UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

Cambridge International Primary Achievement Test

ENGLISH 0841/02
Paper 2 October/November 2008
MARK SCHEME
Maximum Mark : 40
*5085850042*

IMPORTANT NOTICE

Mark Schemes have been issued on the basis of one copy per Assistant examiner and two copies per Team
Leader.

This document consists of 9 printed pages and 3 blank pages.

IB08 11_0841_02/MS
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English mark schemes – Achievement Test

Guidelines for marking test papers

These mark schemes are designed to provide you with all the information necessary to mark
the Primary Achievement Tests. As far as possible, the mark schemes give you full guidance
regarding acceptable and unacceptable alternative answers and, where appropriate,
include examples of student work to illustrate the marking points. However, it is not always
possible to predict all the alternative answers that may be produced by students and there
could be places where the marker will have to use their professional judgement; in these
cases, it is essential that such judgement be applied consistently.

The guidelines below should be followed throughout (unless the mark scheme states
otherwise).

• A correct answer should always be awarded full marks even if the spelling or grammer
is wrong.

• Where more than one mark is available for a question, the mark scheme explains
where each mark should be awarded.

• Half marks should not be awarded and at no point should an answer be awarded
more than the maximum number of marks available, regardless of the quality of the
answer.

• If the student has given more than one answer, the marks can be awarded if all the
answers given are correct. However, if correct and incorrect answers are given
together marks should not be awarded.

• If the answer line is blank but the correct answer is given elsewhere, e.g. within the
question in the usage section, the marks can be awarded provided it is clear that the
student has understood the requirements of the question.

• Each question and part question should be considered independently and marks for
one question should be allowed unless they are contradicted by working or answers in
another question or part question.

• Any legible crossed-out work that has not been replaced can be marked; but if work
has been replaced the crossed-out part should be ignored.

• Where students are required to indicate the correct answer in a specific way, e.g. by
underlining, marks should be awarded for any unambiguous indication, e.g. circling or
ticking.

Each question on the test paper has a box beside it for the teacher to record the mark
obtained. It is advisable to use these boxes so that students, and others looking at the test
papers, can clearly see where the marks have been awarded.

Finally, it is advisable to use a pen of a different colour to that used by the students so that
the marks and comments can be seen clearly. It should be noted that marking in red ink
and using the mark boxes is an essential requirement for marking the Achievement tests.

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1 Where did the Minotaur live? [1]

6R3 Either
The Minotaur lived in a labyrinth.
or
The Minotaur lived on Crete.

2 Who helped Theseus? [1]

6R3 Ariadne

3 Do you think Theseus was a hero? [1]

Explain your answer.

6R4 Accept any reasonable answer based on the events in the

text.
e.g. Yes because he killed the minotaur.
No because he didn’t fight the minotaur, he killed it
by accident.

4a Which genre do you think this story is? Underline the [1]
correct answer.

6R2 fairy tale biography

fable legend science fiction

b Identify two features of the genre you chose for 4 (a). [2]
Give features from the story.
6R2 Features of a legend include:
• It has a hero who is very brave and strong.
• There is a monster.
• The hero is helped by the heroine to defeat the
monster.
• The story happened in historical times.

ADDITIONAL INFORMATION: Award one mark for each correct

answer.
If students give the wrong answer for 4a, accept two appropriate
features of the text type they identified.

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5 Other nouns or noun phrases are used instead of ‘the [1]

Minotaur’. List two of them.

6R3 Accept two of:

• Half bull half man
• The beast
• Monster
• Terrible Minotaur

ADDITIONAL INFORMATION: Two nouns or noun phrases are

required to earn the mark.

6 Why do you think the author chose to begin with a [1]

description of the Minotaur?

6R13 Accept any reasonable answer. Answers may refer to the

author’s attempt to :
• create suspense
• start with a story hook to grab the reader’s
attention
• establish the situation as it was at the beginning
of the story
• explain the problem that had to be solved.

7 Who is the point-of-view character in the story? [1]

Explain how you know.
6R6 Theseus.
Explanations could include:
• We only know what Theseus knows and see what he
sees.
• He is the main character in this story.
• He is the hero.

ADDITIONAL INFORMATION: There is no mark for the first part

of the question.
Do not award the mark unless an explanation is offered.
Do not accept the explanation that we see events from his point-of-
view - that has already been established.

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8a Find one example of imagery in the story. [1]

6R8 Any of:

• its horns were as sharp as daggers
• as dark as a grave
• fiery breath
• a sound like a hundred daggers scraping along a
rock face

b Explain how the imagery adds to your understanding of [1]

the events.

6R5 Accept an explanation which includes the impact on the

reader’s perception of the events in the story.

For example:
• It made it feel more frightening.
• It made me feel like I was there.

ADDITIONAL INFORMATION: 8(a) does not have to be correct to

award the mark in 8(b).

9 Write two things that we know about King Aegeus from [1]
this story.
6R3 Accept 2 of:
• He is Theseus’ father.
• He is King of Greece.
• He doesn’t want Theseus to go to kill the Minotaur.
• He was unhappy.

ADDITIONAL INFORMATION: Award the mark for two reasons

from the text.

