Cambridge IGCSE™

FIRST LANGUAGE ENGLISH 0500/12

Paper 1 Reading May/June 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 May/June 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 incorrectly.)
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.

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Annotations

Questions Question Questions Question

Annotations Meaning Question 3
1(a)–1(e) 1(f) 2(a)–2(c) 2(d)

partially ef f ective Y Y Y Y Y

credited point, Y (point Y (point Y (relevant Y

detail or choice awarded) awarded) choice) (supporting
f rom text detail f rom
the text)

development Y

relevant idea Y Y (related to

f irst bullet)

relevant idea Y (related to

second
bullet)

relevant idea Y (related to

third bullet)

explanation/ Y
meaning

ef f ect Y (ef f ective Y Y

own words) (ef f ective
use of own
words)

overview or Y Y
organisation (ef f ective (overview)
organisation
/ overview)

lif ted material Y Y

Highlighter copied f rom text Y (where Y Y (where Y Y

own words own words
were were
required) required /
excess in 2a)
[& choice in
2c]

repetition Y Y Y

Text box summative Y Y Y

comment Reading Reading Reading
Writing Writing
[& MS
numbers]

viewed – including Y Y Y Y Y
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 and R2 2

1(b)(ii) R1 2

1(c) R2 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) What were the first food trucks called, according to the text ? 1

• chuckwagons

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

‘sample delicacies’ (line 2)

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase.

• try (out) / taste / have a bit of / test

• something (s) nice to eat / something(s) rare to eat / something(s) usually
expensive to eat / luxury food / especially good food / edible treat

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

‘conventional options’ (line 3).

Award 2 marks for full explanation (both strands).

Award 1 mark for partial explanation.

Credit alternatives explaining the whole phrase.

• ordinary / traditional / usual / normal / standard / commonplace / typical

• choices / possibilities / (potential) ways

1(c) Reread paragraph 2 (‘Unlike modern … journalists.’). 2

Give two differences between modern food trucks and chuckwagons.

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

• modern are exclusively food and drink outlets whereas chuckwagons sold
a wider range of products other than food and drink / carried medical
supplies
• cookie on chuckwagons offered services beyond the chef role
• food produce sold fresh today whereas chuckwaggons sold preserved
food

1(d)(i) Reread paragraph 3 (‘The modern … parked.’). 2

Identify two reasons why food trucks are becoming more popular with
customers.

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

• nostalgia
• street food more fashionable
• innovation / use of technology
• can find location easily via website

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Question Answer Marks

1(d)(ii) Reread paragraph 3 (‘The modern … parked.’). 3

Explain why many business people prefer operating mobile food trucks
to running restaurants in permanent locations.

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

• Can serve food in a variety of locations (festival and markets etc)

• cheaper than setting up a restaurant / not such a heavy investment
• can focus on a perfecting a few unique menu items (to make a name for
yourself)
• opportunity to test the market

1(e) Reread paragraph 4 (‘Successful food … ready!’). 3

Using your own words, explain why it might be challenging to establish

a unique food truck business nowadays.

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

of 3.

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

• most food options already covered

• lots of unusual vehicles already out there / difficult to find an unusual
vehicle / idea / need to include gimmicks / innovations (such as photo
booth)
• can be expensive to convert vehicles

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Question Answer Marks

1(f) According to Text B, how and why are old buses being used? 15

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 old buses are still roadworthy / can still be driven

2 environmental awareness / help protect the planet / recycling
3 they are mobile / can go wherever they are needed.
4 artistic / creative uses – accept two or more examples (libraries / theatres
/ museums)
5 education
6 helping in the community / helping homeless people (allow example:
musical events for elderly people)
7 (rent for) a party
8 encouraging and involving volunteers / working together
9 accommodation – to live in (allow example of tiny house) or holiday home
10 advertising (for new product)
11 pop-up shop / mobile shop / drive shop straight to customer
12 office and café / replacement office environment

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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 d erived 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) R1 1

2(a)(iii) R2 1

2(a)(iv) R2 1

2(b)(i) R2 1

2(b)(ii) R1 1

2(b)(iii) R1 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:

Any interested person watching might notice that this large bus was
different from the buses they sometimes saw in their country.

