Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading February/March 2025
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 f or
Teachers.

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

Cambridge International is publishing the mark schemes f or the February/March 2025 series f or most
Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level
components.

This document consists of 23 printed pages.

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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level
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.

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English & Media subject specific general marking principles

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

Components using level descriptors:

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

Components using point-based marking:

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

From this it follows that we:

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

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Annotations guidance for centres

Examiners use a system of annotations as a shorthand for communicating their marking decisions to
one another. Examiners are trained during the standardisation process on how and when to use
annotations. The purpose of annotations is to inform the standard isation and monitoring processes
and guide the supervising examiners when they are checking the work of examiners within their team.
The meaning of annotations and how they are used is specific to each component and is understood
by all examiners who mark the component.

We publish annotations in our mark schemes to help centres understand the annotations they may
see on copies of scripts. Note that there may not be a direct correlation between the number of
annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an
indication of the quality of the response.

The annotations listed below were available to examiners marking this component in this series.

Annotation Meaning Q1(a)–1(e) Q1(f) Q2(a)–(c) Q2(d) Q3

partially effective Y Y Y Y Y

credited point, Y (point Y (point Y Y

detail or choice awarded) awarded) (relevant (supporting
from the text choice) detail from
the text)

development Y

relevant idea Y Y (related to

first bullet)

relevant idea Y (related to

second
bullet)

relevant idea Y (related to

third bullet)

explanation/ Y
meaning

effect Y (own Y Y (effective

good use of own
words) words)

overview or Y (effective Y
organisation organisation (overvie
/ overview w)

lifted material Y Y

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

own words own words
were were
required) required)

repetition Y Y Y

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Annotation Meaning Q1(a)–1(e) Q1(f) Q2(a)–(c) Q2(d) Q3

summative Y Y Y
comment Reading Reading Reading
Writing Writing

viewed – Y
including blank
and additional
pages

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

Question 1

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

R1 demonstrate understanding of explicit meanings

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

and Question 1(f) only tests writing assessment objectives W2 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 2

1(b)(ii) R1 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

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Question Answer Marks

1(a) Give two examples of animals which migrate (other than humpback 1
whales) according to paragraph 1.

• Monarch butterflies
• European swallows

Award 1 mark for both responses.

1(b)(i) Using your own words, explain what the text means by: 2

‘incredible endurance’ (line 5):

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase.

• extraordinary / amazing / unbelievable / extreme / great
• stamina / tolerance / sticking with something / resilience / keep(ing) going
/ tenacity / resistance to fatigue / (capacity for) maintaining strength

1(b)(ii) Using your own words, explain what the text means by: 2

‘facilitated research’ (line 7):

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase

• made easier / helped (bring about) / made more possible / allowed more /
aided / enabled
• study(ing) / finding out about / investigating

1(c) Re-read paragraph 2, (‘Despite … animal movement.’). 2

Give two ways in which migration differs from other types of animal
movement.

• (involves a) return journey

• (happens) season(ally)

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

1(d)(i) Re-read paragraphs 3 and 4, (‘Astonished … GPS-tagged zebras’). 2

Identify two things scientists had to do before they were able to study
how far the plains zebras travelled during migration.

• sedate them
• tag them / fit satellite trackers (to zebras)

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

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Question Answer Marks

1(d)(ii) Re-read paragraphs 3 and 4, (‘Astonished … GPS-tagged zebras’). 3

Explain what researchers in the second study did to test what might
influence the direction in which migrating zebras travelled.

• Used / created computer simulations

• Looked at two theories / considered perception and sense and
considered memory
• Compare (the simulated tracks) with the real zebras / compare with the
GPS data

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

1(e) Re-read paragraph 5 (‘Preliminary … lead scientist’). 3

Using your own words, explain why some people might not accept the
findings of the study as conclusive.

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

3.

• only described as ‘preliminary’ / need more monitoring

• (memory) predicts only ‘more accurately’, not exactly
• did not consider effect of predators
• tracking data suggests it is neither model / might be genetic / tracking
data may be unreliable / models might be flawed
• lead scientist agrees they don’t know for sure

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

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Question Answer Marks

1(f) According to Text B, what are the reasons why changes to animal 15
migrations have occurred and why are these changes worrying?

