0500/02 Cambridge IGCSE – Mark Scheme For examination

SPECIMEN from 2020

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 descriptors
Cambridge IGCSE for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

FIRST LANGUAGE ENGLISH 0500/02
Paper 2 Directed Writing and Composition For examination from 2020 Marks must be awarded in line with:
MARK SCHEME
Maximum Mark: 80
•• 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:

Specimen •• 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.

This document has 12 pages. Blank pages are indicated.

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SPECIMEN from 2020 SPECIMEN from 2020

Note: All examiners are instructed that alternative correct answers and unexpected approaches
Question Answer Marks
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 text. 1 Imagine you are a pupil in a school which does not have a school 40
council.
Section A: Directed Writing
Write a speech to be given in a school assembly, giving your views on
Question 1 whether or not students should participate in decisions made about the
school.
This question tests the following writing assessment objectives (25 marks)
In your speech you should:
W1 articulate experience and express what is thought, felt and imagined •• evaluate the views given in both texts about student participation
W2 organise and structure ideas and opinions for deliberate effect •• give your own views, based on what you have read, about whether a
W3 use a range of vocabulary and sentence structures appropriate to context school council would benefit students and teachers.
W4 use register appropriate to context
W5 make accurate use of spelling, punctuation and grammar. Base your speech on what you have read in both texts, but be careful to
use your own words. Address both of the bullet points.
and reading assessment objectives (15 marks)
Begin your speech: ‘Thank you for coming to listen to me today …’.
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes Write about 250 to 350 words.
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes. Up to 15 marks are available for the content of your answer, and up to
25 marks for the quality of your writing.

Notes on task:

Responses might use the following ideas:

Text A

•• ‘once fashionable’ – student representation may just be a passing fad

•• School councils take up too much time and energy from students and
teachers
•• ‘lip service’ – if student representation is fake, it has no substance
•• Teachers are accountable to parents and should put education first
•• Experienced teachers should make decisions, not children

Text B

•• An ‘enlightened’ approach is needed to make school councils work

•• Student participation is very popular and well regarded
•• Student participation works when children are involved in ‘real’ issues
•• Students can take responsibility for difficult problems, e.g. behaviour
•• Participation can make a difference to students’ attitudes to school
•• Attendance and results are improved by participation
•• Students can learn important skills, e.g. negotiation, communication,
decision-making
•• Students can have a fresh eye on issues
•• Decisions made may have a major impact on them so they are motivated
to participate

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SPECIMEN from 2020 SPECIMEN from 2020

Marking criteria for Section A Question 1

Question Answer Marks
1 Possible evaluation of ideas: Table A, Writing

Text A Use the following table to give a mark out of 25 for writing.

•• School councils may indeed be pointless if students’ decisions are not

Level Marks Description
valued
•• Mr Aziz suggests students have little experience to bring to decisions 6 22–25 •• Highly effective style capable of conveying subtle meaning. (W1)
about school •• Carefully structured for benefit of the reader. (W2)
•• The main function of a school is to educate – this has implications for •• Wide range of sophisticated vocabulary, precisely used. (W3)
student participation •• Highly effective register for audience and purpose. (W4)
•• Spelling, punctuation and grammar almost always accurate. (W5)
Text B 5 18–21 •• Effective style. (W1)
•• Secure overall structure, organised to help the reader. (W2)
•• Student representation on its own is not enough – needs planning •• Wide range of vocabulary, used with some precision. (W3)
•• Some quite ambitious claims are made about its benefits – are these •• Effective register for audience and purpose. (W4)
realistic? •• Spelling, punctuation and grammar mostly accurate, with occasional minor
•• Not much is said about how much time and commitment it takes – just errors. (W5)
that it should be spelt out
4 14–17 •• Sometimes effective style. (W1)
Possible synthesis of ideas: •• Ideas generally well sequenced. (W2)
•• Range of vocabulary is adequate and sometimes effective. (W3)
Text A seems to illustrate a different approach to education/the purpose of •• Sometimes effective register for audience and purpose. (W4)
schools from Text B. The approach in Text A is based on the authority of the •• Spelling, punctuation and grammar generally accurate though with some
teacher/lack of trust in students, whereas the approach in Text B is based errors. (W5)
on the teacher as facilitator/faith in students to make good decisions – 3 10–13 •• Inconsistent style, expression sometimes awkward but meaning clear. (W1)
candidates’ own views may reflect this. •• Relies on the sequence of the original text. (W2)
•• Vocabulary is simple, limited in range or reliant on the original text. (W3)
Text A shows some ridicule towards student participation while Text B •• Some awareness of an appropriate register for audience and purpose. (W4)
enthuses about it – the candidate may suggest these are both extremes and •• Frequent errors of spelling, punctuation and grammar, sometimes
the truth lies somewhere in between. serious. (W5)
The ‘it all depends’ approach may show synthesis of ideas – Mr Aziz’s 2 6–9 •• Limited style. (W1)
cynicism means student participation would never work but students’ ‘fresh •• Response is not well sequenced. (W2)
eye’ on difficult problems might work. •• Limited vocabulary or words/phrases copied from the original text. (W3)
•• Limited awareness of appropriate register for audience and purpose. (W4)
•• Persistent errors of spelling, punctuation and grammar. (W5)
1 1–5 •• Expression unclear. (W1)
•• Poor sequencing of ideas. (W2)
•• Very limited vocabulary or copying from the original text. (W3)
•• Very limited awareness of appropriate register for audience and
purpose. (W4)
•• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)
0 0 •• No creditable content.

