Cambridge IGCSE English - Second Language (oral endorsement) 0510 — 2025 Feb/March Paper 1 · Variant 2

This document has 16 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ * 2 2 8 1 6 7 6 4 1 0 * ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing February/March 2025 2 hours You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● Dictionaries are not allowed. INFORMATION ● The total mark for this paper is 60. ● The number of marks for each question or part question is shown in brackets [ ]. DC (ST/FC) 343348/3 © UCLES 2025 ,










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2 0510/12/F/M/25 © UCLES 2025 Exercise 1 Read the web page about a town in Australia called Coober Pedy, and then answer the questions. Coober Pedy The town of Coober Pedy, in South Australia, is a very interesting place. Although there have been people living in the area for a long time, other parts of the world only learned about the region’s existence in 1858 when an explorer from Scotland, McDouall Stuart, travelled nearby. It was later still, in 1915, that the town was constructed. This followed an important discovery in the area when highly coloured, precious stones called opals were found in large amounts. By 1999, opal mining had become an important industry for the area, and nowadays, Coober Pedy is often referred to as the opal capital of the world. Another reason why Coober Pedy is so well known is that many people live in houses which, unusually, are located underground. These houses look similar to caves and being underground means they can remain cool in high temperatures. On the surface, these are regularly over 40 °C in the summer. What’s more, the temperature below ground stays constant through the year. The town gradually became a popular tourist destination, and over time, mines were opened to the public and hotels were built. Tourists also wanted to see the houses and explore the underground churches. Because these buildings are constructed underground, no sounds from the outside can be heard. Since 1987, there has been a particular increase in tourist numbers. It was at that time that a main road called the Stuart Highway was completed. Visitors without their own transport still have various options to reach the town, including arriving by train, or by a coach which arrives once a day. The train station is outside the town, and people need to plan any trip carefully as the service only runs once a week. Tourists are also strongly advised to avoid visiting at certain times of year due to the extreme heat. Making trips during January and February is particularly challenging, with April to October being seen as a far more sensible choice. There’s plenty to see in the town and its surroundings. As well as the spectacular scenery of the vast Australian outback, there’s the first ‘tree’ in the area. It’s a sculpture made of iron, and there’s nothing else like it. Representing the arrival of the first trucks in the 1950s, it’s located on a hill nearby, and is a popular subject for photos. In the town, there are also various art galleries, both above and under the ground. Coober Pedy artists are highly productive, so it is fortunate that it is relatively easy to enlarge an underground house, if needed, by digging out an extra room to make an artist’s studio! * 0000800000002 * ,










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3 0510/12/F/M/25 © UCLES 2025 [Turn over Question 1 When was the town of Coober Pedy built? … [1] Question 2 What development in the 1980s made it easier for more tourists to get to Coober Pedy? … [1] Question 3 How often do trains stop near Coober Pedy? … [1] Question 4 Which months are given as being the worst times for tourists to visit? … [1] Question 5 Where in the area can visitors see an unusual piece of public art? … [1] Question 6 What are the benefits for people in Coober Pedy of having buildings underground? Give three details. … … … [3] [Total: 8] * 0000800000003 * ,










