ENGLISH

Past Paper Checkpoint

Secondary

Paper 1,2,3
2015-2023
Paper 1 Paper 2

Sp 2015 Paper 1 1 Sp 2015 Paper 3 1

Nov 2015 Paper 1 3 Nov 2015 Paper 3 3
April 2016 Paper 1 5 April 2016 Paper 3 5
Nov 2016 Paper 1 7 Nov 2016 Paper 3 7
April 2017 Paper 1 9 April 2017 Paper 3 9
Nov 2017 Paper 1 11 Nov 2017 Paper 3 11
April 2018 Paper 1 13 April 2018 Paper 3 13
Nov 2018 Paper 1 15 Nov 2018 Paper 3 15
April 2019 Paper 1 17 April 2019 Paper 3 17
Nov 2019 Paper 1 23 Nov 2019 Paper 3 21
April 2020 Paper 1 27 April 2020 Paper 3 24
April 2021 Paper 1 31 Nov 2020 Paper 3 28
Nov 2021 Paper 1 35 April 2021 Paper 3 32
April 2022 Paper 1 45 Nov 2021 Paper 3 36
Nov 2022 Paper 1 49 April 2022 Paper 3 40
April 2023 Paper 1 53 Nov 2022 Paper 3 43
April 2023 Paper 2 47
Paper 3
Sp 2015 Paper 2 1
Nov 2015 Paper 2 4
April 2016 Paper 2 7
Nov 2016 Paper 2 10
April 2017 Paper 2 13
Nov 2017 Paper 2 16
April 2018 Paper 2 19
Nov 2018 Paper 2 23
April 2019 Paper 2 26
April 2020 Paper 2 30
Nov 2020 Paper 2 34
April 2021 Paper 2 39
Nov 2021 Paper 2 43
April 2022 47
Nov 2022 Paper 2 51
April 2023 Paper 3 55
Paper 1
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage For Examination from 2015

SPECIMEN MARK SCHEME

50 minutes

MAXIMUM MARK: 45

This document consists of 2 printed pages.

© UCLES 2015

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 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage Specimen Paper
Mark Scheme

Part 1 Part 2 Part 3

one mark for each correct answer one mark for each correct answer one mark for each correct answer
1 for 11 old 21 G
2 contains 12 of 22 F
3 because 13 than 23 B
4 reason 14 Her 24 D
5 enter 15 to 25 A
6 like 16 a
7 gave 17 for / with
8 what 18 at
9 told 19 me
10 great 20 as

Part 4 Part 5 Part 6

one mark for each correct answer one mark for each correct answer one mark for each correct answer
26 B 36 F 41 A
27 B 37 G 42 B
28 C 38 H 43 D
29 A 39 B 44 D
30 B 40 C 45 C
31 B
32 B
33 B
34 A
35 C

-2-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage October 2015

MARK SCHEME
50 minutes

MAXIMUM MARK: 45

This document consists of 2 printed pages.

PV1
© UCLES 2015

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 Secondary 1 Checkpoint English as a Second Language
Reading and Usage October 2015
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 taking 11 to
2 provide 12 My
3 where 13 much
4 spent 14 Do
5 since 15 if // when // whether
6 opportunity 16 because
7 get 17 would // 'd // should
8 experience 18 the
9 even 19 not
have // need // try // start //
10 believes 20 begin

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 D 26 A 36 F 41 B
22 H 27 C 37 H 42 A
23 B 28 C 38 B 43 D
24 A 29 B 39 D 44 D
25 E 30 C 40 E 45 B
31 B
32 C
33 B
34 B
35 C

-4-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2016

MARK SCHEME
50 minutes

MAXIMUM MARK: 45

This document consists of 2 printed pages.

PV1
© UCLES 2016

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 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage April 2016
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 ways 11 little // bit
2 which 12 for
3 Although 13 not
4 wide 14 to
5 would 15 an
6 made 16 Why
7 remained 17 your
8 managed 18 if
9 please 19 of
10 naturally 20 too

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 F 26 B 36 H 41 B
22 A 27 C 37 A 42 D
23 H 28 A 38 G 43 C
24 B 29 A 39 F 44 B
25 E 30 B 40 C 45 A
31 A
32 A
33 C
34 B
35 B

-6-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage October 2016

MARK SCHEME
50 minutes

MAXIMUM MARK: 45

This document consists of 2 printed pages.

PV2
© UCLES 2016

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 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage October 2016
Mark Scheme

Part 1 Part 2
one mark for each correct
one mark for each correct answer
answer
1 on 11 Why
2 recent 12 of
3 allowed 13 were
4 managed 14 in
5 beaten 15 If / Should
6 over 16 me
7 included 17 to
8 early 18 than
9 long 19 take / get
10 even 20 as

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 E 26 C 36 D 41 B
22 A 27 C 37 E 42 A
23 G 28 C 38 H 43 C
24 B 29 B 39 B 44 B
25 D 30 A 40 C 45 D
31 B
32 A
33 C
34 C
35 C

-8-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2017

MARK SCHEME
50 minutes

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 Principal Examiner Report
for Teachers.
Cambridge will not enter into discussions about these mark schemes.

MAXIMUM MARK: 45

This document consists of 2 printed pages.

PV2
© UCLES 2017

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 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage April 2017
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 realise 11 are
2 designed 12 with
3 carry 13 me
4 while 14 them
5 working 15 of
6 addition 16 hope / suggest
7 gave 17 Do
8 which 18 have / ’ve
9 Rather 19 The
10 providing 20 than

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 F 26 A 36 C 41 B
22 E 27 C 37 D 42 A
23 G 28 A 38 H 43 C
24 D 29 B 39 A 44 B
25 A 30 C 40 G 45 D
31 B
32 A
33 A
34 C
35 C

-10-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage October 2017

MARK SCHEME
50 minutes

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.

MAXIMUM MARK: 45

This document consists of 2 printed pages.

PV1
© UCLES 2017

-11-
 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage October 2017
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 in 11 to
2 extremely 12 on/this
3 appear 13 with
4 shape 14 been/stayed/remained
5 look 15 made/got/found/met
6 Although 16 There
7 certain 17 my/your/our
8 could 18 as
9 communicate 19 forward
10 as 20 let

Brackets ( ) indicate optional words

/ or // indicate alternative words or answers

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 C 26 A 36 G 41 A
22 E 27 C 37 F 42 D
23 F 28 B 38 A 43 C
24 B 29 A 39 D 44 A
25 A 30 B 40 H 45 B
31 C
32 B
33 C
34 A
35 A

-12-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2018

MARK SCHEME
50 minutes

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.

MAXIMUM MARK: 45

PV1 This document consists of 2 printed pages.

© UCLES 2018

-13-
 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage April 2018
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 recently 11 on
2 could 12 of
3 landscape 13 for
4 explored 14 ago
5 confirmed 15 because / as / since
6 order 16 be
7 believe 17 Would
8 area 18 about
9 culture 19 same
10 even 20 me

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 H 26 B 36 H 41 D
22 A 27 B 37 F 42 A
23 F 28 A 38 A 43 B
24 B 29 B 39 D 44 A
25 E 30 C 40 C 45 C
31 B
32 A
33 A
34 B
35 A

-14-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH
E NGLISH AS A SECOND LANGUAG
LANGUAGEE 1110/01
1110/01

Paper 1 Reading
Reading and Usage
Usage 2018
October 2018

MARK
MARK SCHEME
SCHEME
50 minutes
Maximum
Maximum mark: 45
45

This mark scheme is published as an aid aid to teachers

eachers and candidates,
tte candidates, to of the
to indicate the requirements of
e xamination. It shows
examination. shows the the basis
basis on on which
which h markers
markers were
m were instructed
ucted to
instru to award
ward marks.
aw marks. It does not
not indicate
indicate the
the
ddetails
etaililils
s off tthe
h d
he discussions
dis
iscu
is cu
c uss
ssio
io
ons that
hat ttook
s ttha
hat ook p
oo
ook place
pl markers’’ meet
acce at a markers
lace meeting before
ing b efore mmarking began,
arking be gan, which would have
cconsidered
onsidered the acceptability
acceptability of of alternative
alterna titive answers.
ativ
MMark
arkk schemes
sch
s chem
ch emes
em es should
sho
s hooul
uldd be
b read ad in
rrea
ea in conjunction
conjunction with the question
questiion paper andnd the Principal Examiner Report
and
ffor
or tteachers.
eacche h rs.
Cambridge
Ca mbridge e will
w ll not enter into discussions about
wi abouut these
these mark schemes.

This document consists of 2 printed pages.

PV1
© UCLES 2018

-15-
 2

Secondary 1 Checkpoint English as a Second Language

Reading and Usage October 2018
Mark Scheme

Part 1 Part 2
one mark for each correct Alternative spelling
one mark for each correct answer
answer
1 might 11 Can/Will/Would/Could 
2 involved 12 pick 
3 effect 13 for 
4 attention 14 but / however 
5 bring 15 at/each/every 
6 expect 16 that/this/it/camping 
7 partly 17 there 
8 carried 18 Are 
9 despite 19 a 
10 single 20 What 

Part 3 Part 4 Part 5 Part 6

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
21 C 26 B 36 B 41 B
22 E 27 C 37 G 42 C
23 B 28 C 38 D 43 B
24 A 29 C 39 H 44 A
25 H 30 A 40 E 45 C
  31 A    
  32 B    
  33 C    
  34 B    
  35 B    

-16-
 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading
Paper Reading and Usage
Usage April 2019
April
MARK SCHEME
MARK SCHEME
Maximum
Maximum Mark: 45

IMPORTANT NOTICE

M ark Schemes
Mark Schemes have been issued on the basis
basiss of
of one
o e ccopy
on perr As
opy pe sistant examiner
Assistant examiner and two copies
copies per
per Team
Leader.
Leader.