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

(a) curious spectator (would see) (line 2)

2(a)(ii) The bus company was still really helpful after the bus had been sold. 1

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

• (the bus company) remained very supportive (line 19)

2(a)(iii) The disastrous end to their journey was when the bus ended up in a 1
river.

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

• (that) fateful last day (line 40)

2(a)(iv) The writer and their fellow travellers showed incredible immaturity to 1
think that they could make such a journey without mishap.

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

• (we) displayed breath-taking naivety (line 43)

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

It’s difficult to envisage how cut off from our previous lives we were
back then. Mobile phones and emails weren’t yet invented. There was no
internet linking different countries and cultures. To phone home was
expensive and public phones weren’t easy to find. I was away two years
and managed to phone home twice.

• envisage: visualise / picture / imagine

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

• linking: connecting / bringing together / joining

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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:

• expensive: costly / needed a lot of money / pricey

2(c) Use one example from the text below to explain how the writer suggests 3
the attitude of the owner of the orange juice.

Use your own words in your explanation.

This is the story of that big, red double-decker bus. This isn’t a
children’s story, and if you try reading it to children, they’ll soon lose
interest in the increasingly petty details of our daily life. In one early
letter to my parents, I wrote: ‘We had yet another meeting yesterday to
sort out grievances.’ This latest inquest had been into who’d drunk
someone’s orange juice from the fridge. The devastated owner knew
some had been ‘stolen’ because he’d marked the level of the liquid in
the bottle.

Award 3 marks for an appropriate example with a comprehensive explanation

which shows understanding of how the writer suggests the attitude of the
owner of the orange juice.

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

which shows some understanding of how the writer suggests the attitude of
the owner of the orange juice.

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

awareness of the attitude of the owner of the orange juice. The explanation
may be partial. The explanation must be predominantly in the candidate’s own
words.

Responses might use the following:

• (increasingly) petty details of our daily life: inconsequential, making a
fuss over nothing and getting worse (orange juice incident is even more
petty than previous ones)
• yet another meeting yesterday to sort out grievances: seems to
happen regularly; absurd formality of a ‘meeting; treated as if some terrible
wrong, taking it far too seriously, holding a grudge
• This latest inquest into who’d drunk someone’s orange juice: formal
meeting to investigate as if a serious crime has been committed;
pompous, overblown, keeps happening; suggesting people are being
intolerant / over-sensitive
• The devastated owner knew some had been ‘stolen’: owner’s
dramatic and overblown reaction as if destroyed by the loss; exaggeration
of the effect; overstating and ridiculous; should be prepared to share in
this context; technically was since taken without permission, using the
term in this way is unreasonable and ridiculous
• he’d marked the level of the liquid in the bottle: a calculated move
designed to trap the ‘thief’; petty; obsession over small things and
antagonistic; suggests the tension has been rising

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Question Answer Marks

2(d) Reread paragraphs 5 and 6. 15

• Paragraph 5 begins ‘Our world …’ and describes the inside of the

bus.
• Paragraph 6 begins ‘That bus …’ and describes where, when and
how the bus travelled.

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

Responses might use the following:

Paragraph 5

Overview: the bus has been transformed into a functional but compressed
living space which draws attention due to being old and unusual.

• our world was inside (that double decker bus): everything / all their
possession are onboard; they are confined inside the limits of the bus
socially too
• an overloaded display case of rattling glass and metal on wheels :
the bus is noisy and crowded; on show wherever they go; packed in;
unsafe, incongruous
• People stared in; we gazed out: like exhibits in a shop or museum; two
way – intrusive interest from people outside, considered them odd; amazed
/vacant expression on the passengers’ faces
• completely gutted: everything taken out; all signs of previous life
removed
• (its normal entrance doors) sealed up: sense of being trapped;
claustrophobic; difficult to get out
• gained access squeezing through: getting inside wasn’t easy; no normal
doors left; tricky process to get inside; impractical
• magicking snug bunk beds: amazing creativity / power; extremely skilled
craftsperson ;(a little too) small, though cosy place to sleep
• ingenious storage seats: clever design to make the best use of space
• almost adequate kitchen area/table: not quite fit for purpose; a bit too
small, but best possible
• disappearing to reveal various emergency supplies, spares and
snacks nestled secretly beneath: extension of magical powers – seats
when lifted off have items they might need stored beneath; nature of
supplies and spares unclear though ‘snacks’ also there suggests these
too may not be that vital
• sliver of space (escaped): every single piece of space; no matter how
thin; has been utilised

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Question Answer Marks

2(d) Only credit comments on stylistic effect where these are explicitly linked to
choices.

