Mark Scheme

Results

June 2019

Pearson Edexcel International Primary

Curriculum in English Year 6
Paper 01
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June 2019
Publications Code JEH01_01_1906_MS
All the material in this publication is copyright
© Pearson Education Ltd 2019
General Marking Guidance

 All candidates must receive the same treatment. Examiners must mark the
first candidate in exactly the same way as they mark the last.
 Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than penalised for omissions.
 Examiners should mark according to the mark scheme not according to their
perception of where the grade boundaries may lie.
 There is no ceiling on achievement. All marks on the mark scheme should be
used appropriately.
 All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to the mark
scheme.
 Where some judgement is required, mark schemes will provide the principles
by which marks will be awarded and exemplification may be limited.
 When examiners are in doubt regarding the application of the mark scheme
to a candidate’s response, the team leader must be consulted.
 Crossed out work should be marked UNLESS the candidate has replaced it
with an alternative response.
Text A

Question Answer Mark

Number

Award 1 mark for reference to one of the following:

1.  (big cats are) warm-blooded 1

 (big cats have) a backbone
 (big cats) feed (their) babies milk

Do not accept ‘they give birth to young ones’.

Question Answer Mark

Number

Award 1 mark for:

2. C – emphasise that it is surprising that big cats can 1

live in the cold

Question Answer Mark

Number

Award 1 mark for:

3. D – store food differently 1

Question Answer Mark

Number

Award responses that give evidence (1) with comment

on purpose (1), up to a maximum of 2 marks for
4.
example:
2
 (big) cats spend a long time asleep in a day (1)
and the exclamation mark shows this is
surprising/interesting/emphasising the
point/unusual or any appropriate synonym (1)
 (big) cats sleep much longer than humans
(and/or) other species (1) and the exclamation
mark shows this is
surprising/interesting/emphasising the
point/unusual (1)

Do not accept generic references to the

purpose of the exclamation mark unless
evidence is included.

Question Answer Mark

Number

Award 1 mark for two synonyms matched correctly

5. Award 2 marks for three or four synonyms matched

correctly
2
boiling crowded

steamy freezing

dense scorching

snowy humid
Question Answer Mark

Number

6. (a) Award 1 mark for identification of ‘separately’. 1

(b) Award 1 mark for recognition that ‘only’ shows, 1

e.g., that two years/that age/length of time doesn’t
seem very long (to be leaving the care of the
mother/parent).

Question Answer Mark

Number

Award 1 mark for references to any of the following 2

from separate bullet points up to 2 marks:
7.
 speed e.g references to 120 kilometres an
hour
 strength e.g. ‘strong muscles’
 stamina e.g. swimming (long) distances
 two or more activities including
swimming/climbing/hunting/running
 agility – balancing/moving easily/smoothly

Question Answer Mark

Number
 Award 1 mark for: 1

8. D – alliteration

Question Answer Mark

Number

Award 1 mark for: 1

9. B – darkness

Question Answer Mark

Number

Award 1 mark for each correct response, up to 2

marks:
10. 2
 harsh
 kill

Question Answer Mark

Number

Award 1 mark for:

11.  unique 1

Question Answer Mark

Number

12. Award 1 mark: 1

A – population of Amur leopards

Question Answer Mark

Number

Reward answers that refer to any of the following, with

credit given for evidence and development of points:
13.
 writer’s use of vocabulary to show how
3
unique/special/rare the leopard is
 descriptions of how beautiful the leopard is
 references to the leopard helping to maintain a
balance of other species
 references to protecting forests and other
environments
 references to the leopard helping other wildlife
and humans

Accept other appropriate points focused on features of

language.

1 mark for feature spotting without development.

2 marks for answers that attempt some development.

3 marks for answers that are fully developed.

Text B

Question Answer Mark

Number

Award 1 mark for any one of the following:

14.  (His) whiskers twitched (with a mix of energy, 1

excitement, danger)
 (His) heart beat faster

Question Answer Mark

Number

Award 1 mark for:

15. B – full of opportunities 1

Question Answer Mark

Number

Award 1 mark for:

16.  task 1

Question Answer Mark

Number

Award 1 mark for:

17. Responses that recognise that the outside is 1

special/new to him/an important place/a place that
Varjak has never been before/a place he has always
wondered about/he has spent his whole life so far
indoors/it has its own identity/it makes it a specific
named place

Question Answer Mark

Number

Award 1 mark for:

18. A – Varjak was moving quickly. 1

Question Answer Mark

Number

Award 1 mark for reference to any of the following,

up to 2 marks:
19. 2
 responses that recognise that Varjak doesn’t
like washing/cleaning/grooming
 responses that recognise that ‘satisfying’
shows that this makes him feel happy/content
 responses that recognise that Varjak enjoys
breaking rules now that he is not at home

Question Answer Mark

Number

20. Accept references to Varjak’s dislike of eating food

with his family from the following up to a maximum
2
of 2 marks:

 The family is obedient/compliant e.g. the

family had to eat from china bowls
 He can eat what he likes now
 He can eat when he likes now
 He can eat where he likes now

Question Answer Mark

Number

21 (a) Award 1 mark for:

 stuffy (old house) 1

21 (b) Award 1 mark for:

  wonderful (new world) 1

Question Answer Mark

Number

Award 1 mark for:

22. D – It was light but dull. 1

Question Answer Mark

Number

Award up to two marks for any 2 of the following:

23. Responses that recognise that the cars: 2

 make loud/frightening/angry noises e.g

‘shrieking and roaring’
 they look large/scary/fearsome/huge in
appearance
 they move/roll along
 they seem to have eyes (like dogs would)
 references to an animalistic noise, e.g.
belching
 references to him not knowing/has never
seen/ what a dog or a car is

Question Answer Mark

Number
 Award 1 mark for:

24. B – adventure 1
Question Answer Mark

Number

Accept the selection of brave or foolish, or partly both.

