Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading May/June 2023
MARK SCHEME
Maximum Mark: 80

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 May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.

This document consists of 22 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.

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.

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English & Media subject specific general marking principles

(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))

Components using level descriptors:

• We use level descriptors as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
• Level descriptors are a means of general guidance and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy, we
must at all times be prepared to meet candidates on their chosen ground, provided it is relevant
ground (e.g. clearly related to and derived from a relevant passage/text and meeting the mark
scheme requirements for the question).

Components using point-based marking:

Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.

From this it follows that we:

a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons…).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already credited
unless the language itself is being tested. This applies equally to ‘mirror statements’ (i.e.
polluted/not polluted).
g DO NOT require spellings to be correct unless this is part of the test. However, spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms with
which they may be confused (e.g. Corrasion/Corrosion).

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 1

This question tests reading assessment objectives R1, R2 and R5 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R5 select and use information for specific purposes

and Question 1(f) only tests writing assessment objectives W2, W3 and W5 (5 marks):

W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment objectives

1(a) R5 1
1(b)(i) R1 2
1(b)(ii) R1 2
1(c) R1 & R2 2
1(d)(i) R1, R2 and R5 2
1(d)(ii) R1, R2 and R5 3
1(e) R1 and R2 3
10
1(f) R1, R2 and R5 W2, W3 and W5
5
Total 30

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Question Answer Marks

1(a) Give two qualities that are required to work a winter season at a ski resort, 1
according to the text.

Award 1 mark for both responses.

• enthusiasm
• sense of adventure

(credit precise selection only)

1(b)(i) Using your own words, explain what the text means by: ‘staff quit’ (line 5): 2

Award 2 marks for full explanation (both strands). Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase.

• employees / people who work there / members of the workforce / workers
• leave / hand in their notice / resign / stop working there

1(b)(ii) Using your own words, explain what the text means by: ‘variety of positions’ (line 2
7):

Award 2 marks for full explanation (both strands). Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase

• range / diversity / (different) types of / lots of options / choice of
• roles / jobs / posts / vacancies

1(c) Re-read paragraph 3 (‘If you have … dates.’). 2

Give two reasons why it might be difficult to ensure that you put in your
application in time.

• different schedules for northern and southern hemisphere

• specific dates for individual resorts

Award 1 mark for each idea, up to maximum of 2.

1(d)(i) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 2

Identify the two main decisions you will need to make before applying for a job in
a ski resort.

• which part of the world you want to work in

• how long you want to stay

Award 1 mark for each idea, up to a maximum of 2.

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Question Answer Marks

1(d)(ii) Re-read paragraphs 4 and 5 (‘How long … snowflakes.’). 3

Explain the specific features of powder snow that make it the best snow to ride.

• dry / light / does not bind

• often packed in thick layers / soft landing / like a pillow
• no unexpected bumps / smooth

Award 1 mark for each idea, up to a maximum of 3.

1(e) Re-read paragraph 6 (‘Online guides … flights.’). 3

Using your own words, explain why some people might decide not to apply
through a recruitment organisation.

Award 1 mark for each idea, predominantly in own words, up to a maximum of 3.

• use online guides instead / can do it yourself

• charge large fee(s)
• not all are effective
• job not guaranteed / you still have to pass the interview

Answers which are entirely in the words of the text should not be credited.

1(f) According to Text B, what are the advantages and disadvantages of taking a 15
seasonal job?

You must use continuous writing (not note form) and use your own words as far
as possible. Your summary should not be more than 120 words.

Up to 10 marks are available for the content of your answer and up to 5 marks for
the quality of your writing.

Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B Writing).
INDICATIVE READING CONTENT
Candidates may refer to any of the points below:

1 flexible timing options – full or part time / short term commitment

2 range of different types of job
3 different seasons / different timings throughout the year
4 can fill gaps in careers / get relevant career experience / can learn on the job
5 resume may not be judged positively by future employers
6 entry requirements low / little previous knowledge required / any level of talent
7 tend to be low paid
8 extra cash / at least paid work
9 may detract from other commitments / impact on family time
10 may add to your exhaustion
11 tough schedule / anti-social schedule / working evenings and weekends
12 minimal training provided
13 short time frame to apply

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Marking criteria for Question 1(f) Table A, Reading

Use the following table to give a mark out of 10 for Reading

Level Marks Description

5 9–10 • A very effective response that demonstrates a thorough understanding of the

requirements of the task.
• Demonstrates understanding of a wide range of relevant ideas and is
consistently well-focused.
• Points are skilfully selected to demonstrate an overview.

