tick once only.

For Task Completion, accept:

Tick 1: any valid reason given in an attempted past tense / past time frame for being late to school.
Tick 2: any account given in an attempted past tense / past time frame of any school-based activity missed.
Tick 3: any reason why punctuality is / is not important, not necessarily in a school context.
Tick 4: any opinion (positive or negative) about the school day.
Tick 5: any explanation expressed in an attempt at future time-frame of how candidate will ensure punctuality tomorrow.
General responses about “tomorrow” do not answer the question as set.

Read the whole answer, award a mark from each of the three tables below and add up the total. Marks are available for:
• task completion (maximum 10 marks)
• range (maximum 10 marks)
• accuracy (maximum 8 marks).

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Question Answer Marks

3(b) OR 28

Mode

Sie schreiben einen Artikel für Ihren Mode-Blog.

• Beschreiben Sie, was für Kleidungsstücke Sie neulich gekauft haben.

• Sagen Sie, warum die neuen Kleidungsstücke Ihnen gefallen.
• Sagen Sie, wann Sie die neue Kleidung tragen werden.
• Sagen Sie, wo Sie normalerweise Ihre Kleidung kaufen.
• Erklären Sie, warum es für Sie wichtig / unwichtig ist, die neueste Mode zu tragen.

Annotate with numbered ticks for coverage of 5 bullet points. Use each numbered tick once only.

For Task Completion, accept:

Tick 1: any description given in an attempted past tense / past time frame of clothing purchased recently.
Tick 2: any reason why candidate likes the new clothes.
Tick 3: any explanation expressed in an attempt at future time-frame of when new clothes will be worn.
Tick 4: any account of where clothing is normally purchased.
Tick 5: any valid point about the importance / non-importance of fashion to candidate.

Read the whole answer, award a mark from each of the three tables below and add up the total. Marks are available for:
• task completion (maximum 10 marks)
• range (maximum 10 marks)
• accuracy (maximum 8 marks).

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Before marking Question 3, please check the 3 blank pages and annotate with SEEN.

Task completion

For Question 3 a response can only be considered complete if all elements of all part-questions are communicated.

Marks Descriptor

9–10 • Completes all tasks.

• Provides detailed information, opinions/reactions and explanations.
• The writing is focused and wholly relevant.

7–8 • Completes most tasks.

• Provides straightforward information, opinions/reactions and explanations.
• The writing is mostly relevant.

5–6 • Completes some tasks.

• Provides some information, opinions and simple explanations.
• The writing is more relevant than irrelevant.

3–4 • Attempts some tasks with some success.

• Provides basic information and opinions.
• The writing is occasionally relevant.

1–2 • Attempts task(s) with little or no success.

• Provides some information and is almost always irrelevant.

0 • No creditable response.

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Range

When the criterion starts with Uses… read it as Uses successfully….

Marks Descriptor

9–10 • Uses extended, well-linked sentences frequently.

• Uses a wide range of simple and complex structures listed in the syllabus to produce sentences of varying length.
• Uses a wide range of vocabulary appropriate to the task(s).

7–8 • Uses some extended sentences, mostly well linked.

• Uses a range of structures listed in the syllabus, including some complex structures, to produce sentences of varying length.
• Uses a range of vocabulary appropriate to the task(s) with occasional repetition.

5–6 • Uses some extended sentences, with some evidence of linkage.

• Uses simple structures and attempts to use some complex structures listed in the syllabus.
• Uses mostly straightforward vocabulary appropriate to the task(s) with some repetition.

3–4 • Uses simple structures and makes no attempt at using the complex structures listed in the syllabus.
• Relies on repetition of a small range of straightforward vocabulary.

1–2 • Uses isolated phrases and makes some attempt at basic structures.
• Relies on repetition of a small range of basic vocabulary.

0 • No creditable response.

Consider (as guidance not check list) conjunctions, subordinate clauses, relative clauses, negatives, adjectives and adverbs.
Use highlighter functionality to point out examples.

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Accuracy

Marks Descriptor

7–8 • Accurate spelling and grammar; not necessarily faultless.

• Occasional errors in spelling and grammar do not impede communication.

5–6 • Mostly accurate spelling and grammar.

• Errors in spelling and grammar sometimes impede communication.

3–4 • Some accurate spelling and grammar.

• Errors in spelling and grammar frequently impede communication.

1–2 • Rarely accurate spelling and grammar.

• Errors in spelling and grammar persistently impede communication.

0 • No creditable response.

Consider use of verb forms and tenses, capital/lower-case letters in nouns, gender, case agreement, adjective endings, word order

Extremely short answers with no errors cannot be awarded a mark of more than 4 for Accuracy as the candidate has only provided some accurate
spelling and grammar.

Question 3 Irrelevance

• Sections of material unrelated to any of the bullet points will be disregarded.

• If the whole answer to Question 3 is irrelevant (e.g. contains no evidence of being related to the bullet points set), award 0 for Task
Completion, Range and Accuracy.

• If Question 3 is attempted but communication is not achieved (i.e. the candidate misunderstood the question), award a maximum of 4 for
Range and a best fit for Task completion and Accuracy.

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