Cambridge IGCSE™

FIRST LANGUAGE ENGLISH (ORAL ENDORSEMENT) 0500/11

Paper 1 Reading October/November 2024
MARK SCHEME
Maximum Mark: 80

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

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

Cambridge International is publishing the mark schemes for the October/November 2024 series for most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 22 printed pages.

© Cambridge University Press & Assessment 2024 [Turn over

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Generic Marking Principles

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

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

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

GENERIC MARKING PRINCIPLE 2:

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

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

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

GENERIC MARKING PRINCIPLE 4:

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

GENERIC MARKING PRINCIPLE 5:

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

GENERIC MARKING PRINCIPLE 6:

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

© Cambridge University Press & Assessment 2024 Page 2 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

English & Media subject specific general marking principles

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

Components using level descriptors:

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

Components using point-based marking:

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

From this it follows that we:

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

© Cambridge University Press & Assessment 2024 Page 3 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

ANNOTATION

SYMBOL MEANING Q1(a) – 1(e) Q1(f) Q2(a) – (c) Q2(d) Q3

^ partially effective Y Y Y Y Y

credited point, detail or Y (point Y (point Y (relevant Y

choice from text awarded) awarded) choice) (supportin
g detail
from the
text)

DEV development Y

A1 relevant idea Y Y (related

to first
bullet)

A2 relevant idea Y (related

to second
bullet)

A3 relevant idea Y (related

to third
bullet)

EXP explanation / meaning Y

+ effect Y (good Y Y
own (effective
words) use of
own
words)

O overview or Y Y
organisation (effective (overview)
organisati
on / overvi
ew)

LM lifted material Y Y

Highlighter copied from text Y (where Y Y (where Y Y

own words own words
were were
required) required)

REP repetition Y Y Y

summative comment Y Y Y
- Reading Reading Reading
- Writing Writing
-
SEEN
- viewed – including Y Y Y
- blank and additional
pages

© Cambridge University Press & Assessment 2024 Page 4 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

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

Question 1

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

R1 demonstrate understanding of explicit meanings

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

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

W2 organise and structure ideas and opinions for deliberate effect

W3 use a range of vocabulary and sentence structures appropriate to context.

Overview of items for Question 1

Item Assessment objectives tested Marks for assessment objectives

1(a) R5 1

1(b)(i) R1 and R2 2

1(b)(ii) R1 and R2 2

1(c) R1 2

1(d)(i) R1 and R5 2

1(d)(ii) R1, R2 and R5 3

1(e) R1 and R2 3

1(f) R1, R2 and R5 10

W2 and W3 5

Total 30

© Cambridge University Press & Assessment 2024 Page 5 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

1(a) Which bee is the biggest in a colony, according to paragraph 1? 1

Award 1 mark for:

• queen (bee)

1(b)(i) Using your own words, explain what the text means by: 2
‘special diet’ (line 3).

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• distinctive / different / particular / specific / just for her / tailored (to her
needs) / unique
• food / nourishment / nutrition / meal(s) / alimentation

Credit alternatives explaining the whole phrase.

1(b)(ii) Using your own words, explain what the text means by: 2
‘sole purpose’ (line 5)

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

• solitary / only / single / unique / their one

• reason for existence / job / role / function / use / task / objective / aim / intenti
on / motivation / goal

Credit alternatives explaining the whole phrase.

1(c) Re-read paragraph 3 (‘Bees have different – deep inside them.’). 2

Give two characteristics that make the early bumblebee and the garden
bumblebee different.

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

• size / early bumble bee is small(er) / garden bumblebee is large(r)

• length of tongues / garden bumblebee has a long(er) tongue / early
bumblebee has a short(er) tongue
• agility / the early bumblebee is (more) agile

1(d)(i) Re-read paragraph 4 and 5 (‘Plants can … subject of study.’). 2

Identify two ways in which bee pollination is needed for plants.

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

• Growth
• Reproduction
• (enable plant to produce) food

© Cambridge University Press & Assessment 2024 Page 6 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

1(d)(ii) Re-read paragraph 4 and 5 (‘Plants can … subject of study.’). 3

Explain how humans have benefited from the existence of bees

• range of food / different foods / fruits, coffee and vanilla / appealing foods
• cotton (clothing) / natural clothing materials / natural fabrics
• education / science / the arts / studying them

1(e) Re-read paragraph 5 (‘But bees … costing us all.’). 3

Why might some humans disregard the threats to bees?

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

3.