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Table B, Reading Section B: Composition

Use the following table to give a mark out of 15 for reading. Questions 2, 3, 4 or 5

Level Marks Description This question tests the following writing assessment objectives (40 marks)

6 13–15 •• Successfully evaluates ideas and opinions, both explicit and implicit. W1 articulate experience and express what is thought, felt and imagined
(R1, R2, R3) W2 organise and structure ideas and opinions for deliberate effect
•• Assimilates ideas from the text to give a developed, sophisticated response. W3 use a range of vocabulary and sentence structures appropriate to context
(R3, R5) W4 use register appropriate to context
5 10–12 •• Some successful evaluation of ideas and opinions, both explicit and implicit. W5 make accurate use of spelling, punctuation and grammar.
(R1, R2, R3)
•• A thorough response, supported by a detailed selection of relevant ideas Question Answer Marks
from the text. (R3, R5)
2 EITHER 40
4 7–9 •• Begins to evaluate mainly explicit ideas and opinions. (R1, R2, R3)
•• An appropriate response that includes relevant ideas from the text. (R3, R5) Describe an occasion when a group of people are eating together.
3 5–6 •• Selects and comments on explicit ideas and opinions. (R1, R2, R3)
Use Table A to give a mark out of 16 for content and structure, and Table B to
•• Makes a general response including a few relevant ideas from the text.
give a mark out of 24 for style and accuracy.
(R3, R5)
2 3–4 •• Identifies explicit ideas and opinions. (R1, R2, R3) Question Answer Marks
•• Makes a limited response with little evidence from the text. (R3, R5)
3 OR 40
1 1–2 •• Very limited response with minimal relation to the text. (R1, R2, R3, R5)
0 0 •• No creditable content. Describe a busy train or bus station.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

Question Answer Marks

4 OR 40

Write a story that includes the words, ‘… nothing could have prepared
him for what he saw …’.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

Question Answer Marks

5 OR 40

Write a story that involves a character new to the area.

Use Table A to give a mark out of 16 for content and structure, and Table B to
give a mark out of 24 for style and accuracy.

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Marking criteria for Section B

Level Marks General and specific marking criteria
Table A, Composition: Content and structure 2 3–4 General

•• Content is simple, and ideas and events may be limited. (W1)

Level Marks General and specific marking criteria
•• Structure is partially organised but limited in its effect. (W2)
6 14–16 General
Specific – descriptive Specific – narrative
•• Content is complex, engaging and effective. (W1)
The recording of some relevant events The plot is a simple narrative that may
•• Structure is secure, well balanced and carefully managed for deliberate
with limited detail. consist of events that are only partially
effect. (W2)
linked and/or which are presented with
Specific – descriptive Specific – narrative partial clarity.
1 1–2 General
Many well-defined and developed ideas The plot is well-defined and
and images create a convincing overall strongly developed with features of
•• Content is occasionally relevant or clear. (W1)
picture with varieties of focus. fiction writing such as description,
•• Structure is limited and ineffective. (W2)
characterisation and effective climax,
and convincing details. Specific – descriptive Specific – narrative
5 11–13 General
The description is unclear and lacks The plot and/or narrative lacks
detail. coherence.
•• Content is developed, engaging and effective. (W1)
•• Structure is well managed, with some choices made for deliberate effect. 0 0 •• No creditable content.
(W2)
Specific – descriptive Specific – narrative

Frequent, well-chosen images and The plot is defined and developed

details give a mostly convincing picture. with features of fiction writing such as
description, characterisation, climax
and details.
4 8–10 General

•• Content is relevant with some development. (W1)

•• Structure is competently managed. (W2)
Specific – descriptive Specific – narrative

A selection of relevant ideas, images The plot is relevant and cohesive, with
and details, even where there is a some features such as characterisation
tendency to write in a narrative style. and setting of scene.
3 5–7 General

•• Content is straightforward and briefly developed. (W1)

•• Structure is mostly organised but may not always be effective. (W2)
Specific – descriptive Specific – narrative

The task is addressed with a series The plot is straightforward, with limited
of relevant but straightforward details, use of the features of narrative writing.
which may be more typical of a
narrative.

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Table B, Composition: Style and accuracy BLANK PAGE

Level Marks Description

6 21–24 •• Precise, well-chosen vocabulary and varied sentence structures, chosen for
effect. (W3)
•• Consistent well-chosen register suitable for the context. (W4)
•• Spelling, punctuation and grammar almost always accurate. (W5)
5 17–20 •• Mostly precise vocabulary and a range of sentence structures mostly used
for effect. (W3)
•• Mostly consistent appropriate register suitable for the context. (W4)
•• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)
4 13–16 •• Some precise vocabulary and a range of sentence structures sometimes
used for effect. (W3)
•• Some appropriate register for the context. (W4)
•• Spelling, punctuation and grammar generally accurate, but with some errors.
(W5)
3 9–12 •• Simple vocabulary and a range of straightforward sentence structures. (W3)
•• Simple register with a general awareness of the context. (W4)
•• Frequent errors of spelling, punctuation and grammar, occasionally serious.
(W5)
2 5–8 •• Limited and/or imprecise vocabulary and sentence structures. (W3)
•• Limited and/or imprecise register for the context. (W4)
•• Persistent errors of spelling, punctuation and grammar. (W5)
1 1–4 •• Frequently imprecise vocabulary and sentence structures. (W3)
•• Register demonstrates little or no sense of the context. (W4)
•• Persistent errors of spelling, punctuation and grammar impair
communication. (W5)
0 0 •• No creditable content.

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