Cambridge Primary Checkpoint

ENGLISH 0058/01
Paper 1 Non-fiction April 2023
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 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 12 pages.

05_0058_01/5RP
© UCLES 2023 [Turn over
0058/01 Checkpoint Primary – Mark Scheme April 2023
PUBLISHED

Section A: Reading

Question Answer Marks

1(a) Award 1 mark for one of the following: 1

• (He uses) alliteration [accept any plausible spelling] / several words begin
with the same letter / four words with the same sound
• He says, You’ve got your binoculars and your boots and you’re buzzing to
begin!
[Only accept if the b’s are clearly identified (bold / underlined / circled)]

Also accept: He employs the rule of three.

Do not accept hyperbole or metaphor.

1(b) Award 1 mark for: 1

• (A bird-watching holiday is a) fantastic way (to discover new birds.)

Allow one copying error in the essential part.

1(c) Award 1 mark for: 1

• that

Allow a longer quote only if the key word is clearly identified.

Question Answer Marks

2 Award 1 mark for: 1

• (to) dive straight in

Allow a longer quote only if the key phrase is clearly identified

Allow one copying error.

Do not accept answers where ‘straight’ has been missed out.

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Question Answer Marks

3(a) Award 1 mark for: 1

• a colon

Also allow colons

Do not allow the mark drawn on its own. It is essential that candidates are able
to name it.

Do not accept ‘brackets’ / ‘a bracket’.

3(b) Award 1 mark for an answer that clearly indicates the idea of: 2

• moving fast/quickly/energetically

AND/OR

Award 1 mark for an answer that clearly indicates the idea of:

• moving from one place/thing to another

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Question Answer Marks

4 NB – Reasons must refer to an appropriate feeling (as in the first bullet) or 2

birdwatching (as in the second bullet), NOT general holiday
destinations/activities, for example “Because I like travelling”

NB – the Reason must be credit-worthy to potentially gain a mark for the

Evidence response, i.e. 0 for Reason MUST be 0 for Evidence. Answers with a
credit-worthy Reason DO NOT automatically score for their Evidence.

Also, Reasons should have some of the candidates’ own words.

If one place is ticked:

REASON
Award 1 mark for an answer which suggests the idea of:

• it’s more relaxing / less tiring

or
• it allows you to fully explore a single area and its birds

EVIDENCE
Award 1 mark for matching evidence or quote,
e.g:
• Dashing about is too exhausting [key words from the text]
• “a bird-watching holiday that is centred on one place where you can study
the local birds in detail” [direct quote]

If many different places is ticked:

REASON
Award 1 mark for an answer which suggests the idea of:

• it’s more exciting / thrilling

or
• it gives you more chance to find a wider variety of / more unusual birds

EVIDENCE
Award 1 mark for matching evidence or quote,
e.g:
• “Dashing from one to the next can be exhilarating” [direct quote]
*Please note, addition of ‘exhausting’ negates*

• the tours help you see many different birds [paraphrase using key words
from the text]
• “This can mean visiting many different natural habitats” [direct quote]

**If no box is ticked, the score MUST be 0 as we are unable to discern whether
the choice links adequately to the Reason.
In the same way, if both boxes are ticked (with neither clearly crossed out), the
score will also be 0 **

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Question Answer Marks

5(a) Award 1 mark for: 1

• Then again

Allow a longer quote only if the key phrase is clearly identified

5(b) Award 1 mark for: 1

• an answer that clearly conveys the idea of possibility

For example: ‘it’s not definite’ / ‘it’s only a possibility’ / ‘to give an option’

Question Answer Marks

6 Award 1 mark for each of the following up to a maximum of 2 marks: 2

• (bold) (sub) headings / subtitles

• (rhetorical) questions (and answers) / structured like conversation
• short paragraphs
• line breaks between paragraphs
• use of glossary

Question Answer Marks

7 Award 1 mark for: 1

• specialist travel brochure

Box 2 should be ticked.

Do not accept answers where more than one box is ticked.

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Question Answer Marks

8(a) Award 1 mark for: 1

• still

Do not accept ‘Despite’

Allow a longer quote only if the key word is clearly identified.

8(b) Award 1 mark for one of the following: 1

• The opera is still performed nowadays. / It is information that is always true.