• not aware of how human decisions impact on bees / do not know that bees
are threatened
• food production is prioritised / want food to be readily available / want safe
food / farmers need to produce food / need to use pesticides
• need to build (more) houses / need to expand towns / need for
urbanisation
• selfish / thoughtless / only thinking about themselves / focused on human
desires / consider only human needs
• do not realise threats to bees (will) affect humans too

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

© Cambridge University Press & Assessment 2024 Page 7 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

1(f) According to Text B, what should people consider and do before taking up 15
beekeeping?

You must use continuous writing (not note form) and use your own
words as far as possible.

Your summary should not be more than 120 words.

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

marks for the quality of your writing.

Use the Marking Criteria for Question 1(f) (Table A, Reading and Table B
Writing).

INDICATIVE READING CONTENT

Candidates may refer to any of the points below:

1 the reasons why they want to keep bees
2 whether they want the hard work / if they are ready for the responsibility of
looking after bees
3 whether they are allowed to keep bees in their area / any local restrictions
on beekeeping
4 (seeking) help from bee keeping organisation(s) / expert
advice / researching (online)
5 appropriate clothing / protective clothing / full beekeeping suit and gloves
6 you might be stung
7 what their neighbours might think / neighbours may object
8 appropriate location for the hives (allow example: flat / sheltered / in the
sunlight by day / accessible)
9 weight of the hive / practicality of the hive
10 bees cannot be left alone for long
11 someone suitable to look after the bees when they are away
12 cost implications / that beekeeping can be expensive / only buying what you
need

© Cambridge University Press & Assessment 2024 Page 8 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Marking criteria for Question 1(f)

Table A, Reading

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

Level Marks Description

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

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

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

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

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

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

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

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

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

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

0 0 • No creditable content.

© Cambridge University Press & Assessment 2024 Page 9 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Table B, Writing

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

Level Marks Description

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

2 3–2 • A relevant response that is generally expressed clearly, with some

evidence of concision.
• There may be some lapses in organisation.
• The response is mainly expressed in the candidate’s own words (where
appropriate) but there may be reliance on the words of the text.

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

• There may be excessively long explanations, or the response may be
very brief.
• The response may include lifted sections.

0 0 • No creditable content.

© Cambridge University Press & Assessment 2024 Page 10 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

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

Question 2

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

R1 demonstrate understanding of explicit meanings

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

Overview of items for Question 2

Item Reading assessment Marks for reading assessment

objectives tested objectives

2(a)(i) R1 1

2(a)(ii) R2 1

2(a)(iii) R1 1

2(a)(iv) R1 1

2(b)(i) R2 1

2(b)(ii) R2 1

2(b)(iii) R1 1

2(c) R1, R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

© Cambridge University Press & Assessment 2024 Page 11 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

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

Abdul does not feel the same confidence about the future as Damian.
• (Damian’s / his) optimism (line 4)

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

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

Abdul shared his very thorough research with Damian.

• (his) painstaking (line 23)

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

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

Damian wished to make his range of smoothies more varied.

• (to) diversify (his range of smoothies) (line 29)

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

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

Damian and Abdul look very thoughtfully at all the bees in the acacia
tree.
• (the two men / they) contemplate (the bees) (line 47)

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

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

A few months earlier Damian and Abdul had been relaxing in Damian’s
field, near his beehives. It had been the first mild morning for many
months and the two men were sipping Damian’s home-made acacia
honey and berry smoothies.

• relaxing: unwinding, sitting comfortably, taking time out, chilling, resting,

lounging

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

• mild: not too hot / not too cold, cool(er) / warm(er), pleasant (weather),
agreeable, temperate, calm, nice

© Cambridge University Press & Assessment 2024 Page 12 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

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

• sipping: (taking) small mouthfuls, drinking (a little bit at a time)

2(c) Use one example from the text below to explain how the writer suggests 3
the thoughts and feelings of Damian about running his own business.

Use your own words in your explanation.

‘I agree with that little bee,’ announced Damian, smacking his lips in
pleasure at the taste of honey and berries. ‘We should venture out of our
own hives and taste the sweet nectar of life. Get ahead of the crowd.
Nice big shop in the middle of town.’

Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests Damian’s thoughts and
feelings.

Award 2 marks for an appropriate example and attempt at an explanation

which shows some understanding of how the writer suggests Damian’s thoughts
and feelings.

Award 1 mark for an example with an attempt at an explanation which shows

awareness of Damian’s thoughts and feelings. The explanation may be partial.

The explanation must be predominantly in the candidate’s own words.