4 7–8 • An effective response that demonstrates a competent understanding of the

requirements of the task.
• Demonstrates understanding of a good range of relevant ideas and is mostly
focused.
• Points are carefully selected and there is some evidence of an overview.

3 5–6 • A partially effective response that demonstrates a reasonable understanding of

the requirements of the task.
• Demonstrates understanding of ideas with occasional loss of focus.
• Some evidence of selection of relevant ideas but may include excess material.

2 3–4 • A basic response that demonstrates some understanding of the requirements of

the task.
• Demonstrates general understanding of some relevant ideas and is sometimes
focused.
• There may be some indiscriminate selection of ideas.

1 1–2 • A response that demonstrates a limited understanding of the task.

• The response may be a simple list of unconnected ideas or show limited focus.
• There is limited evidence of selection.

0 0 • No creditable content.

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Table B, Writing

Use the following table to give a mark out of 5 for Writing.

Level Marks Description

3 4–5 • A relevant response that is expressed clearly, fluently and mostly with concision.
• The response is well organised.
• The response is in the candidate’s own words (where appropriate), using a
range of well-chosen vocabulary which clarifies meaning.
• Spelling, punctuation and grammar are mostly accurate.

2 3–2 • A relevant response that is generally expressed clearly, with some evidence of
concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.
• Errors in spelling, punctuation and grammar which do not impede
communication.

1 1 • A relevant response that lacks clarity and concision.

• There may be excessively long explanations or the response may be very brief.
• The response may include lifted sections.
• Frequent errors of spelling, punctuation and grammar, which occasionally
impede communication.

0 0 • No creditable content.

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Note 1: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 2

This question tests reading assessment objectives R1, R2 and R4 (25 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R4 demonstrate understanding of how writers achieve effects and influence readers.

Overview of items for Question 2

Item Reading assessment Marks for reading

objectives tested assessment objectives

2(a)(i) R1 1

2(a)(ii) R1 1

2(a)(iii) R1 1

2(a)(iv) R1 1

2(b)(i) R2 1

2(b)(ii) R2 1

2(b)(iii) R2 1

2(c) R1, R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

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Question Answer Marks

2(a)(i) Identify a word or phrase from the text which suggests the same idea as the 1
words underlined:

The writer felt that the training presentation had been designed to
emphasise that the least attractive job on the resort was being a liftie.

• (to) underline (the fact) (line 2)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(ii) As well as guests staying in hotel accommodation, there were great 1

numbers of hikers passing through the resort who needed somewhere to
stay.

• (with) hordes of backpackers (travelling through) (line 4)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iii) The writer struggled to walk, almost falling, as he arrived back at his 1
accommodation.

• (I/he) staggered (into) (line 49)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

2(a)(iv) Boss expressed himself in a tone of gloating satisfaction. 1

• (he) crowed (Boss) (line 50)

Accept cloze responses that repeat all / some of the question stem with the
correct answer.

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Question Answer Marks

2(b)(i) Using your own words, explain what the writer means by each of the words 1
underlined:

Here are the answers:

• No ‘quick-laps’ in week one. Apparently, they’re a trick used by

experienced lifties who take turns to run the lift they’re working on –
each person doing two people’s jobs, while their partner takes the lift
to the top and skis or snowboards back down again. It’s a great way
to get a sneaky bit of extra riding in, and generally overlooked by
bosses – providing each person crewing the lift is capable of running
it on their own. I wasn’t.