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 food in landfills distracts them / junk food offers easier feeding option
2 global warming
3 migration guards against parasites
4 urbanisation / expansion of cities / increased infrastructure
5 habitat divided / manmade barriers
6 efforts to solve the problem aren’t working / attempts to re-establish
routes have failed / does not appear to be reversible
7 affects ecosystem (in destination/Africa)
8 increased competition for resources for resident non-migratory
species
9 (lose) research generated by migration / will learn less about human
behaviour
10 species in decline
11 deforestation / destruction of stopover sites

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Marking criteria for Question 1(f)

Table A, Reading

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

Level Marks Description

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

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

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

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

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

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

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

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

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

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

0 0 • No creditable content.

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Table B, Writing

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

Level Marks Description

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

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.

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

Question 2

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

R1 demonstrate understanding of explicit meanings

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

Overview of items for Question 2

Item Reading assessment Marks for reading

objectives tested assessment
objectives

2(a)(i) R1 1

2(a)(ii) R2 1

2(a)(iii) R1 1

2(a)(iv) R1 1

2(b)(i) R1 1

2(b)(ii) R2 1

2(b)(iii) R2 1

2(c) R1, R2 and R4 3

2(d) R1, R2 and R4 15

Total 25

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Question Answer Marks

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

The vehicle that Lotta hired was inexpensive.

• cheap (line 8)

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

2(a)(ii) Seeing the flashing signals on the computer screen stops Lotta 1
worrying that the trackers will not work.

• blinking (red lights) (line 13)

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

2(a)(iii) Even though there are still a few bird species left alive, there is no 1
longer any money available to pay for scientists to study them.

• some birds remain (line 23)

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

2(a)(iv) Lotta explains how the migrating birds begin by taking different routes 1
before they rejoin each other to find where the fish are.

• (then) merge (together) (lines 31-32)

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:

I’ve put trackers on three, but couldn’t afford cameras,’ I explain,

doggedly following Ennis back to his vessel. ‘They’ll only help to
pinpoint where the birds fly. Someone needs to witness how they
survive, to learn. Take me south – we’ll follow them. If there are fish left,
those birds will find them.’

• vessel: ship / boat / craft

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

• pinpoint : highlight / show the exact place / locate / indicate the position /
target the place they end up

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Question Answer Marks

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

• witness: observe / take note of / see (the evidence) / watch / look (at) /
view / personally experience

2(c) Use one example from the text below to explain how the writer suggests 3
Lotta’s attitude to the project.

Use your own words in your explanation.

I’m not sure when dreaming of this last desperate project began, but it’s
part of me now as much as the instinct for breath. It swallowed me
whole – a fantasy quest, securing a place on a fishing vessel and having
its captain carry me far south following the longest natural migration of
any living creature.

Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests Lotta’s attitude to the
project.

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

which shows some understanding of how the writer suggests Lotta’s attitude to
the project.

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

awareness of Lotta’s attitude to the project. The explanation may be partial.
The explanation must be predominantly in the candidate’s own words.

Responses might use the following:

• dreaming of this last desperate project: has imagined it repeatedly in her
sleep / thoughts; final attempt; chances of it working are slim
• it’s part of me now as much as the instinct for breath: like breathing
so has no choice but to do it; important to her; essential for life; cannot
forget it or remove it from her thoughts; natural urge
• It swallowed me whole – a fantasy quest: heroic undertaking/adventure
that took over her thoughts; completely consumed by the idea; suggests she is
fanatical / driven; comes at a cost to her own well-being/comfort; it is going to
be difficult and dangerous, though exciting; searching for a great prize /
something that may not even exist

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Question Answer Marks

2(d) Re-read paragraphs 1 and 13 15

• Paragraph 1 begins ‘I’m watching …’ and is about the actions of
Lotta and the bird.
• Paragraph 13 begins ‘Months later … ’ and is about what Ennis and
Lotta discover when they land at the end of their journey.

Explain how the writer uses language to convey meaning and to create
effect in these paragraphs.

Choose three examples of words or phrases from each paragraph to

support your answer. Your choices should include the use of imagery.

Write about 200 to 300 words.