Responses might use the following:
• ‘I agree with that little bee,’ announced Damian: relates to the small
bee as brave; affectionate; dramatic, theatrical, (deliberately) eccentric
• smacking his lips in pleasure: opens and closes his mouth noisily;
reflects his enjoyment of the smoothie but also how Damian relishes the
idea of an exciting business future; self-congratulatory
• venture out of our own hives and taste the sweet nectar of life: leave
their comfort zone; excited about the future; wants to take chances, be
independent; casual risk-taker; romanticised, idealised view; nectar is the
food of Gods / Queen so sees them reaching great heights and wallowing
in the fruits of their hard work
• Get ahead of the crowd: wants to be a leader; feels competitive; wants
recognition; resists being ordinary, suggests arrogance / overly ambitious;
like a race
• Nice big shop in the middle of town: imagines success without thinking
carefully; huge size of shop, central location; ambitious; big dreams; life of
grandeur and significance; shop and location indicative of material
success he wishes for; superficial desire to be at the centre.

© Cambridge University Press & Assessment 2024 Page 13 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

2(d) Re-read paragraphs 5 and 11. 15

• Paragraph 5 begins ‘The delicate tracery …’ and is about Damian’s
view of the hive and acacia tree as a worker bee comes out to look
for nectar.
• Paragraph 11 begins ‘A worker bee …’ and is about a bee arriving in
the kitchen as Damian thinks about his range of smoothies.

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

Write about 200 to 300 words.

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

Use the Marking Criteria for Question 2(d)

(Table A, Reading)

Notes on the task

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

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

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

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

© Cambridge University Press & Assessment 2024 Page 14 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

2(d) Paragraph 5 begins ‘The delicate tracery …’ and is about Damian’s view
of the hive and acacia tree as a worker bee comes out to look for nectar.

Overview might include: the complex activities of the bees as the acacia tree
starts to come into bloom and nature works in harmony

• delicate tracery: fine, intricate, fragile decorative patterns; artistic design

• (cast a) dancing dappled shade: area covered in spots of soft light and
dark colour; sunlight making patterns through the leaves of the tree;
reciprocal relationship between bees, tree and sunlight
• venture uncertainly: set off on a journey without confidence; a bit fearful;
on an important mission/quest
• drew dizzy spirals in the air: made circular shapes as it moved in the
air; unsteadying; spinning; confusing to watch; bee trying to get its
bearings; going nowhere
• orientated: using clues from its surroundings to find its direction; worked
out where it was going
• sensing (the nectar in the) newly budding flowers: detecting (the
nectar in the) young blooms/blossoms; machine-like; programmed;
instinctive response; suggestion of promise
• humming in reverential attendance: low pitched continuous noise in
admiration and respect as they wait on the queen; subservience; treat her
like real royalty
• burst into flower: erupt into blossom; suddenness; arrive when not
expected; imminent; spectacle
• cascades of clustered (white blossom): large bunches of petals tumble
down amongst the tree branches, like a waterfall; plentiful, abundance
• turn the trees silver: make the trees look shiny; as if turning something
natural into a precious metal; ornamental
• solitary worker would be accompanied by hundreds of other
labourers: isolated bee; working by herself; industrious; dedicated to
cause; many working fellow bees; all pulling together
• all intent on drinking their fill of nectar: very focused on what they are
doing; know their roles; satiating hunger; purposeful

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

© Cambridge University Press & Assessment 2024 Page 15 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

2(d) Paragraph 11 begins ‘A worker bee …’ and is about a bee arriving in the
kitchen as Damian thinks about his range of smoothies.

Overview might include: humorous characterisation of Damian as he closely

observes/communicates with a bee
• swung: swooped; entered with a big flourish; confident; casually popping
in
• settled momentarily: stopped for a short period; as if deciding whether to
stay
• carefully probe droplets of honey that had puddled: testing tiny
amounts of the honey from the small pool formed; deliberately examining;
scientific research
• smiling to itself in self-congratulatory glee: appears pleased with itself
at making this discovery; likes the work it has done in making this honey;
enjoying itself; smugness reflecting Damian’s own feelings
• ‘What shall I turn my talents to next?’: asking the bee for his opinion,
Damian’s confidence in his own abilities borders on arrogance; humour,
playfulness; relaxed and close relationship with bees
• segmented antennae rotated through a full 90 degrees: Damian’s close
observation of the bee and its actions; antennae revolve/make a quarter
circle movement; antennae are divided into separate parts; very small and
intricate; each part integral to the movement; machine-like
• folded outwards, as if in a quizzical hand gesture: bent away from the
bee’s body as if using the body language of a puzzled human; Damian’s
interpretation of the bee’s movements as if it is answering him
• gossamer wings reclined: fine, delicate, gauze (wings) settled, moved
back to their original position; like a ballet movement; ballet tutu; spider’s
web
• contemplative silence consumed: an absence of sound for thoughtful
reflection took over; as if Damian and the bee are trying to work out the
answer to his question together; both are still and quiet; shared moment
• ‘You’re no help!’ reprimanded Damian playfully: tells the bee off in a
light-hearted way; Damian’s humour; knows it’s his own problem;
closeness to bees; speaking his own thoughts (about himself) out loud