• ‘Back-country’ was everything outside the marked boundaries of the

ski-area (avoided for fear of avalanches).

overlooked: fail(ed) to notice / (cho(o)se to) ignore / do not punish / tacitly allow /
do not acknowledge

2(b)(ii) Using your own words, explain what the writer means by each of the words 1
underlined:

crewing: working / operating / controlling / in charge of / manning / staffing

2(b)(iii) Using your own words, explain what the writer means by each of the words 1
underlined:

• avoided: kept away from / did not go near / stay off / steered clear of

Do not reward any idea that it is a restricted area.

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Question Answer Marks

2(c) Use one example from the text below to explain how the writer suggests his 3
opinion of the training provided. Use your own words in your explanation.
Our Lift Supervisor (‘Boss’) marched us around every lift in the ski-field. ‘So
now you know the lifts,’ he informed us. ‘See you all bright and early
tomorrow!’ And that was it: training was over! I’d never pushed a button,
had only the flimsiest concept how a ski lift even worked, much less how to
fix one if something went wrong, didn’t know how to test the equipment, use
the radio in case of emergency or assist guests on and off the lift. Ski lifts
spin all day, every hour transporting skiers and riders of all ability levels up
the mountain. I didn’t know how many things I didn’t know about my new job
– but suspected there were plenty.
Award 3 marks for an appropriate example with a comprehensive explanation
which shows understanding of how the writer suggests his opinion of the training
provided.
Award 2 marks for an appropriate example and attempt at an explanation which
shows some understanding of how the writer suggests his opinion of the training
provided.
Award 1 mark for an example with an attempt at an explanation which shows
awareness of his opinion of the training provided. The explanation may be partial.
The explanation must be predominantly in the candidate’s own words.
Responses might use the following:
• marched us around: moved speedily around as a group, like soldiers,
unquestioning and not allowed time to look carefully or follow up individual
concerns.
• he informed us: cursory and factual assertion, has in reality provided little
detail of information, clearly feels this was inadequate preparation, not inviting
question or contradiction.
• And that was it – training was over!: astonishment that no further details
were offered, shock; brevity of statement reflecting brevity of training.
• I’d never pushed a button: completely inexperienced – lacks even the basic
skills / knowledge. Feels completely ill-equipped due to the lack of training to
compensate for this.
• only the flimsiest concept how a ski lift even worked: rudimentary
knowledge / understanding – wouldn’t stand up to scrutiny / insubstantial.
Feels inadequate to fulfil the responsibilities of the job.
• Ski lifts spin all day, every hour: relentless nature of the job / no breaks or
down time/ feels the pressure to perform consistently / a dizzying effect of the
endless motion of the lifts / hyper awareness of the number of people using
the lifts.
• I didn’t know how many things I didn’t know: he is aware there are risks,
known unknowns, and is unsettled not to have been prepared for those, or
have any sense of how many there are; training has been worse than useless
as he is now concerned at how much it didn’t cover.
Where a candidate selects the long sentence beginning ‘I’d never pushed...’, credit
understanding of the effect of listing all the things he has no knowledge or
experience of / evidence of panic and awareness of his own ignorance and inability
to do the job.

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Question Answer Marks

2(d) Re-read paragraphs 6 and 8. 15

• Paragraph 6 begins ‘Next morning ...’ and is about the process of getting
up and down the mountain each day.
• Paragraph 8 begins ‘One Wednesday ...’ and describes the
consequences of bad weather on the mountain.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs. Choose three examples of words or phrases
from each paragraph to support your answer. Your choices should include
the use of imagery.

Write about 200 to 300 words.

Up to 15 marks are available for the content of your answer.

Use the Marking Criteria for Question 2(d) (Table A, Reading)

Notes on the task

This question is marked for the ability to select powerful or unusual words and for
an understanding of ways in which the language is effective. Expect responses to
provide words / phrases that carry connotations additional to general meaning.

Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a range
of choices to demonstrate an understanding of how language works, and that this
should include the ability to explain images. It is the quality of the analysis that
attracts marks. Do not deduct marks for inaccurate statements; simply ignore
them.

The following notes are a guide to what good responses might say about the
selections.

Candidates can make any sensible comment, but only credit those that are
relevant to the correct meanings of the words in the context and that have some
validity. Alternative acceptable explanations should be credited. Credit comments
on effects created by non-vocabulary choices such as grammar / syntax and
punctuation devices. These must be additional to comments on vocabulary.