/ They are facts about the opera.

Also accept:

• To describe what happens in the opera and/or its main character.

8(c) Award 1 mark for: 1

• just

Allow a longer quote only if the key word is clearly identified

Question Answer Marks

9(a) Award 1 mark for: 1

• to add a detail

Box 1 should be ticked.

Do not accept answers where more than one box is ticked.

9(b) Award 1 mark for: 1

• was whistled

Do not allow ‘was’ or ‘whistled’ on its own as this is insufficient.

Allow a longer quote only if the key phrase is clearly identified

Do not accept ‘was walking’

9(c) Award 1 mark for: 1

• even

Allow a longer quote only if the key word is clearly identified

Do not allow ‘amazing’

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Question Answer Marks

10 Award 1 mark for: 2

• musical birds

Award 1 mark for:

• writing music

Boxes 3 and 4 should be ticked.

Do not accept answers where more than two boxes are ticked.

Question Answer Marks

11(a) Award 1 mark for one of the following: 1

• all over Europe

• near his home

Allow a longer quote only if the key phrase is clearly identified

11(b) Award 1 mark for one of the following: 1

• As a child
• When he was (twenty-five)

Allow a longer quote only if the key phrase is clearly identified

Do not accept ‘One day’

Question Answer Marks

12 Award 1 mark for one of the following: 1

• (It talks about) a (famous/real) person’s (real) life

• (Important) dates/ages (in a person’s life)
• (Events in) chronological order
• Third person (voice) (narrative)
• (Mostly written in) past tense
• Facts about a person / about their life

The answer needs to refer to generic features of a biography that are used in
Text B.

Do not allow specific mentions of Mozart on their own – there MUST be a

generic feature given.

Do not allow ‘facts’ on its own.

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Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.

Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

13 Creation of texts (Wc) 5

Vocabulary and Language (Wv) 3

Structure of texts (Ws) 7

Grammar and punctuation (Wg) 7

Word structure [Spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Vocabulary and Structure of texts (Ws) Grammar and Word structure (Ww)
Language (Wv) Punctuation (Wg) (Spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Content is clearly aimed at Development of ideas is Overall grammar and use
a target audience with a managed throughout an of English is fully
good balance of coverage. extended piece of writing, appropriate for the text
e.g., linking end to type.
Writing is well developed beginning. For example:
so that features of the text • A variety of simple,
Well-organised ideas in compound and
type are used consistently
paragraphs and/or complex sentences are
and successfully e.g.,
sections support overall chosen for effect.
ambitious features of cohesion and shaping of a • Relative pronouns may
persuasive writing text. provide detail.
A clear, consistent Logical links between Punctuation is used
relationship between writer paragraphs help the accurately, e.g.:
and reader is established development of ideas. • to clarify meaning in
and maintained throughout complex sentences.
the text. Cohesion within and • (All speech
between paragraphs is punctuation, reported
achieved using devices and direct, is correct).
such as connectives, e.g.,
In addition, Moreover,
Furthermore,
Alternatively
[4–5] [6–7] [6–7]

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Creation of texts (Wc) Vocabulary and Structure of texts (Ws) Grammar and Word structure (Ww)
Language (Wv) Punctuation (Wg) (Spelling)
Relevant material has Language is wholly Content is organised so Grammar is almost always Examples:
ideas and content with relevant to the text type that ideas are developed accurate throughout the
detail developed. and purpose. cohesively and logically text. Spell words with different
throughout a piece of For example: suffixes that sound the
Features of the text type Specialised vocabulary is sustained writing. • simple, compound and same, -tion, -cian.
are clear throughout e.g., used well, for effect, complex sentences;
throughout the text, e.g Paragraphs/sections are
features of persuasive multi-clause sentences Spell familiar homophones
rhetorical questions, organised to achieve an
writing. combine simple and commonly confused
imperatives. appropriate effect for the
sentences and/or re- words correctly, e.g.,
Consistent viewpoint with specified text type, where
order clauses. aloud, allowed, desert,
detail that sustains interest Words and phrases included sentences add
• modal verbs. dessert.
with writer’s style / chosen to convey mood clarity to overall text.
• pronouns and
personal response which and feeling so that the possessive pronouns
emphasises particular writing sustains the (There may be some use Spell a wide range of
used accurately.
points. reader’s interest. e.g., of organisational devices words, both regular and
• adjectives and adverbs
language which is such as bullets, numbered exception words correctly,
used correctly
talking directly to the lists, Q&A style.) (comparative/ including words where
reader. superlative) similar consonant sounds
• use of prepositions vary, e.g. -ck, -k, -ch, -
que,-k.
Punctuation is used
accurately to: e.g.
• demarcate sentences
(and for direct speech).
• Commas are always
used in lists and often
to mark clauses in
complex sentences.
• Use of apostrophes is
accurate.