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10 Number these events to show the order in which they [2]

happened.

6R7
Theseus entered the labyrinth. 3
Ariadne gave him thread. 2
Theseus told his father that he was going to kill the
Minotaur. 1
Theseus sailed home. 5
Theseus killed the Minotaur. 4

ADDITIONAL INFORMATION: Award

2 marks for all four events.
1 mark for two or three events.

11 Explain how the author creates suspense. Use words and [2]
phrases from the story in your answer.

6R5 Suspense is created through techniques such as:

• use of imagery e.g. it was as dark as a grave

• description of the character’s emotions e.g. his heart
was thumping in his chest
• descriptive adjectives e.g. mighty bellow; fiery breath
• short sentences and sentence fragments: Theseus
paused. Hardly breathing. Waiting. Waiting.

ADDITIONAL INFORMATION: Award:

one mark for naming a suspense technique (e.g. use of imagery).
and the second mark for illustrative words and phrases from the
story (e.g. as dark as the grave).

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12 What do you think Theseus said to Ariadne? Write your [1]

idea in the speech bubble.

6R4 Accept a reasonable suggestion which must be written in

the first person.
E.g. “I have come to kill the Minotaur. Can you help me?”
“The Minotaur can’t eat any more youths. I must stop
him.”

13 Tick (
) two reasons the author used for starting new [1]
paragraphs in the story.
6R13
Change of place

Change of time

Different person speaking

Introduction of new person
To make paragraphs shorter

ADDITIONAL INFORMATION: Both ticks must be correct for the mark

to be awarded. If more than two boxes are ticked no mark to be awarded.

14 Which character do you like better,Theseus or Ariadne? [2]

Explain why, using words and phrases from the story.

6R4 Accept any reasoned answer.

e.g. I like Theseus because he ‘planned to killed the
monster’.
I like Ariadne because she ‘decided to help him’.

ADDITIONAL INFORMATION:
There is no mark for the first part of the question.

One mark is available for an explanation explaining the student’s

preference.

One mark is available for words and phrases from the story.

Award both marks for an explanation including words and phrases from
the story.

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15 Writing task. Write a story of your own in which someone [20]

has to fight a monster.
6W2 See table on next page.

ADDITIONAL INFORMATION:
Notes to markers

Marking should always begin from the lowest mark in each column.
Stop marking at the first statement in a column that the student fails
to achieve.

All the statements should be achieved for a student to achieve the

mark (i.e. if there are two statements to describe a mark, both
statements must be achieved before the mark can be given.)

If the writing is unfinished, you may use evidence from the planning
notes to award up to one mark each for Content, Audience, Text
structure and organisation.

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COMPOSITION AND EFFECT STYLE VOCABULARY AND SPELLING

Content Audience Style Text structure Vocabulary Spelling
& organisation
During the Character Writing is well Ideas are Use of Spelling is
course of the development is structured and organised into a adventurous and mostly accurate.
story, the more complex shows a planned and precise This includes
development of and believable. coherent grasp coherent series vocabulary, words with
the character[s] of the chosen of paragraphs. including the use complex regular
is shown through Direct and/or genre. of figurative patterns. i.e.
actions and reported speech language where words with more
reactions. is used to move Pace is Well crafted appropriate. than one
the story controlled by paragraphs
potential
The reader’s forward. careful use of a contribute to Vocabulary is problem such as
response to variety of well controlling the used effectively polysyllabic,
different parts of The information constructed, and pace of the to create a prefixes, suffixes
the story is well the reader has is correctly story. strong image. (e.g. realised
controlled. carefully punctuated, interesting,
controlled. sentences. wonderful,
position,
immediately).
4 3 4 4 3 2
The writing is Writing engages A range of Within A careful choice Spelling is
atmospheric and reader through simple and paragraphs, of noun generally
evokes an establishment of complex sequences of sometimes accurate. This
intended mood and sentences are events are replaces noun includes
response from feeling. used to create developed plus adjective. polysyllabic
the reader. effect or extend around a main words that
Narrative meaning. sentence or Powerful verbs conform to
Suspense, or viewpoint is theme. are used to regular patterns
excitement, established and create (e.g. making,
where used, is controlled. atmosphere. probably,
well built. clapped,
Characters’ possible,
actions are possibly).
linked to key
events.
3 2 3 3 2 1
A well crafted Characterisation A wider range of The opening, Vocabulary is
story focuses is achieved connectives link development generally used
clearly on either through good simple, and conclusion accurately with
character or description. compound and of the story are careful choice of
action. The story is well complex logically related specific words.
placed in its sentences. and mostly well
The story is setting. Variation in paced. Expanded noun
concluded Some evidence sentence phrases are
Paragraphs are
successfully and of narrator’s or beginnings for used.
used but not
without rushing. character’s effect.
consistently well.
viewpoint.
2 1 2 2 1
The story has a Simple Ideas are
simple plot, sentences are grouped
which includes grammatically together,
fighting a accurate and although
monster. end of sentence paragraphs may
punctuation (.?!) not be shown.
The ending is generally
concludes the accurate.
story neatly.
1 1 1
Award 0 where performance fails to meet the lowest description.

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