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4 0510/12/F/M/25 © UCLES 2025 Exercise 2 Read the article written by four people (A–D) who all have a family tradition which is important to them. Then answer Questions 7(a)–(i). An important family tradition A Benny Our family tradition is that one day in June, we get together and go for a walk. My parents, my brother and I live in different places, so we meet up near our family home. As my parents have got older, we’ve chosen slightly shorter walks. We’ve done a walk every year ever since I decided to visit a popular local beauty spot on holiday. While there, I heard a familiar voice: it was my brother! By chance, he’d also stopped there for a break on a long drive. When we told our parents, we all decided to make a family walk an annual event. After all, walking is something that we all enjoy. We always go back to our parents’ house for a meal together afterwards. For my brother and me, it’s time to switch off from our busy jobs, and my mum says having the opportunity to feed us again back at her house is just like old times! B Norah A tradition in my family is that every year, my mum does a painting of each of her grandchildren. She got the idea from someone in an art group she belonged to – they’d wanted to give their daughter a present she wasn’t expecting so had given her a portrait. I know that everyone who comes to my house certainly notices them on the wall straight away, and always admires them. My sister and I usually provide up‑to‑date photos of our children for her to use, and one of the nicest things has been that the children now have a collection of pictures showing them at different stages, with different haircuts and clothes. I have to accept that at some point she probably won’t feel like doing it, but that’s OK; we’ll always have a lovely collection of visual memories to look back on! If you’ve got any artists in your family, it’s something that’s really unique and fun to do. C Kieron Every year, on New Year’s day, my sister and I go swimming in the sea. We live in the UK, so the water’s pretty cold then but we both love the challenge! We just wear our normal swimming costumes – one year we didn’t do that and wore diving wetsuits over our costumes, but it felt like cheating so we took them off and went in again! Everyone must think we’re a bit strange, but we don’t care. In fact, last year there was a small group of people on the beach obviously wanting to get in the water but probably thinking it was too cold. Seeing us gave them the courage they needed, and they came and joined us. I’ll be surprised if I see them again though! D Marnie Every year, instead of giving my grandmother a birthday present, I take her out to an expensive hotel for a special birthday tea. Our tradition started when I asked her one year what I could buy her as a present, and she said there was nothing she really needed. Most people like the excitement of opening a present but instead, she wanted to have an experience to look back on. So that’s what I tried to give her, and we’ve done it ever since! We have thought about choosing somewhere different, but we always end up going back to the same place with its lovely garden where we can sit outside and enjoy excellent cakes! We’re having to rethink our next trip though as the hotel is temporarily closed for repairs, but I’m confident we’ll find something else. * 0000800000004 * ,










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5 0510/12/F/M/25 © UCLES 2025 [Turn over For each statement, write the correct letter, A, B, C or D, on the line. Question 7 Which person … (a) mentions that a part of the tradition has changed over time? … [1] (b) suggests that other people might enjoy making this a tradition too? … [1] (c) contrasts their tradition with something that many people do? … [1] (d) describes what different people enjoy about the tradition? … [1] (e) says that people outside the family are impressed by the tradition? … [1] (f) describes the consequence of changing part of the tradition? … [1] (g) admits that the tradition might not continue in future? … [1] (h) describes an occasion when the tradition had an effect on other people? … [1] (i) explains that the tradition began because of an unexpected event? … [1] [Total: 9] * 0000800000005 * ,










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6 0510/12/F/M/25 © UCLES 2025 Exercise 3 Read the article about a company that provides adventure holidays, and then complete the notes. Great Outdoors Adventure Company A week’s adventure holiday with Great Outdoors will give you more than just great memories. During the week, you’ll be hiking and camping in some of the country’s most beautiful landscapes, and you’ll gain an appreciation for natural beauty. We run various trips for groups throughout the year, and because the degree of difficulty for each is different, it’s crucial that you read the website descriptions carefully. Whichever one you go for, by the end of the week you’ll certainly notice an increase in your self‑confidence. This is something which comes from having completed the challenges we set you along the way. It can be tough at times, but that’s all part of the experience, and you’ll leave with a greater determination never to give up that will make it all worth it! Once your place on the adventure holiday is confirmed, your adventure leader will ask you to complete a fitness plan which they will email you. The purpose of this is to help you make the most of your holiday – it’s full of useful ideas. When they contact you, there will also be the opportunity to sign up to our group chat facility. While this is of course completely optional, it’s an excellent idea, and can help make the first meeting with a new group of people just a little easier! On the first day, you’ll be given a programme of challenges for the week. As well as hiking during the day, you also set up camp every evening. Everyone is expected to help, and it’s a great way to make friends with the other adventurers in your group. Your guide is a good chef, but you have to contribute to the cooking. If you can practise some basic cooking skills before you arrive, it will make you a much more helpful campmate – and of course it’s something that always comes in useful! And while there’s plenty of food provided at mealtimes, if you pack a few energy bars to bring with you, they will most likely be welcome on a long hike! Completing the challenges can’t be done alone. You all need to rely on each other, and the ability to recognise strengths in other people is something that you will quickly learn. Then, when it’s your turn to be the group leader, you’ll know which person is best suited for each part of the challenge. This can really save you time as well as resulting in a happier team. By the end of your week away, we guarantee you’ll be a changed person! As well as having some very impressive stories to tell, you’ll leave having made some great new friends. We look forward to helping you get started on your next Great Outdoors adventure! * 0000800000006 * ,