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Question Answer Marks

2(d) Responses might use the following:

Paragraph 6 begins ‘Next morning ...’ and is about the process of getting up
and down the mountain each day.

Overview: contrast between the natural power, magic and art of nature and
insignificant human action
• assembled: gathered; like an army setting out to face something challenging;
organised like a practiced drill
• armed ourselves for combat: got the tools they needed to clear ice off; a
military exercise; equipped as if for battle; job taken seriously
• our opponents (were the lift chairs): fighting the chairs, enemy; stresses they
are formidable opposition
• (turned into) fantastic frozen sculptures: became covered in ice; mystical,
magical, artistic, impressive like an exhibition
• relentless weather, coupled with dramatically sub-zero temperatures:
fiercely cold, extremely low temperatures almost unreal, constantly severe
conditions, emphasizes the difficulty and unpleasantness of the job
• transformed these humble (steel and wooden frames): changed what
seemed like ordinary objects into a different state, metamorphosis
• a series of massive ice-monoliths: like large upright pillars of rock/ice
imposing, prehistoric / magical / makes them seem small and insignificant in
comparison
• layered and carved by snow and wind into intricate abstract shapes:
details and delicacy of design, as if chiseled by an artist, weirdness of shapes
• breathtakingly beautiful, and a pain to clear: amazing to look at, but
difficult to clear off; contrast between what they look like and the trouble they
cause
• allocated stations at given points: each sent to specific positions, no
negotiation or flexibility, military process, rigid arrangement
• (inventively-named) Giant ski-slope: the ski slope is huge as the name
indicates, sarcastic tone suggests lack of imagination on the part of those in
charge, crass to name something so powerful and imposing in such basic
terms

Only credit comments on stylistic effect where these are explicitly linked to choices.

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Question Answer Marks

2(d) Responses might use the following:

Paragraph 8 begins ‘One Wednesday ...’ and describes the consequences of

bad weather on the mountain.

Overview: sense of inevitability of being stranded in the storm

• rumour had it we’d be closing early: suggests keen to close early
whenever they can, excitement at possibility won’t have to work the whole
day, as description continues it becomes more obvious it should
have been more than a rumour
• seemed mildly surprising: slightly curious, understated, clearly should have
closed earlier due to extreme conditions, suggestions those in charge have
scant regard for safety / comfort of staff
• wind was raging, buffeting chairs and customers alike: extremely windy,
blustery and unsuitable for outside pursuits; danger of flying furniture and
guests being tousled by the elements; makes the weather sound like an
angry force intent on causing damage; indiscriminate effects of weather
• all afternoon a slushy drizzle had been slowly working its way through
my layers: insidious nature of conditions, thin but icy rain had been seeping
into clothing, getting underneath outer garments, uncomfortable
• crawled out of the car park: as if struggling to move forwards, submissive /
weak
• attempted the descent: tried to go down the mountain, little sense of
likelihood of success
• total white-out: area has been completely covered in snow so that features
are almost indistinguishable (comparison to black out where it is impossible to
see)
• huge windscreen filled with snow much faster than the wipers could
clear it: screen is huge so wipers must be too, yet they can’t cope with the
snow; filled suggests leaves no gaps to see out off; fricatives/sibilance
reminiscent of sound of wipers moving through snow
• we crunched into the uphill side of the mountain: crushing, crackling
sound of the impact, not in imminent danger of falling since it is the uphill side
• gusts of wind, revealing and concealing the narrow road ahead: as wind
blows in an unpredictable way, the snow their vision is obscured and cleared
intermittently; movement of the snow flurries in the wind mimicked windscreen
wipers, heightened danger, ‘narrow’ emphasises little margin for error
• confirmed that drifts of snow had blocked it completely: serves to
corroborate, factual, emphasises no way out, stranded

Only credit comments on stylistic effect where these are explicitly linked to choices.

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15 • Wide-ranging discussion of judiciously selected language with some high-quality

comments that add meaning and associations to words/phrases in both parts of
the text, and demonstrate the writer’s reasons for using them.
• Tackles imagery with some precision and imagination.
• There is clear evidence that the candidate understands how language works.