[3] [3] [4-5] [4-5] [3]

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Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
A relevant response with Appropriate vocabulary is Paragraphs / sections are Uses an increasing range of Examples:
well-chosen ideas and used that is suitable for evident with related points sentence types accurately, and
may include attempts at
content. Some ideas and the specified text type. grouped together (and/or Correct spelling of words
complex structures.
material are developed. e.g., strong linked by time sequence) with less common letter
verbs/adjectives Use of expanded phrases to strings that are pronounced
Purpose of writing is clear Some attempts to develop ideas. For example: differently., e.g., pour, hour,
and appropriate to the Good attempts to use sequence relevant ideas • noun, adverbial, adjectival, piece, pie.
persuasive elements logically and verb phrases
given text type where • with a range of connectives.
(word/tone/phrases) i.e. to the activity centre Some successful attempts
some features are evident,
e.g. superlatives OR to a persuasive text Verb forms are generally used to spell exceptions to
e.g., some features of
accurately, i.e. subject known spelling rules.
persuasive writing Cohesion between matches verb, consistency of
paragraphs /sections is tense, use of singular and
plural Correctly spell words with
A straightforward achieved using devices silent vowels and syllables
viewpoint which is such as simple Punctuation is used consistently in a range of polysyllabic
generally consistent and connectives to establish and accurately, e.g. words, e.g., library, interest.
appropriate for the links. • To demarcate sentences.
purpose and the audience. • Commas are always used in
lists and sometimes to clarify
Spell common homonyms
If either the context or text correctly, e.g., wave
meaning in sentences.
type is incorrect, the • Apostrophes correct for (gesture), wave (sea).
maximum is 3. possession (sing./plural)
• (Direct speech punctuation
Spell words with a wide
includes other punctuation
alongside speech marks.) range of prefixes and
suffixes, including opposites
Note: if punctuation is totally (un-,im-) correctly.
lacking and other descriptors
met then give the lower mark
here. Spell words with double
consonants correctly.

[2] [2] [2–3] [2–3] [2]

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Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Word structure (Ww)
(Wv) Punctuation (Wg) (Spelling)
Some material included Sometimes uses Structure is clear using Some simple sentence Examples:
that elaborates on basic appropriate vocabulary to paragraphs/sections with structures are used
Spelling of all high frequency
information convey meaning matched some attempts to organise successfully.
words and common
i.e. about an activity to the context the content.
polysyllabic words, including
centre. i.e. an activity centre OR Some correct use of compound words, is correct.
a persuasive text punctuation, such as full
OR stops and capital letters. Spelling of words with
common letter strings, but
Some elements of the text Note: do not discriminate different pronunciations is
type can be seen. if learners write with good correct, e.g., through, tough.
i.e. a persuasive text English but there are
Spelling of a range of
punctuation errors. If
common prefixes and
ambitious structures are suffixes is correct.
A maximum of 1 mark can used, begin marking at 2–
be awarded if not the 3 marks, provided there is Spelling of common
given text type. variation in sentence homophones is correct.
openings.
Some correct spelling of long
and short vowel phonemes.

Spelling of plurals is usually

correct, e.g. -s, -es, -y/ies,
and -f/ves.

[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Word structure (Ww)
(Wv) Punctuation (Wg) (Spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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Cambridge Primary Checkpoint

ENGLISH 0058/02
Paper 2 Fiction April 2023
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 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 14 pages. Any blank pages are indicated.

05_0058_02/5RP
© UCLES 2023 [Turn over
0058/02 Checkpoint Primary – Mark Scheme April 2023
PUBLISHED

Section A: Reading

Question Answer Marks

1 Award 1 mark for: 1

• New York / America / USA

Accept: a reference to ‘grandfather’ if given alongside a correct response.

