Mark Scheme
Results
June 2019
Pearson Edexcel International Primary
Curriculum in English Year 6
Paper 01
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body.
We provide a wide range of qualifications including academic, vocational, occupational and
specific programmes for employers. For further information visit our qualifications websites
at www.edexcel.com or www.btec.co.uk. Alternatively, you can get in touch with us using
the details on our contact us page at www.edexcel.com/contactus.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds
of people, wherever they are in the world. We’ve been involved in education for over 150
years, and by working across 70 countries, in 100 languages, we have built an international
reputation for our commitment to high standards and raising achievement through
innovation in education. Find out more about how we can help you and your students at:
www.pearson.com/uk
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.