4 10–12 • Explanations are given of carefully selected words and phrases.

• Explanations of meanings within the context of the text are secure and effects
are identified in both parts of the text.
• Images are recognised as such and the response goes some way to explaining
them.
• There is some evidence that the candidate understands how language works.

3 7–9 • A satisfactory attempt is made to select appropriate words and phrases.

• The response mostly gives meanings of words and any attempt to suggest and
explain effects is basic or very general.
• One half of the text may be better addressed than the other.

2 4–6 • The response provides a mixture of appropriate choices and words that
communicate less well.
• The response may correctly identify linguistic devices but not explain why they
are used.
• Explanations may be few, general, slight or only partially effective.
• They may repeat the language of the original or do not refer to specific words.

1 1–3 • The choice of words is sparse or rarely relevant.

• Any comments are inappropriate and the response is very thin.

0 0 • The response does not relate to the question.

• Inappropriate words and phrases are chosen or none are selected.

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Note: All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the texts.

Question 3

This question tests reading assessment objectives R1, R2 and R3 (15 marks):

R1 demonstrate understanding of explicit meanings

R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse evaluate and develop facts, ideas and opinions, using appropriate support from the text

and writing assessment objectives W1, W2, W3, W4 and W5 (10 marks):

W1 articulate experience and express what is thought, felt and imagined

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar.

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Question Answer Marks

3 You are a journalist writing an article about the job of a ski-lift attendant 25
(liftie) as part of a series on interesting seasonal jobs for young people.

In your article you should:

• explain what attracts visitors to Wanaka and why
• describe what being a liftie involves and what might appeal to young
people about this job
• suggest what someone might find challenging about working as a liftie
and useful advice for any young person considering applying for any
job at this resort.

Write the words of the article.

Base your article on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points.

Write about 250 to 350 words.

Up to 15 marks are available for the content of your answer and up to 10

marks for the quality of your writing.

Use the Marking Criteria for Question 3 (Table A, Reading and Table B Writing)

Notes on the task

Candidates should select ideas from the text (see below) and develop them
relevantly, supporting what they write with details from the text. Look for an
appropriate register for the genre, and a clear and balanced response which
covers the three areas of the question, is well sequenced, and is in the
candidate’s own words.

Annotate A1 for references to what attracts visitors to and why.

Annotate A2 for references to what being a liftie involves and what might appeal
to young people about this job
Annotate A3 for references to what someone might find challenging about
working as a liftie and useful advice would offer any young person considering
applying for any job at this resort

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Question Answer Marks

3 A1: what attracts visitors to Wanaka and why

• backpacking (det. reasonably priced accommodation, stopping through on a

hike) [dev. socialising with other hikers]
• fashionable (det. including wealthier guests, personal chefs, hotels) [dev. all
types of guests attracted including basic and luxury]
• skiing / snowboarding (det. Giant ski slope, winter sport fanatics, marked
boundaries) [dev. challenging / thrilling / yet safe from avalanches]
• lessons (det. private instructors, differing abilities) [dev. staff there to help
you]
• snow (det. depth of 2 – 4 metres, artificial snow made each night) [dev. not
dependent on natural snow]
• magnificent landscape (det. mountain) [dev. dramatic, amazing views]

A2: what being a liftie involves and what might appeal to young people about this
job

• crewing the ski lift (det. allocated a lift station, tiny booth, testing the
equipment, helping guests on and off, early mornings, lifts work all day) [dev.
responsible for safe operation of that station]
• knowing how a lift works (det. need to fix the lift if something goes wrong)
[dev. skills develop with experience rather than training]
• working with a partner (det. cover for each other, colder being the person at
the top) [dev. need to be able to manage the job alone, work together to
enable fun]
• chance to snowboard at work (det. quick-laps tolerated by boss) [dev. extra
bonus, not really part of the job description]
• dealing with emergencies (det. radio, assisting guests) [dev. adventure /
variety]
• amazing sights (det. beautiful ice ‘sculptures’ of chair lifts) [dev. unexpected,
appreciating the power of nature / life-changing experience]