Also allow:
• ‘to another city. She is going to New York.’
• ‘the boat is going to another country, city New York.’

NB: a reference to another country or city is neutral if given with any of the
correct answers.

Do not accept:
• a reference to ‘grandfather’ on its own.
• another country

Question Answer Marks

2 Award 1 mark for: 1

• determined

Box 4 should be ticked.

Award 0 marks if more than ONE box is ticked.

Question Answer Marks

3 Award 1 mark for: 1

• Because the sea was wild and stormy (casting spray 30 ft in the air -
neutral)
• Because the weather was bad
• They were (being sensible and staying) in their cabins (because of the
weather) / they were taking refuge in their cabins (because of the strong
storm.) / all the passengers on the ocean liner, including her mother, had
taken refuge in their cabins.
• So they did not get caught in the storm

Allow: it was stormy

Do not accept incorrect or imprecise responses:

• extra words beyond those given above
• because of the weather
• taken sensible refuge

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Question Answer Marks

4 Award 1 mark for any of the following up to a maximum of 2 marks: 2

• It is short (to create tension /suspense – allow as ‘neutral’) / it is a short

phrase
• It is on its own line / a single line / a one line paragraph / separated from
other sentences / positioned on a separate line / its own paragraph
• The repetition (of ‘sensible’.)
• It starts with ‘But’ (to create suspense – allow as ‘neutral’)

Do not accept incorrect or imprecise responses:

• It is a short paragraph / looks like a paragraph
• It’s on a different line
• It is a single sentence – in question

Question Answer Marks

5(a) Award 1 mark for: 1

• (Vita had / has) slipped away

Do not accept: any extra words, e.g. ‘slipped away and stood out’
5(b) Award 1 mark for one of the following: 1

• New York climbed (out of the mist, tall and grey-blue and beautiful).
• (so beautiful that) it pulled Vita forwards
• There she is! (they said that to the city – this is an explanation)

Allow: one copying error, e.g. ‘climed’

Do not accept:
• any extra words, e.g. ‘so beautiful that it pulled Vita…bow of the boat to
stare’

Question Answer Marks

6 Award 1 mark for: 2

• setting

Award 1 mark for:

• time

Boxes 2 and 5 should be ticked.

Award 0 marks if more than TWO boxes are ticked.

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Question Answer Marks

7 Award 1 mark for any of: 1

NB: a box must be ticked for the mark to be awarded.
Yes:
• Accept any answer which explains that he shows understanding and
consideration.
e.g:
• He agrees to take Vita and her mother as far as their money will take them.
• He sees that Vita’s mother’s hems/clothes were (carefully) mended and he
doesn’t say anything – accept ‘just nodded’ as an alternative to ‘doesn’t say
anything’
• He understands Vita and her mother are poor.
• He is sympathetic because they are poor.
• He accepted the request of Vita’s mother /he did what Vita’s mother asked

No:
• He doesn’t take Vita and her mother all the way to Grandpa’s flat.
• He makes/lets them walk when the money runs out /when money ran out
they had to walk
• He’s just doing his job.
• Even if the money ran out, he should have driven them to the flat

NB: Answer MUST match the ticked box.

There is no mark for just the ticked box with no evidence.

Do not accept incorrect or imprecise responses:

• and he took in her carefully mended hems
• when the money ran out they walked -need idea of ‘had to’ or driver ‘let
them’
• as close as we could get for that, please

Question Answer Marks

8 Award 1 mark for either of: 1

• they walked
• When the money ran out, they walked [ must be underlined]
• When the money ran out “they walked” [must be in quotation marks]

Allow ‘The main clause is ‘they walked’.