Responses might use the following:

Paragraph 6

Overview: the challenges of driving this converted double-decker across vast

and varied terrains.

• traversed deserts and climbed mountains: crossed barren areas of

land and climbed steep inclines; intrepid; adventurous
• rumbling across continents: travelling great distances, deep noise of the
engine suggesting sturdy, solid
• (only lack of money for diesel) threatened to halt its determined
march: just finance challenges could have stopped it; stalwart, brave,
military endurance
• overcome any lumps, bumps and obstacles that lay ahead: finds a
way to deal with everything, however big or small the problems are
• heavy awkward vehicle: not a lightweight/fast, elegant form of transport; a
bit embarrassing
• less manoeuvrable than a whale in quicksand: hard to get hold of and
reposition, almost impossible, unlikely incongruous image suggests
shouldn’t be there (out of its natural environment) and likely to sink/end in
disaster
• fateful last day when it sank on a raft crossing a river – don’t ask:
final ignominious end; ridiculous to have been on the raft in the first place;
embarrassing to think back

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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 d erived 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.

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Question Answer Marks

3 You are Vic. Shortly after the whole trip ends, you write a letter to a 25
friend telling them about your experience.

In your letter you should:

• describe the preparations for the trip and how you came to be
involved
• outline the different challenges faced once the journey began and
how these were resolved
• explain what you think everyone learned through the experience and
looking back what you all should have done differently and why.

Write the words of the letter.

Base your letter on what you have read in Text C, but be careful to use
your own words. Address each of the three bullet points.

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 the preparations for the trip and how you came
to be involved.

Annotate A2 for references to the different challenges faced once the journey
began and how these were resolved.

Annotate A3 for references to what you think everyone learned through the
experience and looking back what you all should have done differently and
why.

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Question Answer Marks

3 A1: describe the preparations for the journey and how you came to be
involved

• bought second-hand bus (det. 1955, green double decker, Roger

purchased bus) [dev. old before they began]
• Roger’s advert (det. all different professions, friend of Roger) [dev. needed
skilled carpenter to equip bus for living]
• painted bus red (det. typical image of English bus) [dev. colour meant it
attracted attention]
• changing the interior (det. gutting it and fitting beds, storage seats etc)
[dev. a lot of work / a tough job / did a good job / made it homely]
• (procurement of) supplies (det. emergency, spares, snacks) [dev. may
not all have been essential / tried to take everything they would need]

A2: outline the different challenges faced once the journey began and
how they were resolved

• limited space (det. snug bunk beds, removable seats, kitchen area/table)
[dev. designed convertible objects / made the most of the space they did
have / lack of privacy]
• bus breaking down (det. mechanical crisis, bus company sent out spares)
[dev. ran out of spares/didn’t have the right spares with them / had to learn to
fit spares]
• manoeuvring the bus (det. taller than average double-decker, damaged
overhead bridges, cables and lines) [dev. learned to avoid bridges etc when
they could; / coped with different terrains (differently)]
• squabbles over supplies (det. ‘stolen’ orange juice) [dev. lots of argument]
• communication back home (det. expensive to phone home; wrote letters
home) [dev. could only phone home when they found a public phone box /
limited options for contact / felt distant from home]
• finance (det. growing expenses / planned adverts didn’t happen; got jobs
fruit picking) [dev. lack of money for fuel threatened to stop the journey;
everyone had to be prepared to do manual work]

A3: what you think everyone learned through the experience and looking
back what you should have done differently and why

• different people and landscapes (det. desert, mountains) [dev. broadening

understanding of the world / planned route better to avoid obstacles / had an
adventure]
• community/working together (det. meetings) [dev: needed to be more
generous about sharing / learned to work as a team]
• better forward planning (det. group of people selected by advert; relied on
luck) [dev. would select group more thoughtfully; save funds before going;
choose a more suitable vehicle]
• know limitations / not be so naïve (det. bus didn’t survive / sank in a river)
[dev. took unnecessary risks; weren’t prepared for emergencies at all /
ended up stranded]
• resilience (det. crossed continents, only six of them lasted two years) [dev.
a lot of them gave up before the trip had finished due to the challenges /
sense of achievement]

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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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