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

© Cambridge University Press & Assessment 2024 Page 16 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

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

Level Marks Description

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

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

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

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

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

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

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

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

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

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

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

© Cambridge University Press & Assessment 2024 Page 17 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

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

Question 3

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

R1 demonstrate understanding of explicit meanings

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

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

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

W2 organise and structure ideas and opinions for deliberate effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use register appropriate to context.

© Cambridge University Press & Assessment 2024 Page 18 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

3 You are Abdul. At the end of your first day selling smoothies at the 25
market, you write a journal entry in which you reflect on your
experiences.

In your journal entry you should:

• explain the most important considerations you had when wanting to

set up the business
• explain your thoughts and feelings about your business partner,
Damian, and the advantages and drawbacks of being in business
together
• describe how you see your business developing in the future and
any concerns you may have.

Write the words of the journal entry

Write about 250–350 words.

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

marks for the quality of your writing.

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

Notes on the task

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

Annotate A1 for references to the most important considerations you had when
wanting to set up the business
Annotate A2 for references to your thoughts and feelings about your
business partner, Damian, and the advantages and drawbacks of being in
business together
Annotate A3 for references to how you see your business developing in the
future and any concerns you may have.

© Cambridge University Press & Assessment 2024 Page 19 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Question Answer Marks

3 A1: explain the most important considerations you had when wanting to
set up the business

• making money (det. sold out on first day) [dev. needs to be

profitable / support two people]
• research (det. survey customers, online advice, price prepared to pay)
[dev. needs to be thorough / need to know your market]
• smoothies (det. fresh fruit, acacia honey, locally sourced) [dev. quality of
product / natural product / honey is the product’s ‘USP’ / delicious]
• resources (det. fridge, freezer, van, packaging) [dev. initial outlay / need to
build in purchase / take account of running costs]
• venue to sell product (det. weekly market stall) [dev. trial period / save
profits to gradually invest in more ambitious projects]
• attract customers (det. cherry smoothies on offer) [dev. might make a
loss at first / win customer approval]

A2: explain your thoughts and feelings about your business partner,
Damian, and the advantages and
drawbacks of being in business together

• Damian’s creativity (det. makes product, talented) [dev.

inventive / knows what people like / proved right / dedicated / Adbul more
business orientated]
• Damian’s optimism (det. take double to sell next week) [dev. unrealistic
/ moving too quickly / encouraging / potential conflict]
• Damian’s relationship with bees (det. talks to them, observes them
closely) [dev. treats them like human friends / whimsical]
• good friends (det. since school) [dev. know each other well / comfortable
around each other / knows how to deal with him / irritation]
• teamwork (det. congratulating each other after first day)
[dev. motivational / share burdens]

A3: describe how you see your business developing in the future and any
concerns you may have.

• (fear of) rivals (det. may copy business idea) [dev. may be dependent on
Damian’s creativity to fight off rivals / need to be unique / need to carefully
watch market / more regular polls / market research to see what
customers want]
• permanent premises (det. (no other) shop in town, open every day)
[dev. not sure he wants the change / enjoys life as it is now / possibility for
the future / filling a gap in the market]
• broadening product range (det. savoury, pizzas, different milks) [dev.
unworkable idea and/or likely impact on the market / would need to invest
in further resources and/or staff]
• future of bees (det. currently living in Damian’s field) [dev.
practicalities / feels responsible for the bees’ welfare / add to the hives]
• environmental credentials (det. eco-friendly packaging, amount of
packaging) [dev. natural product so should be (more) responsible / look
for greener solutions]

© Cambridge University Press & Assessment 2024 Page 20 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

Marking Criteria for Question 3

Table A, Reading

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

Level Marks Description

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

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

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

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

2 4–6 • There is some evidence of general understanding of the main ideas,

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

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

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

© Cambridge University Press & Assessment 2024 Page 21 of 22

0500/11 Cambridge IGCSE – Mark Scheme October/November
PUBLISHED 2024

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

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

Level Marks Description

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

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

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

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

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

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

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

1 1–2 • Expression and structure lack clarity.

• Language is weak and undeveloped.
• There is very little attempt to explain ideas.
• There may be frequent copying from the original.

0 0 • The response cannot be understood.

© Cambridge University Press & Assessment 2024 Page 22 of 22