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

Use the Marking Criteria for Question 2(d)

(Table A, Reading)

Notes on the task

This question is marked for the ability to select powerful or unusual words and
for an understanding of ways in which the language is effective. Expect
responses to provide words / phrases that carry connotations additional to
general meaning.
Mark holistically for the overall quality of the response, not for the number of
words chosen, bearing in mind that for the higher bands there should be a
range of choices to demonstrate an understanding of how language works, and
that this should include the ability to explain images. It is the quality of the
analysis that attracts marks. Do not deduct marks for inaccurate statements;
simply ignore them.

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

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

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Question Answer Marks

2(d) Responses might use the following:

Paragraph 1 begins ‘I’m watching …’ and describes the actions of Lotta

and the bird

Overview: Contrast between Lotta's skilled, careful actions and the fear of the
bird wanting to escape.
• (Her wing) clips the hair-thin wire (closing the basket gently): delicate
movement; tiny nudge of the sensitive trip-wire triggers the trap; the action
of the lid shutting is not sudden but careful, to avoid harming the bird;
equipment is non-threatening (materials used are natural/traditional)
• (I) approach, not breathing, reluctant to scare her: wary, moving
forwards; does not want to frighten bird; punctuation mirrors the hesitant
movement towards the bird; sense of anticipation
• (She) ruffles feathers: small shaking movement of plumage; puffing up
as if annoyed
• (a) small burst of defiance: effort to resist, show of anger or protest; a
weak refusal to cooperate, though has no choice, tiny and ineffective
• deftly looping: carefully, gently and skilfully wrapping (the band) around
• (The) plastic tightens firmly, securing: artificial material, grips the bird’s
leg; won’t fall off/can’t easily be removed; possible overtones of effect of
humans/ pollution
• (her) heartbeat pounds fast and fragile (inside my palm): stress is
affecting the bird’s heart rate; speeding it up, sounds delicate as if it might
break, emphasises the need for extreme care; bird feels
captured/imprisoned
• (I) place her back in her nest, edging away: carefully positioning the bird
where she should be in her place of relative safety, moving away slowly bit
by bit; gentle actions designed to minimise impact, cautious; apologetic;
nervousness is incongruous as bird is far smaller than the human
• (She) explodes free, swooping at me suddenly: quick brief movement,
flying suddenly out/upwards and then down at Lotta as if retaliating
• (a) shrill cry: high pitched noise; piercing shriek; anguish, pain, surprise;
outraged at treatment

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

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Question Answer Marks

2(d) Responses might use the following:

Paragraph 13 begins ‘Months later … ’ and is about what Ennis and

Lotta discover when they land at the end of their journey

Overview: Contrast between the emotions and the initial surge of

disappointment and the elation as they discover the abundance of wildlife,
serenity and beauty of the area.
• magnificent – but empty: amazing landscape; raises hope, but there is
nothing to be seen; should contain flora and fauna
• something, anything, alive: wants to see any living creature, or
organism; desperation
• (my) heart breaks and then jumps… : gives up again – had hope again
in landing – followed by sudden realisation that she’s seen something;
despair followed by excitement
• something just flew across the sky: has seen a bird; cannot believe it;
can’t tell what creature it was / dare not name it; startled
• More somethings appear, swooping and soaring: flying upwards and
downwards powerfully; still indistinct/in the distance/high up; knows these
are birds now but not yet revealing/admitting that; appear to be enjoying
themselves
• (I) scramble to the summit: inelegant, hasty climb to the top of the
ridge; childish eagerness to see over
• (and – oh,) hundreds of terns smother an expanse of unspoiled ice
below: release of emotion at the quantity of birds she can see completely
covering the frozen land; perfect, pristine, still frozen/glacier/ not
destroyed by humans (yet)
• (Yet more) dance upon the air: huge quantities of terns flying joyfully
(contrast with the three); turning and twisting movements; performance
• Dipping gracefully, diving hungrily: they have found fish so are keen to
eat them; subtle elegant movements combined with direct straight
downwards movement to catch their prey; awe at prowess
• (a) bay bubbling and thrashing with a million scales: abundance of
fish; energetic movement of so many healthy fish in the water makes it
look like it is boiling; contrast with initial emptiness of the shore / panic of
the prey
• (a) low rumble of laughter: deep throaty sound showing satisfaction,
pleasure at finding life here; possibility of fishing again; in sync with the
whale
• (a) huge whale fin crowns the sparkling surface: evidence of a large
sea creature coming above the clear glistening water; regal; beautiful;
magical
• What else is hiding in these clean, untouched waters – this
sanctuary?: safe place; not polluted; somewhere creatures are
protected; mysterious; potential to find more; ends dramatically on a
cliffhanger

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

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Marking Criteria for Question 2(d)

Table A, Reading: Analysing how writers achieve effects

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

Level Marks Description

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

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

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

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

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

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

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

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

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

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

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

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

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.