This document consists of 5 printed pages and 3 blank pages.

IB19 05_1110_01_MS/3RP
© UCLES 2019 [Turn over

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1110/01 April 2019
PRE-STANDARDISATION

Question Answer Marks

1 wondered 1

2 challenge 1

3 afford 1

4 would 1

5 common 1

6 through 1

7 this 1

8 competitors 1

9 order 1

10 achieve 1

© UCLES
UCL 2019 Page 2 of 8

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 April 2019
1110/01
PRE-STANDARDISATION

Question Answer Marks

11 from / after 1

12 be 1

13 on / for / about / of / concerning 1

14 there 1

15 me 1

16 should / must 1

17 are/’re 1

18 certain / sure 1

19 did 1

20 us 1

Question Answer Marks

21 A 1

22 D 1

23 G 1

24 F 1

25 B 1

© UCLES 2019 Page 3 of 8

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1110/01 April 2019
PRE-STANDARDISATION

Question Answer Marks

26 B 1

Question Answer Marks

27 C 1

Question Answer Marks

28 C 1

Question Answer Marks

29 C 1

Question Answer Marks

30 C 1

Question Answer Marks

31 A 1

Question Answer Marks

32 B 1

Question Answer Marks

33 C 1

© UCLES
UCL 2019 Page 4 of 8

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 April 2019
1110/01 Cambridge Secondary 1 Checkpoint – Mark Scheme
PRE-STANDARDISATION

Question Answer Marks

34 C 1

Question Answer Marks

35 B 1

Question Answer Marks

36 H 1

37 C 1

38 A 1

39 E 1

40 D 1

Question Answer Marks

41 C 1

42 A 1

43 D 1

44 B 1

45 A 1

© UCLES 2019 Page 5 of 8

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1110/01 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION

BLANK PAGE

© UCLES
UCL 2019 Page 8 of 8

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 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage October 2019
MARK SCHEME
Maximum Mark: 45

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 an 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.

-23-
 Question Answer Marks

1 attended 1

2 making 1

3 main 1

4 quite 1

5 when 1

6 during 1

7 became 1

8 likely 1

9 change 1

10 injure 1

Question Answer Marks

11 about / of 1

12 that / which 1

13 at 1

14 much 1

15 one 1

16 well 1

17 There 1

18 would / ’d 1

19 be 1

20 let 1

Question Answer Marks

21 E 1

22 H 1

23 B 1

24 F 1

25 A 1

-24-
 Question Answer Marks

26 A 1

Question Answer Marks

27 C 1

Question Answer Marks

28 B 1

Question Answer Marks

29 C 1

Question Answer Marks

30 B 1

Question Answer Marks

31 C 1

Question Answer Marks

32 C 1

Question Answer Marks

33 A 1

Question Answer Marks

34 B 1

Question Answer Marks

35 B 1

Question Answer Marks

36 C 1

37 B 1

38 F 1

39 A 1

40 H 1

-25-
 Question Answer Marks

41 B 1

42 D 1

43 A 1

44 B 1

45 C 1

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2020
MARK SCHEME

Maximum Mark: 45

Published

This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen. Cambridge will not enter into discussions about the mark
scheme.

-27-
 Question Answer Marks

1 developed 1

2 However 1

3 common 1

4 One 1

5 recognised 1

6 in 1

7 held 1

8 amounts 1

9 produced 1

10 afford 1

Question Answer Marks

11 the 1

12 There 1

13 with 1

14 It / That / Everything 1

15 Why 1

16 for 1

17 as 1

18 She / Mum 1

19 us 1

20 up 1

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Question Answer Marks

21 B 1

22 G 1

23 A 1

24 F 1

25 H 1

Question Answer Marks

26 C 1

Question Answer Marks

27 C 1

Question Answer Marks

28 A 1

Question Answer Marks

29 A 1

Question Answer Marks

30 A 1

Question Answer Marks

31 C 1

Question Answer Marks

32 A 1

Question Answer Marks

33 B 1

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 Question Answer Marks

34 B 1

Question Answer Marks

35 C 1

Question Answer Marks

36 C 1

37 A 1

38 H 1

39 E 1

40 G 1

Question Answer Marks

41 C 1

42 D 1

43 B 1

44 A 1

45 D 1

-30-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2021
MARK SCHEME

Maximum Mark: 45

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 4 pages.

IB21 05_1110_01/RP
© UCLES 2021 [Turn over

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

1 knowledge 1

2 depending 1

3 already 1

4 So 1

5 choice 1

6 by 1

7 familiar 1

8 range 1

9 recognised 1

10 ability 1

Question Answer Marks

11 would / should / ’d 1

12 about / on / regarding / concerning 1

13 few / dozen 1

14 take / get / need / want 1

15 when / after / before / once 1

16 sure / certain 1

17 it / that 1

18 can / could / should 1

19 Are 1

20 let 1

© UCLES 2021 Page 2 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

21 D 1

22 A 1

23 H 1

24 B 1

25 C 1

Question Answer Marks

26 C 1

Question Answer Marks

27 C 1

Question Answer Marks

28 C 1

Question Answer Marks

29 B 1

Question Answer Marks

30 A 1

Question Answer Marks

31 C 1

Question Answer Marks

32 A 1

Question Answer Marks

33 C 1

© UCLES 2021 Page 3 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

34 A 1

Question Answer Marks

35 C 1

Question Answer Marks

36 F 1

37 G 1

38 A 1

39 H 1

40 C 1

Question Answer Marks

41 D 1

42 A 1

43 C 1

44 A 1

45 B 1

© UCLES 2021 Page 4 of 4

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Cambridge Lower Secondary Checkpoint

ENGLISH 1111/01
Paper 1 Non-fiction October 2021
MARK SCHEME
Maximum Mark: 50

IMPORTANT NOTICE

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 10 pages.

IB21 10_1111_01/2RP
© UCLES 2021 [Turn over

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Section A: Reading

Question Answer Marks

1 Look at the first paragraph (lines 1–6). 1

Give one adjective that describes dull colours.

Award 1 mark for the following:

• drab.

Question Answer Marks

2 Content removed due to copyright restrictions 1

Why does the writer use the short question and answer above?

Award 1 mark for an answer that recognises the contrast between the previous
sentence and [Content removed due to copyright restrictions], e.g.:

• to highlight/emphasise the difference between zebras and other mammals

• to engage the reader’s attention / to talk directly to the reader.

Question Answer Marks

3 Lines 3–6 tell the reader about the first and second stages of Caro’s 1
research.
What does the reader learn about the second stage compared to the first?

Award 1 mark for an answer that recognises the different conditions under which
the second stage of the research took place, e.g.:

• He was confined indoors / stayed in one place / to the library.

• He was not moving around outside.
• Researching not observing

Question Answer Marks

4 Content removed due to copyright restrictions 1

What does the phrase above tell the reader about the writer’s opinion of
safari guides?

Award 1 mark for one of the following:

• Safari guides should know better / not generalise / know all facts
• The writer is surprised that they are giving this explanation.

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question Answer Marks

5 Give one quotation from the second paragraph (lines 7–11) that tells the 1
reader zebras have stripes in order to send a message to other animal
species.

Award 1 mark for either of the following:

Content removed due to copyright restrictions

Question Answer Marks

6 The writer uses a long sentence in lines 9–11. 1

Why?

• The writer wants to give a lot of information and provide details of the
reasons why zebras have stripes.
• To give ideas and create a list of important details.
• A variety of sentence structure

Question Answer Marks

7 Content removed due to copyright restrictions 2

How did Caro put himself in danger?

Give two examples.

Award 2 marks for an answer that recognises the danger Caro has placed himself
in, e.g.:

• He thought he might be attacked by lions / mistaken for a real zebra.

• He had no shelter/protection
• No way of escaping / away from car
• He was walking / on foot.

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question Answer Marks

8 Look at the fourth paragraph (line 19). 1

Why has the writer used a short paragraph here in the text?

Award 1 mark for an answer that recognises this as a pivotal moment in the
text, e.g.:

• to signal the end of one stage of Caro’s research and/or the beginning of
another / to indicate a change of location/activity
OR
• to show/emphasise that the first stage of the experiment was inconclusive /
did not give an answer.

Question Answer Marks

9 Why does the writer use a colon in line 24? 1

Award 1 mark for an answer that recognises the way the colon draws the
reader’s attention to the conclusion in the second part of the sentence, e.g.:

• to join the two clauses which are very closely related

• to emphasise the conclusion of the previous sentence.

Question Answer Marks

10 Content removed due to copyright restrictions 2

What do the quotations above tell the reader about Caro’s character?
Tick () two boxes.

Award 2 marks for the following:

• inventive
• systematic.

Question Answer Marks

11 Give two features of a newspaper article used in Text A. 2

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

• headline / title / heading

• names of real people/places
• direct quotations / interview
• (short) paragraphs
• factual information/data
• direct speech
• expert (others) opinions
• rhetorical questions.

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question Answer Marks

12 What is the main purpose of Text B? 1

Tick () one box.