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Question Answer Marks

9(a) Award 1 mark for any one of the following: 1

• It shows a (short) pause/break (in her speaking) / tell reader she stopped
talking for a while / shows a pause (‘or drifting off’ = neutral) / a pause in
thoughts / a pause in trail of thought
• It shows hesitation (and confusion while she is talking – neutral)
• It shows she is searching for the right word / took time to find the right word
• To show she is thinking (how to describe the house.) / struggling to find
words

Do not accept:
• General definitions of ‘ellipsis’ – the question refers to lines 21–22.
‘create suspense’, ‘create tension’ and ‘to show words have been omitted’
are all incorrect responses to this question. Any reference to any of them
should not be credited.
• To show she is not sure / is shocked/surprised NB: ‘feelings’ in 9b
• Dramatic effect / To show a pause for effect / dramatic pause
• To interrupt speech
• To explain silence
• To show a trail of thought – as opposed to ‘a pause in trail of thought’
9(b) Award 1 mark for one of the following: 1

• It tells us that Vita is unsure /confused

• It tells us that Vita is surprised / amazed / shocked
• because she is expecting Grandpa’s flat to be less expensive (looking) / be
shabbier / poorer / run-down. NB: they are still on the outside at this point.
• She is unconvinced / uncertain

Do not accept words that negate a correct answer, such as:

• anxious, relieved, disappointed, nervous, scared, excited

Question Answer Marks

10 Award 1 mark for one of the following: 1

• She was putting on an act / acting.

• She wasn’t really cheerful / happy / excited / bright / in good spirits /
optimistic / positive / confident.
• She was (only) pretending to be cheerful / happy / excited / bright / in good
spirits / optimistic / positive / confident.
• She wanted Vita to think she was more cheerful / happy / excited / bright / in
good spirits / optimistic / positive / confident than she really was.

Do not accept incorrect or imprecise responses:

• Feeling a little awkward / worried / concerned / mixed feelings

NB: ‘she was excited to meet Grandpa’ = Vita’s feelings not her mother’s

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Question Answer Marks

11 Award 1 mark for any of the following up to 2 marks: 2

• She runs towards him. / (‘She opened the door and Vita) went tearing down
the hall’
• She calls excitedly to him. / ‘Grandpa!’
• She gives him a big hug. / ( he stood and Vita) hurled herself into his arms’
(and he laughed winded by the impact)

Do not allow:
• ‘Rapscallion!’ as part of the 3rd bullet
• ‘Grandpa’ on its own unless the exclamation mark is given.

However: ‘she screamed/shouted Grandpa’ is allowed as the verbs give the

correct sense without the exclamation mark.

Question Answer Marks

12 Award 1 mark for: 1

• ‘You can’t prevent us, Dad.’

Box 1 should be ticked

Award 0 marks if more than ONE box ticked.

Question Answer Marks

13 Award 1 mark for: 1

• She wanted to talk to her dad without Vita around.

Box 2 should be ticked.

Award 0 marks if more than ONE box ticked.

Question Answer Marks

14 Award 1 mark for any of the following: 1

• She noticed how the floorboards squeaked / how the paint peeled from the
wall.
• Vita (sat on the bed and) tried to think.

NB: the underlining is to draw examiners attention to the word – the underlining
itself is not a required part of the response.

Do not allow a general response about ‘viewpoint’ such as:

• We see what she sees
• We know her feelings
Candidates should take note of the signposting of lines 41–46.

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Question Answer Marks

15 Award 1 mark for the reason (in candidate’s own words) and a further mark for 2
the evidence, for any of the following:
NB: reasons should match evidence ** see e.g.below:
Yes:
• Reason: His apartment is in a smart / posh / expensive (-looking) area (of
New York).
Evidence: – ‘It all looks very … smart,’

• Reason: Vita’s room had a good view.

Evidence:– ‘the view is very fine’

No:
• Reason: His apartment was very small.
Evidence: – ‘it’ll be a squeeze’, or
Evidence: – ‘More of a cupboard than a room’ or
Evidence: – she could practically touch all four walls at once

• Reason: His apartment was up several flights of stairs / not in a good

position / difficult to get to.
Evidence:– ‘He’s on the top floor, (right under the roof)’

• Reason: His apartment was in bad condition / not taken care of / not
maintained well
Evidence: – the lift was broken, or
Evidence: – (In the corridor) the floorboards squeaked
– the paint peeled from the wall
– the door to Vita’s bedroom stuck / had to be kicked open
– plaster fell off (when Vita kicked the door)

Also allow:
• Reason: ‘old’ needs to be given with a correct reason:
e.g. ‘old and not maintained well’ =1 mark + then consider evidence
‘old and dirty’ = 0
‘old’ on its own is not creditworthy.