Don’t accept the tick alone but do credit a response that
25.
is text related even if it contradicts the tick box selected,
providing the response is clear. 2

Award up to 2 marks for reference/text quotation of:

References to at least 2 reasons to support being brave,

e.g.:

 visiting a (new) city/dangerous place (on his own)

 going outside/leaving his house (for the first time/on
his own)
 looking for a dog (and he is a cat)
 having to fight with other cats (in his home)
 having a mission/rescuing his family

References to at least 2 reasons to support being foolish,

e.g.:

 visiting a (new) city/dangerous place (on his own)

 going outside/leaving his house (for the first time/on
his own)
 looking for a dog (and he is a cat)
 having to fight with other cats (in his home)
 thinking everything was going to be wonderful/the
best time of his life
 being over-confident/wanting to show off to his
family
 being inexperienced/not knowing what cars or dogs
were

References to at least 2 reasons to support being both

brave and foolish, e.g.:

A combination of any two points or more from both sections

above, providing that there is at least one point from each in
support of being both brave and foolish.
Question Answer Mark

Number

Reward answers that refer to any of the following

features, with credit given for evidence and
26.
development of points:
3
 use of vocabulary to show emotions, e.g. danger,
sadness, terror, joy
 a sense of mystery/adventure – his mission, the
fight
 being ‘Outside’ for the first time – visiting a new
place
 dramatic descriptions, e.g. searching for dogs, the
‘monsters’ on the road/fearsome/huge/ belched a
trail of choking smoke.
 rhetorical questions e.g ‘Could these be dogs?’
 short sentences/ single sentence paragraphs

1 mark for feature spotting without development.

2 marks for answers that attempt some development.

3 marks for answers that are fully developed.

Section B – Grammar and punctuation

Question Answer Mark

Number

27. too 2
two to
too

1 mark for 2 or 3 correctly inserted spellings.

2 marks for all 4 correctly inserted spellings.

Question Answer Mark

Number

28. 1 mark for: apostrophe 2

1 mark for: bracket/brackets

Accept spelling errors as long as the intention is clear.

Question Answer Mark

Number

29. Sentence Would Had 1

You’d be able to 
find everything you
wanted.
He’d never seen a 
sunrise before.
He’d return from 
the city with a dog.
They’d offer him 
every kind of
honour and
reward.

Question Answer Mark

Number

30. and 2

but

or

Award 1 mark for two correctly identified conjunctions.

Award 2 marks for all three correctly identified conjunctions.

Question Answer Mark

Number
 31. 1 mark for each of the following up to 3 marks.

‘There is sadness in his heart for Elder Paw.’

‘The family trust(s)/is trusting him with a mission.’

‘Varjak intends/is intending to see it through.’

Question 32

Writing mark scheme

Section C

Form, communication and purpose

Level Marks Criteria

 The form is a simple letter; content may be unbalanced.

Some detail of the charity.
1–4  Some evidence of viewpoint.
3
 Word choice often general, but with some detail.
 Level of formality may be inconsistent.
  Simple overall text structure: some details organised into
a basic sequence, with brief opening and/or ending.
Some division between points indicated.
 Connections built up.
 The form of a letter is maintained. Some balance
between persuasion and description. Some content
developed to engage reader.
 Viewpoint established and generally maintained.
 Some stylistic features used to support purpose.
5–8  The letter is organised: paragraphs or sections are
4 logically sequenced although transitions may be
awkward.
 Within paragraphs or sections content may be developed
around a main sentence. Paragraphs or sections
organised to expand a particular point. Connections
within paragraphs or sections maintained.
 Content of the letter is adapted to appeal to the reader,
with balance between persuasion and description.
 Viewpoint established and controlled.
 Some stylistic features add emphasis and interest.
9–12  Overall organisation supported by paragraphs or
5 sections. Relationship between paragraphs or sections
gives structure to the whole text.
 Within paragraphs or sections main ideas are developed
with relevant detail or examples. References sometimes
varied to avoid repetition.

Spelling, punctuation and grammar

Level Marks Criteria

 Subject and verbs are very simple and often repeated.

 Simple connectives used to link clauses.
 Some sentence variation created (e.g. simple
1–3 adverbials).
3  Noun phrases mostly simple, with some limited
expansion.
 Full stops, capital letters, exclamation marks and
question marks mostly accurate. Commas used in lists.
  Spelling is usually accurate, including common,
polysyllabic words.
 Sentences mostly grammatically sound.
 Some variety in subordinating connectives.
 Adverbials, expanded noun phrases and modals add
4–6 variety. Tense choice mainly appropriate.
4  Some variation in subjects of sentences.
 Most sentences correctly demarcated. Some commas
mark phrases or clauses.
 Spelling of most common functional words is accurate
 Simple and complex sentences with some variety of
connectives.
 Expansion of phrases and clauses adds detail.
 Range of verb forms develops meaning and maintains
7–8 appropriate tense choice.
5  Additional words and phrases contribute to shades of
meaning.
 Range of punctuation used almost always correctly.
 Words with complex regular patterns are usually spelt
correctly.