Award 1 mark for the following:

• to advise people how to see a tiger in the wild.

Question Answer Marks

13 What does the word blasting (line 5) tell the reader about the way that tigers 1
move through the jungle when there are no trails?

Award 1 mark for the following:

• (tigers move) noisily/destructively.

• move with force
• create own path

Question Answer Marks

14 What is the main purpose of the third paragraph (lines 7–9)? 1

Award 1 mark for an answer that identifies the comparison being made between
tigers and leopards, e.g.:

• to explain/describe the differences between tigers and leopards.

Question Answer Marks

15 Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the 1
male’s is wider than the female’s.’
What is this an example of? Tick () one box.

Award 1 mark for the following:

• ellipsis.

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question Answer Marks

16 Why is the word woo (line 11) in inverted commas ( ‘ ’ )? 1

Award 1 mark for an answer that recognises that this is a way of expressing a
sound, e.g.:

• because this is the actual sound that the deer makes

• (an example of) onomatopoeia

Question Answer Marks

17 The writer uses the phrase the tiger’s ultimate dish (line 12). 1
What does the phrase above tell the reader?

Award 1 mark for an answer that recognises that the phrase refers to the tiger’s
preferred choice of food, e.g.:

• this is the tiger’s favourite food

• preferred / most desired prey

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question Answer Marks

18(a) Complete the table below about tigers, using information from the text. 3

Award 3 marks for 7–8 correct facts.

Award 2 marks for 5–6 correct facts.

Award 1 mark for 3–4 correct facts.

Award 0 marks for 0–2 correct facts.

• jungle trails
Where are the best places to see
• waterholes
tigers in the reserves?
• off the beaten track
Which are the best times of day to • early morning
see tigers? • evening
What is the best time of year to see
• April – June
tigers?
• fresh tracks / fresh/recent paw
What are the signs to look for?
prints (on top of a wheel mark)
• alarm calls (of deer)
• ‘woo’ (of deer)
• bellow (of sambar)
What are the signs to listen for?
• sounds/noise of elephants
• rumble (of elephants)
• trumpeting (of elephants)

18(b) Summarise what you should do in order to see a tiger in a reserve. Use up 2
to 40 words.

The summary should include the following 4 main points:

1. When and where to see tigers only 1 mark for each

2. What signs to look and listen for only 1 mark for each

Award 2 marks for a summary that combines the 4 main points into a coherent
summary, e.g.:

• To see a tiger, go in the early morning or evening from April to June. Jungle
trails or waterholes are the best places. Look for fresh tracks and listen for
the alarm calls of deer or an elephant trumpeting. (39 words)

Do Not Award more than 1 mark where the summary exceeds 40 words or
where less than 4 correct points are made.
Place a vertical line after the 40th word.
Accept words lifted from the text where they contribute to a cohesive summary.
Award 0 marks for a summary made up of facts that are notes or in a repeated
list or where no correct points are made.

Page 7 of 10

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two 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.

19 Some people believe that it’s wrong to keep animals in captivity in zoos. Others think
zoos do valuable conservation work while allowing the public to see unusual or
endangered animals.

What do you think, and why? Write a balanced argument, giving your opinions.

19 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

Spelling (Ws) 3

[Total 25]

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
The response has relevant ideas and content The response is presented coherently and
developed in detail to create a clear and logically to help the development of ideas,
consistent relationship between the writer usually with an introduction and conclusion.
and reader.
Well-crafted paragraphs contribute to the
The text type is clearly established, e.g. an structure of the text.
article, report, etc., and the tone is
appropriate to the ideas and is sustained.

The vocabulary is well chosen for the

purpose.
7–8 6–7
The response has relevant ideas and content The response is generally coherent and in a
which are developed with some detail, and logical order with ideas evident, with an
with some awareness of reader. attempt at an introduction and conclusion.

The main features of the text type are Paragraphs/sections are evident and help to
evident and the tone is appropriate for the structure the text.
purpose and is largely sustained.

The vocabulary is relevant for the purpose.

5–6 4–5
The response includes basic information The response is clear but not sequenced
relevant for the purpose, and some logically to help the development of ideas.
awareness of the reader may be shown.
There may be an attempt at an introduction
General aspects of the text type are evident and/or a conclusion.
and the writer’s tone is established.
Paragraphs/sections may be used but not
A simple range of vocabulary is relevant to consistently.
the purpose.
3–4 2–3
The response has limited relevance to the Some basic sequencing of material grouped
task. by content is evident.

Some elements of the text type are seen and

the writer’s tone is present but inconsistent.

The vocabulary is simple.

1–2 1
No creditable response. No creditable response.
0 0

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1111/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Sentence structure and punctuation (Wp) Spelling (Ws)

7 marks 3 marks
A range of appropriate and varied sentence
structures are used to create effect.

The use of sentence features contributes to

the overall development of the text.

Almost entirely accurate grammar (tenses,

agreement, and word order) with some
choices to enhance and emphasise
meaning.

Punctuation is correctly used to enhance the

writing.
6–7
Appropriate use of sentence structures, with Spelling almost completely accurate, with a
some attempt to create effect. wide range of words correctly attempted.

Some sentence features are used to clarify Polysyllabic, ambitious and more complex,
and emphasise meaning. lower frequency words are used successfully.

Grammar and punctuation are mostly

accurate.
4–5 3
Limited or partially effective use of complex Spelling is generally accurate over a
sentence structures. reasonable range of words.

Mostly simple compound structures based Some polysyllabic and more difficult words in
on a variety of connectives. frequent use are spelled correctly.

Grammar and punctuation is usually correct;

there may be evidence of comma splicing.
2–3 2
Simple sentence structures are used Simple words are used successfully.
successfully.
There are frequent errors in commonly
Some correct use of grammar and occurring words.
punctuation, e.g. full stops and capitals.
1 1
No creditable response. No creditable response.
0 0

Page 10 of 10

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage April 2022
MARK SCHEME

Maximum Mark: 45

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 4 pages.

IB22 05_1110_01/2RP
© UCLES 2022 [Turn over

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Question Answer Marks

1 employed 1

2 looking 1

3 wonder 1

4 reality 1

5 While 1

6 attended 1

7 joined 1

8 selected 1

9 lasted 1

10 events 1

Question Answer Marks

11 because / ‘cos / as / since 1

12 Have 1

13 than 1

14 There 1

15 of 1

16 took 1

17 the / half 1

18 Why 1

19 if 1

20 what 1

© UCLES 2022 Page 2 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Question Answer Marks

21 G 1

22 E 1

23 A 1

24 B 1

25 H 1

Question Answer Marks

26 A 1

Question Answer Marks

27 C 1

Question Answer Marks

28 B 1

Question Answer Marks

29 B 1

Question Answer Marks

30 C 1

Question Answer Marks

31 A 1

Question Answer Marks

32 A 1

Question Answer Marks

33 B 1

© UCLES 2022 Page 3 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Question Answer Marks

34 A 1

Question Answer Marks

35 C 1

Question Answer Marks

36 D 1

37 H 1

38 E 1

39 A 1

40 B 1

Question Answer Marks

41 C 1

42 D 1

43 A 1

44 B 1

45 D 1

© UCLES 2022 Page 4 of 4

-48-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/01

Paper 1 Reading and Usage October 2022
MARK SCHEME

Maximum Mark: 45

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 4 pages.

IB22 10_1110_01/2RP
© UCLES 2022 [Turn over

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

1 typical 1

2 locations 1

3 common 1

4 absolutely 1

5 consists 1

6 amount 1

7 searching 1

8 keeping 1

9 appear 1

10 allows 1

Question Answer Marks

11 Would 1

12 If 1

13 up 1

14 Did / Do 1

15 us 1

16 to 1

17 the 1

18 other 1

19 who / that 1

20 Let 1

© UCLES 2022 Page 2 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

21 G 1

22 B 1

23 A 1

24 E 1

25 H 1

Question Answer Marks

26 C 1

Question Answer Marks

27 B 1

Question Answer Marks

28 B 1

Question Answer Marks

29 B 1

Question Answer Marks

30 C 1

Question Answer Marks

31 A 1

Question Answer Marks

32 C 1

Question Answer Marks

33 A 1

© UCLES 2022 Page 3 of 4

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1110/01 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

34 A 1

Question Answer Marks

35 C 1

Question Answer Marks

36 C 1

37 H 1

38 F 1

39 A 1

40 E 1

Question Answer Marks

41 C 1

42 B 1

43 C 1

44 D 1

45 B 1

© UCLES 2022 Page 4 of 4

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 0876/01

Paper 1 Reading and Usage April 2023
MARK SCHEME

Maximum Mark: 42

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 4 pages. Any blank pages are indicated.

IB23 05_0876_01/4RP
© UCLES 2023 [Turn over

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0876/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 1
Question Answer Marks

1 efficient 1

2 although 1

3 remain 1

4 generations 1

5 skills 1

6 charge 1

7 makes 1

8 so 1

Part 2
Question Answer Marks

9 A 1

Question Answer Marks

10 C 1

Question Answer Marks

11 B 1

Question Answer Marks

12 B 1

Question Answer Marks

13 A 1

© UCLES 2023 Page 2 of 4

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0876/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 3
Question Answer Marks

14 D 1

15 F 1

16 A 1

17 C 1

18 G 1

Part 4
Question Answer Marks

19 or 1

20 about 1

21 are/get/were 1

22 which 1

23 no 1

24 as/because/since 1

25 for 1

26 the 1

Part 5
Question Answer Marks

27 D 1

28 B 1

29 A 1

30 C 1

31 A 1

32 C 1

33 B 1

34 D 1

35 B 1

36 D 1

© UCLES 2023 Page 3 of 4

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0876/01 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 6
Question Answer Marks

37 C 1

38 B 1

39 A 1

40 A 1

41 D 1

42 D 1

© UCLES 2023 Page 4 of 4

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Paper 2
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening For Examination from 2015

SPECIMEN MARK SCHEME

50 minutes

MAXIMUM MARK: 30

This document consists of 2 printed pages.