NB: Answer must match the ticked box

Allow 2 reasons (1 mark) but evidence must match both for the mark
also: 2 pieces of evidence (1 mark) are acceptable IF they both match the
reason (1 mark)

** e.g.
NB: be aware that the reason is an opinion and the marking may have to be
flexible:
e.g. Reason: ‘I like a small, cosy house with a nice view’ – response is still
rooted in the text – 1 mark
Evidence: ‘More of a cupboard than a room, I’m afraid,’ he said, ‘but the
view is very fine.’ Evidence matches both Yes/No boxes BUT given the ‘reason’,
-1 mark.

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Question Answer Marks

16 Award 1 mark for any of the following: 2

• (They went) as fast as Vita could go

Do not allow: extra words ‘suitcases in hand’

• (so Vita half ran up the stairs to Grandpa’s apartment,) jerkily

Do not allow: extra words ‘The lift was broken’

• (ignoring) the pain in her left foot

NB: Two answers from above may be given provided the words match those
given and no more:
e.g. ‘(half ran up the stairs to Grandpa’s apartment) jerkily, ignoring the pain in
her left foot’

Award 1 mark for:

• (It stuck: she kicked it with) her stronger / better foot

Do not accept:
• ‘(She pushed at the door. It stuck: she kicked it with) her stronger foot.
• ‘good’ foot / ‘strong’ foot – it has to be comparative.
• ‘…went slowly down the corridor,’: it is ambiguous and could mean either
‘reluctantly’ or ‘difficulty walking’.

Question Answer Marks

17 Award 1 mark for any of the following up to a total of 2 marks: 2

• They travel to America by boat / ship / ocean liner. / They don’t travel to
America by plane. / They don’t fly.
• ‘carefully mended hems’ / People don’t usually repair their clothes.
• They use coins (to pay the cab driver.)
• (They send Grandpa) a telegram (not a text). / They don’t call Grandpa by
phone / text / email / Zoom, etc.
• Vita and her mother don’t have suitcases with wheels / only have (small)
suitcases (they can carry).

Do not accept
• ‘ship’/‘ocean liner’ on its own – the idea of travel is needed.

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Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words. (not including the title)
You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

18 Creation of texts (Wc) 5

Vocabulary and Language (Wv) 3

Structure of texts (Ws) 7

Grammar and punctuation (Wg) 7

Word structure [Spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Vocabulary and Structure of texts (Ws) Grammar and Word structure (Ww)
Language (Wv) Punctuation (Wg) (Spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Writing is developed so Development of idea(s) Overall grammar and use
that features of the is/are managed of English is appropriate
chosen genre are clearly throughout an extended for the genre.
established. piece of writing, e.g., For example:
linking end to beginning. • A variety of simple,
Content and language is compound and
used for a specified Well-organised ideas in complex sentences are
audience. paragraphs and/or chosen for effect.
sections support overall • Relative pronouns may
A clear, consistent cohesion and shaping of a provide detail.
relationship between writer narrative.
and reader is established Punctuation is used
and maintained throughout Chronological or logical accurately:
links between paragraphs • to clarify meaning in
the text.
help the development of complex sentences.
ideas, e.g., story • All speech punctuation,
Descriptions of settings,
plotlines reported and direct, is
characters and action are
engaging and entertaining. correct.
Cohesion within and
Stories may include between paragraphs is
different viewpoints, e.g., achieved using devices
of characters, such as connectives, e.g.,
flashbacks. time connectives used
to support content.
[Playscripts develop
characters and settings
using appropriate
language, directions and
notes.]

[4–5] [6–7] [6–7]