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Question Answer Marks

3 You are a journalist. You have interviewed Ennis and Lotta months after 25
they have returned from their trip. You write a magazine article about
Lotta’s research project and the conservation work they are both now
involved in.

In your article you should:

• describe what Lotta did to prepare for the research project and the
challenges Lotta faced
• explain why Lotta needed Ennis’s help with the project and why
Ennis decided to help Lotta
• explain how Ennis and Lotta felt about what happened on their
journey and the changes they hope to bring about in the future.

Write the words of the article.

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

Write about 250 to 350 words.

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

marks for the quality of your writing.

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

Notes on the task

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

Annotate A1 for references to what Lotta did to prepare for the research project
and the challenges she faced.
Annotate A2 for references to why Lotta needed Ennis’s help with the project
and why he decided to help her.
Annotate A3 for references to how Ennis and Lotta felt about what happened
on their journey and the changes they hope to bring about in the future .

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Question Answer Marks

3 A1: what Lotta did to prepare for the research project and the challenges Lotta
faced
• Catch the birds (det. basket trap; only found/caught three) [dev. can be
aggressive / nervous creatures]
• Putting trackers on the birds (det. lightweight, need to be quick, plastic
fastener) [dev. difficult / skilful / practice / not affect(ing) the birds]
• Planning / previous study (det. mapped routes the birds have taken,
software, laptop, scientist, notes) [dev. identified patterns in birds’
behaviour]
• Camping at the cliff (det. tent blown away, outside in the wild for days)
[dev. cold / uncomfortable]
• Rental car (det. cheap, remote area) [dev. no public transport / needs to
carry equipment / too far to walk]
• Money (det. no longer funding for research) [dev. has had to finance this
trip herself / does not know how long she can go on for]

A2: why Lotta needed Ennis’s help with the project and why Ennis decided to help
Lotta
• Find fish (det. birds will show where the fish are) [dev. misses his way of
life / misses the fish(ing) / wants to know if fish still exist / Lotta offers him
hope]
• No cameras (det. trackers only pinpoint where the birds are) [dev. need to
be able to see what the birds are doing]
• Transport / boat (det.(captain of) Raven, birds fly south for the winter) [dev.
fulfilling a dream / needs to follow across water / experienced navigator]
• Interested in birds (det. want to know how they survive, last colony) [dev.
impressed by the birds’ endurance / affinity with movement across the
ocean]
• Lotta’s tenacity (det. finds him in the café, spent the night on the harbour,
followed him back to the boat) [dev. recognises Lotta’s passion for the
project / convinced by Lotta / resurrects his own passions]

A3: how Ennis and Lotta felt about what happened on their journey and the
changes they hope to bring about in the future
• Storm (det. signals stopped) [dev. scary / thought the birds had died]
• Initial disappointment on arrival at the ice-face (det. no sign of life after
months of travel) [dev. devastating / lowest point / lost all hope]
• Have to walk (det. can get no further by boat) [dev. don’t want to give up
/ still hoping for something / boat damaged by the journey]
• Found terns (det. sees one, then hundred; colony) [dev. feeding on fish /
thriving]
• Whale (det. huge, laughter as fin appears) [dev. thought there were no
more / believed to be extinct / other species may not be extinct after all]
• Large bay (det. clean, untouched waters, unspoiled ice) [dev. thrilled /
hugely significant discovery / seemed unreal / hope for the future / may
be other discoveries ]
• Commitment to protecting what is left / repopulating areas ( det. learn
from their experience) [dev. education / need to listen to scientists and act
/ continue research / more responsible fishing or hunting / inspire others
to help]

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Marking Criteria for Question 3

Table A, Reading

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

Level Marks Description

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

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

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

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

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

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

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

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

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

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

Level Marks Description

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

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

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.

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