© UCLES 2015

-1-
 2

Secondary 1 Checkpoint English as a Second Language

Listening Specimen Paper
Mark Scheme

Part 1 Part 2 Part 3

one mark for each correct answer one mark for each correct answer one mark for each correct answer
1 C 6 C 11 A
2 C 7 C 12 B
3 B 8 C 13 C
4 A 9 A 14 B
5 C 10 B 15 C

Part 4 Part 5 Part 6

one mark for each correct answer one mark for each correct answer one mark for each correct answer
6:30 / half past six (p.m.)
16 C 21 (in the evening)
26 A

17 B 22 museum 27 B
18 C 23 garden(s) 28 C
19 A 24 (local) painting 29 A
20 C 25 drink 30 B
Brackets () indicate optional words or letters

-2-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2015

MARK SCHEME
approximately 45 minutes

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV1
© UCLES 2015

-3-
 Secondary 1 Checkpoint English as a Second Language
Listening October 2015
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 B 6 C 11 C 16 A
2 B 7 A 12 A 17 C
3 C 8 A 13 A 18 B
4 B 9 B 14 B 19 B
5 C 10 B 15 B 20 C

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings
Talk Line
21
[do not accept plural]
garden(s) (which the school is really
22
proud of)
23 (the) art(s)
24 (the) parents
25 music
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 B
27 A
28 A
29 A
30 C

-4-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2016

MARK SCHEME
approximately 45 minutes

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV1
© UCLES 2016

-5-
 2

Secondary 1 Checkpoint English as a Second Language

Listening April 2016
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 A 6 A 11 C 16 A
2 B 7 B 12 A 17 B
3 C 8 C 13 C 18 C
4 B 9 C 14 B 19 B
5 A 10 B 15 B 20 B

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings
21 ink(s)

22 cap(s)
23 photographer
24 June
25 B-U-S-T-A-D
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 A
27 B
28 C
29 A
30 B

-6-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2016

MARK SCHEME
approximately 45 minutes

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV2
© UCLES 2016

-7-
 2

Secondary 1 Checkpoint English as a Second Language

Listening October 2016
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 C 6 A 11 A 16 B
2 A 7 C 12 B 17 C
3 C 8 A 13 C 18 B
4 B 9 B 14 C 19 B
5 A 10 B 15 A 20 A

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings

($)2.50(c/cents)
21
two (dollars) (and/-) fifty (cents)

22 week w/wk
race
23 raceing
racing
24 KATHRYNN
25 snacks snax
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 B
27 B
28 C
29 A
30 A

-8-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2017

MARK SCHEME
approximately 45 minutes

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 Principal Examiner Report
for Teachers.
Cambridge will not enter into discussions about these mark schemes.

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV1
© UCLES 2017

-9-
 2

Secondary 1 Checkpoint English as a Second Language

Listening April 2017
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 C 6 C 11 A 16 C
2 A 7 A 12 B 17 B
3 C 8 B 13 A 18 C
4 A 9 C 14 B 19 A
5 B 10 C 15 B 20 C

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings
21 9.15 / (a) quarter past nine / nine fifteen

22 weather
23 bees
note(-)book / (a) note book / note
24
(-)books / notebooks
25 RILKOY
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 C
27 B
28 B
29 C
30 A

-10-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2017

MARK SCHEME
approximately 45 minutes

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.

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV1
© UCLES 2017

-11-
 2

Secondary 1 Checkpoint English as a Second Language

Listening October 2017
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each
answer answer answer correct answer
1 C 6 B 11 A 16 B
2 C 7 C 12 C 17 A
3 C 8 A 13 B 18 A
4 B 9 C 14 A 19 B
5 B 10 B 15 A 20 C

Part 5 Alternative
one mark for each correct answer spellings

sun(-)cream/suncream/sun(-)screen/
21
sunscreen/sunblock/sun(-)block

22 money
23 lake
24 AQRLY
25 04722368095

Brackets ( ) indicate optional words

/ or // indicate alternative words or answers

Part 6
one mark for each correct
answer
26 A
27 B
28 C
29 A
30 B

-12-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2018

MARK SCHEME
approximately 45 minutes

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.

MAXIMUM MARK: 30

This document consists of 2 printed pages.

PV1
© UCLES 2018

-13-
 2

Secondary 1 Checkpoint English as a Second Language

Listening April 2018
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 B 6 B 11 B 16 A
2 A 7 A 12 B 17 C
3 B 8 C 13 C 18 A
4 B 9 B 14 A 19 B
5 C 10 C 15 C 20 B

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings
21 3/three
22 Doleigh
23 Plant
24 (a) photograph/photo
25 pasta
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 C
27 A
28 B
29 A
30 C

-14-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH
E NGLISH AS A SECOND LANGUAGE 1110/03
1110/03

Paper 3 Listening
Listening October
October 2018

MARK
MARK SCHEME
SCHEME
approximately
approximately 45 minutes
Maximum
Maximum mark: 30

This mark scheme is published as an aid aid to teachers

eachers and candidates,
tte candidates, toto indicate the requirements of of the
examination.
e xamination. It sshows hows th the basis
e bas is on
on which
which markers
hm
ma rkers wwere instructed
ere in ucted tto
stru award
ward m
o aw marks. not
arks. It does n indicate
ot in the
dicate the
details
d etaililils off the
he discussions
tth diiscuss
d sio
ions
ionss that
tthaat took
hat took place markers’’ meet
pllace at a markers meeting before
ing b efore mmarking began,
arking be gan, which would have
considered
considered the acceptability
acceptability of of alternative
alterna ve answers.
atitiv
Mark
M arkk schemes
sch
s chem
ch emes
em es should
sho
s houl
ho
oul d be
uld b readead in conjunction
rre conjunction with the question o paper and
questiion and the Principal Examiner Report
forr teac
fo teachers.h rs.
che
Cambridge
Ca m ridge
amb e will
w ll not enter into discussions about
wi abou ut these
these mark schemes.

This document consists of 2 printed pages.

PV1
© UCLES 2018

-15-
 2

Secondary 1 Checkpoint English as a Second Language

Listening October 2018
Mark Scheme

Part 1 Part 2 Part 3 Part 4

one mark for each correct one mark for each correct one mark for each correct one mark for each correct
answer answer answer answer
1 C 6 A 11 B 16 C
2 A 7 C 12 C 17 B
3 C 8 B 13 B 18 A
4 B 9 C 14 A 19 B
5 C 10 B 15 B 20 C

Part 5 Alternative Acceptable

one mark for each correct answer spellings misspellings
21 Monday(s)  

22 STYLLER  
23 music  
 phones(s)/mobile(s)/
  
mobile
24
phone(s)/cell(s)/cell
phone(s)
telephone(s)

25 Seven/7C  
Brackets ( ) indicate optional words or letters

Part 6
one mark for each correct
answer
26 C
27 C
28 A
29 B
30 B

-16-
 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening
Paper Listening April 2019
April
MARK SCHEME
MARK SCHEME
Maximum
Maximum Mark: 30

IMPORTANT NOTICE

M ark Schemes
Mark Schemes have been issued on the basis
basiss of
of one
o e ccopy
on perr As
opy pe sistant examiner
Assistant examiner and two copies
copies per
per Team
Leader.
Leader.

This document consists of 4 printed pages and 0 blank pages.

IB19 05_1110_03_MS/4RP
© UCLES 2019 [Turn over

-17-
1110/03 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION

Question Answer Marks

1 C 1

Question Answer Marks

2 B 1

Question Answer Marks

3 A 1

Question Answer Marks

4 C 1

Question Answer Marks

5 B 1

Question Answer Marks

6 B 1

Question Answer Marks

7 A 1

Question Answer Marks

8 B 1

Question Answer Marks

9 C 1

© UCLES
UC
U CL 2019 Page 2 of 4

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 April 2019
1110/03 Cambridge Secondary 1 Checkpoint – Mark Scheme
PRE-STANDARDISATION

Question Answer Marks

10 B 1

Question Answer Marks

11 B 1

Question Answer Marks

12 A 1

Question Answer Marks

13 A 1

Question Answer Marks

14 B 1

Question Answer Marks

15 C 1

Question Answer Marks

16 C 1

17 A 1

18 B 1

19 B 1

20 C 1

© UCLES 2019 Page 3 of 4

-19-
1110/03 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION

Question Answer Marks

21 (to) 25(th) (of) August / August (the) 25(th) 1

22 (Nicola) DELLAR 1

23 (the / our/ school) hall 1

24 (your/my) (own) lunch(es) / (a) lunch / food for 1

lunch(es) / (your/my) (own) lunch food

25 (a) cap(s) 1

Question Answer Marks

26 B 1

27 A 1

28 C 1

29 B 1

30 C 1

© UCLES
UC
U CL 2019 Page 4 of 4

-20-
 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2019
MARK SCHEME
Maximum Mark: 30

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 an 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.