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Creation of texts (Wc) Vocabulary and Structure of texts (Ws) Grammar and Word structure (Ww)
Language (Wv) Punctuation (Wg) (Spelling)
Main features of the Material is wholly relevant Content is organised so Grammar is almost always Examples:
chosen genre are clear. using a specialised that ideas are developed accurate throughout the Spell words with different
vocabulary accurately for cohesively and logically text, e.g.: suffixes that sound the
Narrative has ideas and the purpose / genre. throughout most of a piece • simple, compound and same, e.g.-tion, -cian.
content with detail of sustained writing. complex sentences;
developed. Words and phrases multi-clause sentences Spell familiar homophones
chosen to convey mood Paragraphs and sections combine simple and commonly confused
Writing may develop a and feeling so that the are organised to achieve sentences and/or re- words correctly, e.g.
given narrative with new writing sustains the an appropriate effect for order clauses.
scenes/characters. aloud, allowed, desert,
reader’s interest. the genre, where included • modal verbs. dessert.
sentences add clarity to • adjectives and adverbs
Viewpoint is consistent (comparative /
overall text. Spell a range of words,
and may include a superlative).
character’s opinions of both regular and exception
• pronouns and
events / settings / other words correctly, including
possessive pronouns.
characters. words where similar
Punctuation is used consonant sounds vary,
[Playscripts include e.g. -ck, -k, -ch, -que, -k.
production notes / stage accurately to:
directions not relevant • demarcate sentences
here.] and for direct speech.
• Use of apostrophes is
accurate.
• Commas are always
used in lists and often
to mark clauses in
complex sentences.

[3] [3] [4–5] [4–5] [3]

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Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
A relevant response with Specialised vocabulary is Paragraphs / sections are Uses an increasing range of Examples:
well-chosen ideas and used that is suitable for the evident with related points sentence types accurately, Correct spelling of words with
content. Some ideas and chosen genre. grouped together and/ or may include good attempts less common letter strings
material are developed in linked by time sequence. at complex structures. that are pronounced
detail. Good attempts to use differently, e.g., pour, hour,
i.e. narrative must reflect synonyms for shades of Ideas set out in a logical Use of expanded phrases to piece, pie.
journey AND help meaning. sequence, making develop ideas. e.g:
relationships between them
(see stimulus) • noun, adverbial, Some successful attempts to
clear.
adjectival, and verb spell exceptions to known
phrases spelling rules.
Links between paragraphs /
Purpose of writing is clear • with a range of
sections to help the
and appropriate to the connectives. Correctly spell words with
development of a simple
(given) chosen genre where narrative may not be silent vowels and syllables in
features are clearly evident. Past, present and future verb a range of polysyllabic
consistent.
forms generally used
words, e.g., library, interest.
accurately.
A straightforward viewpoint NB: paragraphs not essential
which is generally consistent at this stage BUT sections Spell common homonyms
must be clear. Punctuation is used
and appropriate for the correctly, e.g., wave
consistently and accurately:
purpose and the audience. (gesture), wave (sea).
• to demarcate sentences.
• Direct speech punctuation
Spell words with a wide
includes other punctuation
alongside speech marks. range of prefixes and
(Errors may occur where suffixes, including opposites
structures are ambitious.) (un-, im-) correctly.
• Apostrophes correct for
possession (sing/plural) Spell words with double
• Commas are always used consonants correctly.
in lists and often to clarify
meaning in sentences.

Note: if punctuation is totally

lacking and other descriptors
met then give the lower mark
here.
[2] [2] [2–3] [2–3] [2]

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Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
Some material included that Vocabulary is often well- Some basic sequencing of Grammar: Examples:
elaborates on basic chosen to convey meaning events within sections / • Some simple sentence Spelling of words with
information. (matched to the genre – not paragraphs may suggest a structures are used common letter strings, but
specified) story with a simple plot. successfully. different pronunciations, e.g.,
(e.g. character(s) who through, tough, is correct.
is/are or has/have been on
a journey to someone who Punctuation: Spelling of a range of
needs their help) • Some correct use of common prefixes and
punctuation, such as full suffixes is correct.
Note: allow just a journey or stops and capital letters.
just someone having a Spelling of common
problem at this stage homophones is correct.
Note: do not discriminate if
learners write with good Some correct spelling of long
Also: story may have an English but there are and short vowel phonemes.
ending punctuation errors. If
ambitious structures are Spelling of plurals is usually
used, begin marking at 2–3 correct, e.g. -s, -es,
marks, provided there is -y/ies, and -f/ves.
variation in sentence
openings. Spelling of common
inflections is correct, e.g.
-ing, -ed.

Spelling of all high frequency

words is correct.

Some common polysyllabic

words, including some
compound words, are
correct.
[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and Language Structure of texts (Ws) Grammar and Punctuation Word structure (Ww)
(Wv) (Wg) (Spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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