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Question Answer Marks

3 A3: what someone might find challenging about working as a liftie and advice for
any young person considering applying for any job at this resort

• weather (det. clearing ice from chairs in morning is hard work, very cold,
storms, strong winds, get freezing despite wearing layers) [dev. can be
extreme at times / not unusual to be stranded / can be miserable / need to be
physically strong]
• training (det. brief, few details explained beforehand, no hands-on or
practical training) [dev. expected to learn on the job and get on with it / can
feel completely out of depth]
• understanding the jargon: (det. ‘quick-laps’, ‘Back country’, ‘The base’)
[dev. feeling excluded / cool when you get it though / do some research
before]
• supervisor(s) (det. Boss) [dev. expect you to do as you are told, does not
encourage you to ask questions / Boss not phased or empathetic about
dangerous situations]
• consider whether inside or outside (det. might prefer life as an indoor
employee, cleaner inside) [dev. not just about the job but about where you do
it, indoor jobs have an easier life]
• accommodation (det. inside jobs get free onsite lodging, lifties competing
with backpackers for cheaper accommodation) [dev. can be difficult to find
reasonable priced accommodation locally / start looking early]

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Marking Criteria for Question 3 Table A, Reading

Use the following table to give a mark out of 15 for Reading.

Level Marks Description

5 13–15 • The response reveals a thorough evaluation and analysis of the text.
• Developed ideas are sustained and well related to the text.
• A wide range of ideas is applied.
• There is supporting detail throughout, which is well integrated into the response,
contributing to a strong sense of purpose and approach.
• All three bullets are well covered.
• A consistent and convincing voice is used.

4 10–12 • The response demonstrates a competent reading of the text with some evidence
of basic evaluation or analysis.
• A good range of ideas is evident.
• Some ideas are developed but the ability to sustain them may not be consistent.
• There is frequent, helpful supporting detail, contributing to a clear sense of
purpose.
• All three bullets are covered.
• An appropriate voice is used.

3 7–9 • The text has been read reasonably well.

• A range of straightforward ideas is offered.
• Opportunities for development are rarely taken.
• Supporting detail is present but there may be some mechanical use of the text.
• There is uneven focus on the bullets.
• The voice is plain.

2 4–6 • There is some evidence of general understanding of the main ideas, although
the response may be thin or in places lack focus on the text or the question.
• Some brief, straightforward reference to the text is made.
• There may be some reliance on lifting from the text.
• One of the bullets may not be addressed.
• The voice might be inappropriate.

1 1–3 • The response is either very general, with little reference to the text, or a
reproduction of sections of the original.
• Content is either insubstantial or unselective.
• There is little realisation of the need to modify material from the text.

0 0 • There is very little or no relevance to the question or to the text.

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Table B, Writing: Structure and order, style of language

Use the following table to give a mark out of 10 for Writing.

Level Marks Description

5 9–10 • Effective register for audience and purpose.

• The language of the response sounds convincing and consistently appropriate.
• Ideas are firmly expressed in a wide range of effective and/or interesting
language.
• Structure and sequence are sound throughout.
• Spelling, punctuation and grammar almost always accurate.

4 7–8 • Some awareness of an appropriate register for audience and purpose.

• Language is mostly fluent and there is clarity of expression.
• There is a sufficient range of vocabulary to express ideas with subtlety and
precision.
• The response is mainly well structured and well sequenced.
• Spelling, punctuation and grammar generally accurate.

3 5–6 • Language is clear but comparatively plain and/or factual, expressing little
opinion.
• Ideas are rarely extended, but explanations are adequate.
• Some sections are quite well sequenced but there may be flaws in structure.
• Minor, but more frequent, errors of spelling, punctuation and grammar

2 3–4 • There may be some awkwardness of expression and some inconsistency of

style.
• Language is too limited to express shades of meaning.
• There is structural weakness and there may be some copying from the text.
• Frequent errors of spelling, punctuation and grammar.

1 1–2 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.
• Persistent errors of spelling, punctuation and grammar impede communication.

0 0 • The response cannot be understood.

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