-21-
 Question Answer Marks

1 B 1

Question Answer Marks

2 C 1

Question Answer Marks

3 A 1

Question Answer Marks

4 B 1

Question Answer Marks

5 B 1

Question Answer Marks

6 A 1

Question Answer Marks

7 C 1

Question Answer Marks

8 A 1

Question Answer Marks

9 B 1

Question Answer Marks

10 A 1

Question Answer Marks

11 C 1

Question Answer Marks

12 B 1

-22-
 Question Answer Marks

13 C 1

Question Answer Marks

14 A 1

Question Answer Marks

15 A 1

Question Answer Marks

16 A 1

17 B 1

18 B 1

19 C 1

20 A 1

Question Answer Marks

21 violin 1

22 university 1

23 Poland 1

24 bus 1

25 AYOT 1

Question Answer Marks

26 B 1

27 A 1

28 A 1

29 C 1

30 B 1

-23-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2020
MARK SCHEME

Maximum Mark: 30

Published

This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen. Cambridge will not enter into discussions about the mark
scheme.

-24-
Question Answer Marks

1 C 1

Question Answer Marks

2 A 1

Question Answer Marks

3 B 1

Question Answer Marks

4 A 1

Question Answer Marks

5 C 1

Question Answer Marks

6 C 1

Question Answer Marks

7 C 1

Question Answer Marks

8 A 1

Question Answer Marks

9 B 1

Question Answer Marks

10 B 1

Question Answer Marks

11 B 1

-25-
 Question Answer Marks

12 C 1

Question Answer Marks

13 A 1

Question Answer Marks

14 A 1

Question Answer Marks

15 B 1

Question Answer Marks

16 C 1

17 B 1

18 A 1

19 C 1

20 B 1

Question Answer Marks

21 1873 1

22 wool 1

23 grandmother / grandma / granny / gran 1

24 (a) pocket 1

25 (a) factory 1

-26-
Question Answer Marks

26 C 1

27 A 1

28 B 1

29 C 1

30 A 1

-27-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2020
MARK SCHEME

Maximum Mark: 30

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.

-28-
 Question Answer Marks

1 A 1

Question Answer Marks

2 C 1

Question Answer Marks

3 A 1

Question Answer Marks

4 C 1

Question Answer Marks

5 C 1

Question Answer Marks

6 C 1

Question Answer Marks

7 B 1

Question Answer Marks

8 A 1

Question CSL320044 Answer Marks

9 B 1

Question Answer Marks

10 A 1

Question Answer Marks

11 A 1

-29-
 Question Answer Marks

12 A 1

Question Answer Marks

13 A 1

Question Answer Marks

14 C 1

Question Answer Marks

15 A 1

Question Answer Marks

16 B 1

17 A 1

18 C 1

19 B 1

20 A 1

Question Answer Marks

21 café 1

22 S/space 1

23 play 1

24 mug 1

25 Treacy 1

-30-
 Question Answer Marks

26 A 1

27 C 1

28 B 1

29 C 1

30 B 1

-31-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2021
MARK SCHEME

Maximum Mark: 30

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 4 pages.

IB21 05_1110_03/2RP
© UCLES 2021 [Turn over

-32-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

1 B 1

Question Answer Marks

2 C 1

Question Answer Marks

3 B 1

Question Answer Marks

4 A 1

Question Answer Marks

5 B 1

Question Answer Marks

6 A 1

Question Answer Marks

7 C 1

Question Answer Marks

8 B 1

Question Answer Marks

9 B 1

Question Answer Marks

10 A 1

Question Answer Marks

11 C 1

© UCLES 2021 Page 2 of 4

-33-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

12 B 1

Question Answer Marks

13 C 1

Question Answer Marks

14 B 1

Question Answer Marks

15 B 1

Question Answer Marks

16 A 1

17 B 1

18 C 1

19 C 1

20 B 1

Question Answer Marks

21 map 1

22 Africa 1

23 Flying 1

24 RCAIK 1

25 key(-)ring / key(-)chain / keyring / keychain 1

© UCLES 2021 Page 3 of 4

-34-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Question Answer Marks

26 B 1

27 A 1

28 B 1

29 C 1

30 A 1

© UCLES 2021 Page 4 of 4

-35-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening October 2021
MARK SCHEME

Maximum Mark: 30

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 4 pages.

IB21 10_1110_03/2RP
© UCLES 2021 [Turn over

-36-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question CSL310007 Answer Marks

1 C 1

Question CSL310048 Answer Marks

2 C 1

Question CSL310059 Answer Marks

3 B 1

Question CSL310062 Answer Marks

4 B 1

Question CSL310060 Answer Marks

5 C 1

Question CSL320006 Answer Marks

6 A 1

Question CSL320013 Answer Marks

7 B 1

Question CSL320056 Answer Marks

8 B 1

Question CSL320053 Answer Marks

9 C 1

Question CSL320054 Answer Marks

10 B 1

Question CSL330057 Answer Marks

11 A 1

© UCLES 2021 Page 2 of 4

-37-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question CSL330056 Answer Marks

12 A 1

Question CSL330063 Answer Marks

13 C 1

Question CSL330061 Answer Marks

14 A 1

Question CSL330007 Answer Marks

15 C 1

Question CSL340003 Answer Marks

16 B 1

17 A 1

18 A 1

19 C 1

20 C 1

Question CSL350006 Answer Marks

21 1885 1

22 (some / a) bear(s) 1

23 (a) cave 1

24 (a) play 1

25 Railway 1

© UCLES 2021 Page 3 of 4

-38-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Question CSL360020 Answer Marks

26 C 1

27 A 1

28 B 1

29 A 1

30 C 1

© UCLES 2021 Page 4 of 4

-39-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 3 Listening April 2022
MARK SCHEME

Maximum Mark: 30

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 4 pages. Any blank pages are indicated.

IB22 05_1110_03/2RP
© UCLES 2022 [Turn over

-40-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Question Answer Marks

1 A 1

Question Answer Marks

2 A 1

Question Answer Marks

3 C 1

Question Answer Marks

4 C 1

Question Answer Marks

5 B 1

Question Answer Marks

6 A 1

Question Answer Marks

7 B 1

Question Answer Marks

8 B 1

Question Answer Marks

9 C 1

Question Answer Marks

10 A 1

© UCLES 2022 Page 2 of 4

-41-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Question Answer Marks

11 A 1

12 B 1

13 B 1

14 C 1

15 C 1

Question Answer Marks

16 B 1

17 A 1

18 B 1

19 C 1

20 A 1

Question Answer Marks

21 diving / (to) dive 1

22 March 1

23 Australia 1

24 (very) (rare) fish 1

25 (mobile/cell) phone / telephone 1

Question Answer Marks

26 B 1

27 A 1

28 C 1

29 B 1

30 B 1

© UCLES 2022 Page 3 of 4

-42-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/03

Paper 2 Listening October 2022
MARK SCHEME

Maximum Mark: 30

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 4 pages.

IB22 10_1110_03/4RP
© UCLES 2022
[Turn over

-43-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

1 C 1

Question Answer Marks

2 A 1

Question Answer Marks

3 C 1

Question Answer Marks

4 B 1

Question Answer Marks

5 B 1

Question Answer Marks

6 C 1

Question Answer Marks

7 B 1

Question Answer Marks

8 C 1

Question Answer Marks

9 C 1

Question Answer Marks

10 B 1

Question Answer Marks

11 C 1

Page 2 of 4

-44-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

12 A 1

Question Answer Marks

13 B 1

Question Answer Marks

14 B 1

Question Answer Marks

15 A 1

Question Answer Marks

16 B 1

17 C 1

18 A 1

19 B 1

20 A 1

Question Answer Marks

21 six / 6 weeks 1

22 afternoon (s) 1

23 (ancient) (Greek) theatre / theater 1

24 (the) writing 1

25 games 1

Page 3 of 4

-45-
1110/03 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Question Answer Marks

26 C 1

27 A 1

28 B 1

29 B 1

30 C 1

Page 4 of 4

-46-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 0876/02

Paper 2 Listening April 2023
MARK SCHEME

Maximum Mark: 25

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 4 pages. Any blank pages are indicated.

IB23 05_0876_02/4RP
© UCLES 2023 [Turn over

-47-
0876/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 1
Question Answer Marks

1 A 1

Question Answer Marks

2 C 1

Question Answer Marks

3 A 1

Question Answer Marks

4 C 1

Question Answer Marks

5 C 1

Part 2
Question Answer Marks

6 A 1

Question Answer Marks

7 B 1

Question Answer Marks

8 C 1

Question Answer Marks

9 B 1

Question Answer Marks

10 A 1

© UCLES 2023 Page 2 of 4

-48-
0876/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 3
Question Answer Marks

11 injuries 1

12 farmers 1

13 cooking 1

14 babies 1

15 China 1

Part 4
Question Answer Marks

16 C 1

17 B 1

18 A 1

19 B 1

20 A 1

Part 5
Question Answer Marks

21 D 1

22 A 1

23 G 1

24 F 1

25 B 1

© UCLES 2023 Page 3 of 4

-49-
-50-
Paper 3
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing For Examination from 2015

SPECIMEN MARK SCHEME

50 minutes

MAXIMUM MARK: 35

This document consists of 3 printed pages.

© UCLES 2015

-1-
 2

Secondary 1 Checkpoint English as a Second Language

Writing Specimen paper
Mark scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer
1 which // that // and (it)
2 ‘s got // has (got) // offers
3 (how) to
4 the same
5 because // since // as
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.
5
Language is sufficiently accurate for the
message to be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally
OR Two parts are clearly covered and one appropriate way.
3 part is unattempted.

Language errors may sometimes impede

communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-2-
 3

PART 3 - Question 7
WRITING PART 3 ASSESSMENT SCALE
5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is Uses the conventions Text is generally well- Uses a range of
relevant to the of the communicative organised and everyday vocabulary
task. task to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is communicate and cohesive devices. inappropriate use of
fully informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms
with a good degree of
control.

Errors do not impede

communication.

4 Performance shares features of Bands 3 and 5.

Minor irrelevances Uses the conventions Text is connected and Uses everyday
and/or omissions of the communicative coherent, using basic vocabulary generally
may be present. task in generally linking words and a appropriately, while
appropriate ways to limited number of occasionally overusing
Target reader is on communicate cohesive devices. certain lexis.
the whole straightforward ideas.
informed. Uses simple
3 grammatical forms
with a good degree of
control.

While errors are

noticeable, meaning
can still be
determined.

2 Performance shares features of Bands 1 and 3.

Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates simple using basic, high- reasonably
task may be ideas in simple ways. frequency linking appropriately.
present. words.
Uses simple
1 Target reader is grammatical forms
minimally informed. with some degree of
control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-3-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2015

MARK SCHEME
50 minutes

MAXIMUM MARK: 35

This document consists of 3 printed pages.

PV1
© UCLES 2015

-4-
 Secondary 1 Checkpoint English as a Second Language
Writing October 2015
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer
1 been
2 got // gave // bought
3 don't
4 mine
5 in
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally
OR Two parts are clearly covered and one appropriate way.
part is unattempted.
3

Language errors may sometimes impede

communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-5-
 PART 3 - Question 7
WRITING PART 3 ASSESSMENT SCALE
5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is Uses the conventions Text is generally well- Uses a range of
relevant to the of the communicative organised and everyday vocabulary
task. task to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
communicate and cohesive devices. inappropriate use of
Target reader is straightforward ideas. less common lexis.
fully informed.

5 Uses a range of simple

and some complex
grammatical forms
with a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions Text is connected and Uses everyday
and/or omissions of the communicative coherent, using basic vocabulary generally
may be present. task in generally linking words and a appropriately, while
appropriate ways to limited number of occasionally overusing
communicate cohesive devices. certain lexis.
Target reader is on straightforward ideas.
the whole
informed. Uses simple
3 grammatical forms
with a good degree of
control.

While errors are

noticeable, meaning
can still be
determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates simple using basic, high- reasonably
task may be ideas in simple ways. frequency linking appropriately.
present. words.
Uses simple
1 Target reader is grammatical forms
minimally informed. with some degree of
control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-6-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2016

MARK SCHEME
50 minutes

MAXIMUM MARK: 35

This document consists of 3 printed pages and 1 blank page.

PV1
© UCLES 2016

-7-
 2

Secondary 1 Checkpoint English as a Second Language

Writing April 2016
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 more // better than (the)

told // ordered // advised // instructed //
2
asked him // Steven
3 do
4 has // 's
5 could go // come // was going
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one
3 part is unattempted.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-8-
 3

PART 3 - Question 7

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-9-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2016

MARK SCHEME
50 minutes

MAXIMUM MARK: 35

This document consists of 3 printed pages.

PV1
© UCLES 2016

-10-
 Secondary 1 Checkpoint English as a Second Language
Writing 2FWREHU
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 play (the)
2 new as
3 not/don't weGRZHQRW
4 was found/discovered/located by
5 first time/day (that)
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one
3 part is unattempted.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-11-
 PART 3 - Question 7

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-12-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2017

MARK SCHEME
50 minutes

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 Principal Examiner Report
for Teachers.

Cambridge will not enter into discussions about these mark schemes.

MAXIMUM MARK: 35

This document consists of 3 printed pages and 1 blank page.

PV1
© UCLES 2017

-13-
 2

Secondary 1 Checkpoint English as a Second Language

April 2017
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 interested
2 soon
3 may/might/could (possibly)
4 since
5 are
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one
3 part is unattempted.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-14-
 3

PART 3 - Question 7
WRITING PART 3 ASSESSMENT SCALE
5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-15-
 Cambridge International Examinations
Cambridge Secondary 1 C heckpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2017

MARK SCHEME
50 minutes

Published
This mark scheme is published as an aid to t eachers and candidates, to indicate the requirements of the
examinaation. It shows the basis on which Ma arkers were instructed to award mar ks. It does not indicate
the details of the discussions that took place at a Markers’ meeting before marki ng began, which would
have considered the acceptability of alternativ e answers.
Mark schemes should be read in conjunction with the question paper and the Endd of Series Report.
Cambridge will not enter into discussions abo ut these mark schemes.

MAXIMU
UM MARK: 35

This document consists of 3 printed pages and 1 blank page .

PV1
© UCLES 2017

-16-
 2

Secondary 1 Checkpoint English as a Second Language

Writing October 2017
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 her/Sara watch (the) // his daughter watch

2 to go
3 expensive/costly/pricey/dear as
4 ‘s/has studied // ‘s/has been studying/learning // ‘s/has been
5 every (single)
Brackets ( ) indicate optional words

/ or // indicate alternative words or answers

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one
3 part is unattempted.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-17-
 3

PART 3 - Question 7

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.

2 Performance shares features of Bands 1 and 3.

Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-18-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2018

MARK SCHEME
50 minutes

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.

MAXIMUM MARK: 35

-19-
 Secondary 1 Checkpoint English as a Second Language
Writing April 2018
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 enough
2 do not / don’t (ever) / never
nothing / nothing at all // practically / almost
3 / absolutely nothing // hardly / barely
anything
4 long as
was windy (weather) // was so / too / very
5
windy // was really windy
Brackets ( ) indicate optional words

PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered.
5
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,

4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one
3 part is unattempted.
Language errors may sometimes impede
communication of the message.

Only two parts of the message are

2 Performance shares features of Bands 1 and 3.
attempted.

Only one part of the message is attempted. The reader is informed in a basic way, which requires
considerable interpretation to understand the intended
message.
1

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-20-
PART 3 - Question 7

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
All content is relevant to Uses the conventions of Text is generally well- Uses a range of
the task. the communicative task organised and everyday vocabulary
to hold the target coherent, using a appropriately, with
reader’s attention and variety of linking words occasional
Target reader is fully communicate and cohesive devices. inappropriate use of
informed. straightforward ideas. less common lexis.

5 Uses a range of simple

and some complex
grammatical forms with
a good degree of
control.

Errors do not impede

communication.
4 Performance shares features of Bands 3 and 5.
Minor irrelevances Uses the conventions of Text is connected and Uses everyday
and/or omissions may the communicative task coherent, using basic vocabulary generally
be present. in generally appropriate linking words and a appropriately, while
ways to communicate limited number of occasionally overusing
straightforward ideas. cohesive devices. certain lexis.
Target reader is on the
whole informed.
Uses simple
3
grammatical forms with
a good degree of
control.

While errors are

noticeable, meaning
can still be determined.
2 Performance shares features of Bands 1 and 3.
Irrelevances and Produces text that Text is connected using Uses basic vocabulary
misinterpretation of task communicates simple basic, high-frequency reasonably
may be present. ideas in simple ways. linking words. appropriately.

Target reader is Uses simple

1
minimally informed. grammatical forms with
some degree of control.

Errors may impede

meaning at times.
Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-21-
-22-
 Cambridge International Examinations
Cambridge Secondary 1 Checkpoint

ENGLISH
E NGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing
Writing 2018
October 2018

MARK SCHEME
50 min
minutes
utes
Maximum mark: 35 

This mark scheme is published as an aid d to

o teachers
teachers and candidates,
candidates, toto indicate the requirements of the
examination.
examination. It shows shows the the basis
basis on on which
which h markers
markers were
m were instructed
ucted to
instru to award
ward marks.
aw marks. It does not indicate
not in the
dicate the
details off tth
the
he d discussions
di
iscussiions tththat
hatt ttook place
ook plac markers’’ meet
e at a markers meeting before
ing b efore mmarking began,
arking be gan, which would have
considered
considered the acceptability
acceptability of alternative
alterna v answers.
natititive
Mark
Mark k schemes
sch
s chem
ch emes
em es should
sho
s houl
ho
oul d be
uld b read in conjunction
conjunction with the question o paper and the Principal Examiner Report
questiion
for
for tteachers.
he r s .
eacche
Cambridge
Ca m ridge will
amb w ll not enter into discussions about
wi abou ut these
these mark schemes.

This document consists of 3 printed pages and 1 blank page.

PV1
© UCLES 2018

-23-
 2

Secondary 1 Checkpoint English as a Second Language

Writing October 2018
Mark Scheme

PART 1 - Questions 1 - 5
WRITING
one mark for each correct answer

1 for
2 pick
3 far (away) from
4 (much) better than
5 there
Brackets ( ) indicate optional words


PART 2 - Question 6

WRITING PART 2 ASSESSMENT SCALE


5 MARKS FOR EACH DESCRIPTOR

  COMMUNICATIVE ACHIEVEMENT
CONTENT 
INCLUDING LANGUAGE

 All three parts of the message are clearly The reader is clearly informed in an appropriate way.
covered. 
 
5 
Language is sufficiently accurate for the message to
be conveyed clearly.

All three parts of the message are covered,
4 Performance shares features of Bands 3 and 5.
but there may be some lack of clarity.

 All three parts of the message are attempted. The reader is informed in a generally appropriate way.
OR Two parts are clearly covered and one 
 
3 part is unattempted.

Language errors may sometimes impede
communication of the message.

Only two parts of the message are
2 Performance shares features of Bands 1 and 3.
attempted.

 Only one part of the message is attempted. The reader is informed in a basic way, which requires
 considerable interpretation to understand the intended
 message.

1 

Language errors make the message difficult to
understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-24-
 3


PART 3 - Question 7
WRITING PART 3 ASSESSMENT SCALE
5 MARKS FOR EACH DESCRIPTOR
  
COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT
 All content is relevant to Uses the conventions of Text is generally well- Uses a range of

 the task. the communicative task organised and everyday vocabulary
 to hold the target coherent, using a appropriately, with

  reader’s attention and variety of linking words occasional
 Target reader is fully communicate and cohesive devices. inappropriate use of
 informed. straightforward ideas. less common lexis.
 
 
5 Uses a range of simple
and some complex
grammatical forms with
a good degree of
control.


Errors do not impede
communication.
 
4 Performance shares features of Bands 3 and 5.
 Minor irrelevances Uses the conventions of Text is connected and Uses everyday
 and/or omissions may the communicative task coherent, using basic vocabulary generally

 be present. in generally appropriate linking words and a appropriately, while
  ways to communicate limited number of occasionally overusing
  straightforward ideas. cohesive devices. certain lexis.
 Target reader is on the 
whole informed. 
 Uses simple
3
grammatical forms with
a good degree of
control.


While errors are
noticeable, meaning
can still be determined.
 
2 Performance shares features of Bands 1 and 3.
 Irrelevances and Produces text that Text is connected using Uses basic vocabulary
 misinterpretation of task communicates simple basic, high-frequency reasonably

 may be present. ideas in simple ways. linking words. appropriately.
 
 
 
Target reader is Uses simple
1
minimally informed. grammatical forms with
some degree of control.


Errors may impede
meaning at times.
 Content is totally 
 
 irrelevant. 

0  Performance below Band 1.
Target reader is not
informed.

-25-
 Cambridge Assessment International Education
Cambridge Secondary 1 Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

April 2019
April
Paper 2 Writing
Writing
MARK SCHEME
MARK SCHEME
Maximum
Maximum Mark: 35

IMPORTANT NOTICE

M ark Schemes
Mark Schemes have been issued on the basis
bas
a is of
of one cop
copyy per A ssistant examiner
Assistant examiner and two copies per Team
Lead
Leader.
e.
der

This document consists of 4 printed pages and 0 blank pages.

IB19 05_1110_02_MS/4RP
© UCLES 2019 [Turn over

-26-
1110/02 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION

Question Answer Marks

1 are not / aren’t 1

Question Answer Marks

2 so easy 1

Question Answer Marks

3 (ever) since 1

Question Answer Marks

4 go / both go (together) 1

Question Answer Marks

5 better than / more amazing than / fantastic than 1

© UCLES
UC
U CL 2019 Page 2 of 4

-27-
1110/02 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION

PART 2
WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.
3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.
Language errors may sometimes impede
communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

© UCLES 2019 Page 3 of 4

-28-
1110/02 Cambridge Secondary 1 Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION
PART 3
WRITING PART 3 ASSESSMENT SCALE
5 MARKS FOR EACH DESCRIPTOR

CONTENT COMMUNICATIVE ORGANISATION LANGUAGE

ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
Uses the conventions occasional inappropriate use
All content is relevant Text is generally well-
of the communicative of less common lexis.
to the task.
organised and
task to hold the target Uses a range of simple and
5 coherent, using a some complex grammatical
reader’s attention and
Target reader is fully variety of linking words forms with a good degree of
communicate
informed. and cohesive devices. control.
straightforward ideas.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately,
Minor irrelevances Uses the conventions while occasionally overusing
and/or omissions may Text is connected and certain lexis.
of the communicative
be present. coherent, using basic
task in generally Uses simple grammatical
3 linking words and a
appropriate ways to forms with a good degree of
limited number of
Target reader is on the communicate control.
cohesive devices.
whole informed. straightforward ideas. While errors are noticeable,
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking control.
ideas in simple ways.
Target reader is words.
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

© UCLES
UC
U CL 2019 Page 4 of 4

-29-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2020
MARK SCHEME

Maximum Mark: 35

Published

This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen. Cambridge will not enter into discussions about the mark
scheme.

-30-
Part 1

Question Answer Marks

1 has 1

Question Answer Marks

2 about / I suggest is / about us / our 1

Question Answer Marks

3 needing / wanting / (that) she needed / wanted 1

Question Answer Marks

4 was included 1

Question Answer Marks

5 same 1

-31-
Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.
Language errors may sometimes impede
communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-32-
Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

5 All content is relevant Uses the conventions Text is generally well- Uses a range of everyday
to the task. of the communicative organised and vocabulary appropriately,
task to hold the target coherent, using a with occasional
Target reader is fully reader’s attention variety of linking inappropriate use of less
informed. and communicate words and cohesive common lexis.
straightforward ideas. devices. Uses a range of simple and
some complex grammatical
forms with a good degree of
control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances Uses the conventions Text is connected Uses everyday vocabulary
and/or omissions of the communicative and coherent, using generally appropriately,
may be present. task in generally basic linking words while occasionally
appropriate ways to and a limited number overusing certain lexis.
Target reader is on communicate of cohesive devices. Uses simple grammatical
the whole informed. straightforward ideas. forms with a good degree of
control.
While errors are noticeable,
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates simple using basic, high- reasonably appropriately.
task may be present. ideas in simple ways. frequency linking Uses simple grammatical
words. forms with some degree of
Target reader is control.
minimally informed. Errors may impede
meaning at times.

0 Content is totally Performance below Band 1.

irrelevant.
Target reader is not
informed.

-33-
 Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2020
MARK SCHEME

Maximum Mark: 35

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.

-34-
Part 1

Question Answer Marks

1 was written / has been written / had been written 1

Question Answer Marks

2 a few / a couple of 1

Question Answer Marks

3 (much) more common 1

Question Answer Marks

4 going / (that) we/they go / went / we/they should 1

go

Question Answer Marks

5 gave me 1

-35-
Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.

Language errors may sometimes impede

communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

-36-
Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use
All content is relevant Uses the conventions
Text is generally well- of less common lexis.
to the task. of the communicative
organised and
task to hold the target Uses a range of simple and
5 coherent, using a
reader’s attention and some complex grammatical
variety of linking words
Target reader is fully communicate forms with a good degree of
and cohesive devices.
informed. straightforward ideas. control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately, while
Minor irrelevances occasionally overusing
Uses the conventions certain lexis.
and/or omissions may Text is connected and
of the communicative
be present. coherent, using basic Uses simple grammatical
task in generally
3 linking words and a forms with a good degree of
appropriate ways to
limited number of control.
communicate
Target reader is on the cohesive devices.
straightforward ideas. While errors are noticeable,
whole informed.
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of
Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking
ideas in simple ways. control.
words.
Target reader is
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

-37-
-38-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2021
MARK SCHEME

Maximum Mark: 35

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 4 pages.

IB21 05_1110_02/FP
© UCLES 2021 [Turn over

-39-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Part 1

Question Answer Marks

1 is (being) 1

2 where / in/at which 1

3 long as 1

4 have (got) 1

5 will / might 1

© UCLES 2021 Page 2 of 4

-40-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.

Language errors may sometimes impede

communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

© UCLES 2021 Page 3 of 4

-41-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2021
FINAL

Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
occasional inappropriate use
All content is relevant Uses the conventions
Text is generally well- of less common lexis.
to the task. of the communicative
organised and
task to hold the target Uses a range of simple and
5 coherent, using a
reader’s attention and some complex grammatical
variety of linking words
Target reader is fully communicate forms with a good degree of
and cohesive devices.
informed. straightforward ideas. control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately, while
Minor irrelevances occasionally overusing
Uses the conventions certain lexis.
and/or omissions may Text is connected and
of the communicative
be present. coherent, using basic Uses simple grammatical
task in generally
3 linking words and a forms with a good degree of
appropriate ways to
limited number of control.
communicate
Target reader is on the cohesive devices.
straightforward ideas. While errors are noticeable,
whole informed.
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of
Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking
ideas in simple ways. control.
words.
Target reader is
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

© UCLES 2021 Page 4 of 4

-42-
Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2021
MARK SCHEME

Maximum Mark: 35

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 4 pages.

IB21 10_1110_02/2RP
© UCLES 2021 [Turn over

-43-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Part 1

Question CSL210037 Answer Marks

1 does it take 1

2 ’ve never / have never / have not / haven’t / ’ve 1

not

3 I would / I’d / I might / I should 1

4 few 1

5 (written) by 1

© UCLES 2021 Page 2 of 4

-44-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.
3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.
Language errors may sometimes impede
communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

© UCLES 2021 Page 3 of 4

-45-
1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2021
PUBLISHED

Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

CONTENT COMMUNICATIVE ORGANISATION LANGUAGE

ACHIEVEMENT

Uses a range of everyday

vocabulary appropriately, with
Uses the conventions occasional inappropriate use
All content is relevant Text is generally well-
of the communicative of less common lexis.
to the task.
organised and
task to hold the target Uses a range of simple and
5 coherent, using a some complex grammatical
reader’s attention and
Target reader is fully variety of linking words forms with a good degree of
communicate
informed. and cohesive devices. control.
straightforward ideas.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

Uses everyday vocabulary

generally appropriately,
Minor irrelevances Uses the conventions while occasionally overusing
and/or omissions may Text is connected and certain lexis.
of the communicative
be present. coherent, using basic
task in generally Uses simple grammatical
3 linking words and a
appropriate ways to forms with a good degree of
limited number of
Target reader is on the communicate control.
cohesive devices.
whole informed. straightforward ideas. While errors are noticeable,
meaning can still be
determined.

2 Performance shares features of Bands 1 and 3.

Uses basic vocabulary

Irrelevances and
reasonably appropriately.
misinterpretation of Text is connected
task may be present. Produces text that Uses simple grammatical
using basic, high-
1 communicates simple forms with some degree of
frequency linking control.
ideas in simple ways.
Target reader is words.
Errors may impede meaning
minimally informed.
at times.

Content is totally
irrelevant.
0 Performance below Band 1.
Target reader is not
informed.

© UCLES 2021 Page 4 of 4

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing April 2022
MARK SCHEME

Maximum Mark: 35

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 4 pages.

IB22 05_1110_02/2RP
© UCLES 2022 [Turn over

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Part 1

Question Answer Marks

1 has/‘s been 1

2 as/so big/large 1

3 so / and / and so / which is why / and now 1

4 to go 1

5 had / got / could get 1

© UCLES 2022 Page 2 of 4

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE

5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.

Language errors may sometimes impede

communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

© UCLES 2022 Page 3 of 4

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2022
PUBLISHED

Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

5 All content is Uses the Text is generally Uses a range of everyday

relevant to the task. conventions of the well- organised and vocabulary appropriately,
communicative task coherent, using a with occasional
Target reader is to hold the target variety of linking inappropriate use of less
fully informed. reader’s attention words and cohesive common lexis.
and communicate devices. Uses a range of simple
straightforward and some complex
ideas. grammatical forms with a
good degree of control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances Uses the Text is connected Uses everyday

and/or omissions conventions of the and coherent, using vocabulary generally
may be present. communicative task basic linking words appropriately,
in generally and a limited while occasionally
Target reader is on appropriate ways to number of cohesive overusing certain lexis.
the whole informed. communicate devices. Uses simple grammatical
straightforward forms with a good degree
ideas. of control.
While errors are
noticeable, meaning can
still be determined.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates using basic, high- reasonably appropriately.
task may be simple ideas in frequency linking Uses simple grammatical
present. simple ways. words. forms with some degree
of control.
Target reader is Errors may impede
minimally informed. meaning at times.

0 Content is totally
irrelevant.
Performance below Band 1.
Target reader is not
informed.

© UCLES 2022 Page 4 of 4

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 1110/02

Paper 2 Writing October 2022
MARK SCHEME

Maximum Mark: 35

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 4 pages.

IB22 10_1110_02/FP
© UCLES 2022 [Turn over

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Part 1

Question Answer Marks

1 is a really/very 1

2 not/n’t arrived / got 1

3 unless 1

4 (like to) come / go 1

5 the best / tastiest / nicest chocolate 1

© UCLES 2022 Page 2 of 4

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Part 2

WRITING PART 2 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE ACHIEVEMENT
CONTENT
INCLUDING LANGUAGE
5 All three parts of the message are clearly The reader is clearly informed in an appropriate
covered. way.

Language is sufficiently accurate for the

message to be conveyed clearly.

4 All three parts of the message are covered, but Performance shares features of Bands 3 and 5.
there may be some lack of clarity.

3 All three parts of the message are attempted. OR The reader is informed in a generally
Two parts are clearly covered and one part is appropriate way.
unattempted.
Language errors may sometimes impede
communication of the message.

2 Only two parts of the message are attempted. Performance shares features of Bands 1 and 3.

1 Only one part of the message is attempted. The reader is informed in a basic way, which
requires considerable interpretation to
understand the intended message.

Language errors make the message difficult to

understand.

0 Question not attempted or incomprehensible. Question not attempted or incomprehensible.

© UCLES 2022 Page 3 of 4

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1110/02 Cambridge Lower Secondary Checkpoint – Mark Scheme October 2022
PUBLISHED

Part 3

WRITING PART 3 ASSESSMENT SCALE

5 MARKS FOR EACH DESCRIPTOR

COMMUNICATIVE
CONTENT ORGANISATION LANGUAGE
ACHIEVEMENT

5 All content is Uses the Text is generally Uses a range of everyday

relevant to the task. conventions of the well- organised and vocabulary appropriately,
communicative task coherent, using a with occasional
Target reader is to hold the target variety of linking inappropriate use of less
fully informed. reader’s attention words and cohesive common lexis.
and communicate devices. Uses a range of simple
straightforward and some complex
ideas. grammatical forms with a
good degree of control.
Errors do not impede
communication.

4 Performance shares features of Bands 3 and 5.

3 Minor irrelevances Uses the Text is connected Uses everyday

and/or omissions conventions of the and coherent, using vocabulary generally
may be present. communicative task basic linking words appropriately,
in generally and a limited while occasionally
Target reader is on appropriate ways to number of cohesive overusing certain lexis.
the whole informed. communicate devices. Uses simple grammatical
straightforward forms with a good degree
ideas. of control.
While errors are
noticeable, meaning can
still be determined.

2 Performance shares features of Bands 1 and 3.

1 Irrelevances and Produces text that Text is connected Uses basic vocabulary
misinterpretation of communicates using basic, high- reasonably appropriately.
task may be simple ideas in frequency linking Uses simple grammatical
present. simple ways. words. forms with some degree
of control.
Target reader is Errors may impede
minimally informed. meaning at times.

0 Content is totally
irrelevant.
Performance below Band 1.
Target reader is not
informed.

© UCLES 2022 Page 4 of 4

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Cambridge Lower Secondary Checkpoint

ENGLISH AS A SECOND LANGUAGE 0876/03

Paper 3 Writing April 2023
MARK SCHEME

Maximum Mark: 35

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 4 pages. Any blank pages are indicated.

IB23 05_0876_03/3RP
© UCLES 2023 [Turn over

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0876/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 1

Notes to markers

• Use the marking scale below.

• Award up to 5 marks for each of the three criteria. Decide on a mark for Content, Organisation and
Language separately. It is possible to award different marks for the different criteria.

The maximum mark for this question is 15.

Question 1 Marking Scale

Content Organisation Language

5 All three content points are fully Text is well organised and Language is sufficiently
covered. coherent, using appropriate accurate for the message to be
linking devices. conveyed clearly.

4 All three content points are Performance shares features Performance shares features of
covered, but there may be some of the descriptors for 3 marks the descriptors for 3 marks and
lack of clarity. and 5 marks. 5 marks.

3 Two content points are fully Most of the text is organised Language errors mean the
covered. and coherent, using basic message is sometimes unclear.
linking devices.

2 Two content points are Performance shares features Performance shares features
attempted. of the descriptors for 1 mark of the descriptors for 1 mark
and 3 marks. and 3 marks.

1 One content point is covered or Some parts of the text are Language errors make the
attempted. organised and linked, but text message difficult to
may lack overall coherence. understand.

0 Response is not relevant to the Performance below 1 mark. Performance below 1 mark.
task.

© UCLES 2023 Page 2 of 4

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0876/03 Cambridge Lower Secondary Checkpoint – Mark Scheme April 2023
PUBLISHED
Part 2

Notes to markers

• Use the marking scale below.

• Award up to 5 marks for each of the four criteria. Decide on a mark for Content, Communicative
Achievement, Organisation and Language separately. It is possible to award different marks for the
different criteria.

The maximum mark for this question is 20.

Question 2 Marking Scale

Communicative
Content Organisation Language
Achievement

All content is relevant to Text communicates Text is well organised Uses a range of
the task. ideas clearly, in a style and coherent, using a vocabulary appropriate
that is generally range of linking for the task.
The reader is fully
appropriate to the task. devices.
informed.
Uses a range of
Punctuation is
5 grammatical structures
reasonably accurate.
with good control.

Occasional errors do
not impede
communication.

4 Performance shares features of the descriptors for 3 marks and 5 marks.

Some of the content Text communicates Most of the text is Uses everyday
may not be relevant to some ideas clearly, in organised and vocabulary generally
the task and/or some a style that is mostly coherent, using some appropriate for the task.
content is missing. appropriate to the task. linking devices.
Uses simple
The reader is only partly Some punctuation is grammatical structures
3
informed. used accurately. with good control.
While errors are
noticeable, meaning can
still be determined.

2 Performance shares features of the descriptors for 1 mark and 3 marks.

There may be some Text only Some parts of the text Uses basic vocabulary
misinterpretation of the communicates simple are organised and reasonably
task. ideas in simple ways. linked, but the text appropriately.
may lack overall
The reader is minimally Uses simple
1 coherence.
informed. grammatical structures
Punctuation is missing with some control.
or mostly inaccurate.
Errors may impede
meaning at times.

Content is totally
irrelevant.
0 Performance below 1 mark.
The reader is not
informed.

© UCLES 2023 Page 3 of 4

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