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7 0510/12/F/M/25 © UCLES 2025 [Turn over Imagine you are going to give a talk to your classmates about going on a Great Outdoors adventure holiday. Use words from the article to help you write some notes. Make short notes under each heading. Question 8 How to prepare for your adventure holiday: • … • … • … • … [4] Question 9 The personal qualities an adventure holiday can develop: • … • … • … [3] [Total: 7] * 0000800000007 * ,










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8 0510/12/ F/M/25 © UCLES 2025 Exercise 4 Read the article about an artist who creates artwork on the ground using coloured sand, and then answer the questions. The sand artist If you take a walk in a popular London tourist area, you’ll see street entertainers such as musicians or magicians. You might also see something different – the work of sand artist Lisa Cortez. Lisa uses coloured sand to create detailed patterns on the ground. If people like her work, they can show their appreciation by leaving money in the small box she has nearby. There are of course some people who appear too busy with their mobile phones to show an interest in her art. She feels, however, that she gives people who wouldn’t necessarily consider a trip to an art gallery the chance to experience art for themselves, something which she thinks is very positive. Most passers‑by do stop and ask where the inspiration for her highly detailed designs comes from. Working outside comes with certain challenges. Her creations cannot be fixed to the ground, as the sand needs to be swept up at the end of each day. But she can prevent her artwork from being blown away by choosing a place out of the wind. Normally at lunchtimes, she can rely on a flow of office workers or tourists to see her work as they enjoy the chance to be outside. In extremely hot weather, however, they prefer the air‑conditioned atmosphere found in the cafés to being outside. You might also imagine that rain would be the most difficult problem to manage, but as Lisa points out, it is quite easy to check when rain is expected so she can alter her plans. Lisa explains that she spends most of the summer designing and creating her patterns. Because her artwork is different to the usual things people see, she finds that the box she leaves out for donations from people who admire her work fills up quickly on a good day, and sometimes, people come to find her because she’s an artist they’ve heard about. With the money from the box, and the art classes she runs during the winter, she makes enough to rent her small flat in London. Teaching full‑time would allow her to afford something bigger, but she’d miss making her art outside. The classes she teaches are for people who want to learn traditional painting methods, although she’s thinking about running some classes teaching other people her techniques with sand. Lisa offers suggestions to anyone thinking about trying sand art in public. For example, while most people walking by say lovely things, there are always those who like to criticise, she says, so learning not to be upset is important. She has also discovered that if you try and create your sand art too close to a path, the sand will be disturbed by the movement of the crowds. Somewhere quieter is better, and will allow you to work on fine decoration, she adds. Lisa’s work is based on very precise, beautiful Indian patterns. While making pictures that reflect familiar scenes seems like a good idea, she believes that the colourful sand is perfect for her highly detailed patterns. Lisa has an exciting month ahead, with an exhibition of her work coming up. It took a while to find the best way of displaying her work; obviously the items she has created specially for the exhibition can’t hang on the wall, so she has asked the organisers to cover her work with thin plastic sheets. These give a clear view of the art while at the same time prevent people touching it. The hall where the exhibition takes place should be big enough for the people Lisa is hoping will come to view her work in comfort. * 0000800000008 * ,










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9 0510/12/F/M/25 © UCLES 2025 [Turn over For each question, choose the correct answer, A, B or C, and put a tick (✓) in the appropriate box. Question 10 What does Lisa say is important about doing her artwork in public? A She gets people to stop focusing only on their phones. B She brings art to people who might not go to see it. C She gets ideas for new pictures from people she talks to. [1] Question 11 What point does Lisa make about the weather? A Changes in wind direction prevent her from working. B It’s difficult to protect her artwork from wet conditions. C Hot temperatures prevent people from seeing her artwork. [1] Question 12 In paragraph 3, the writer suggests that Lisa A considers her art to be more important than money. B is pleased about being a well‑known artist. C uses techniques that have been copied by other people. [1] Question 13 What advice does Lisa give to people who would like to try sand art in public? A Include ideas from the local area in your artwork. B Create your artwork where lots of people walk past. C Be prepared to deal with negative comments. [1] * 0000800000009 * ,










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10 0510/12/F/M/25 © UCLES 2025 Question 14 What is the writer doing in paragraph 5? A suggesting the number of visitors Lisa is expecting B giving the reason for a request Lisa made C explaining why producing enough artwork was hard for Lisa [1] Question 15 The writer has written the article to A give a profile of an unusual artist. B review the work of a local artist. C describe the process of creating sand art. [1] [Total: 6] * 0000800000010 * ,










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11 0510/12/F/M/25 © UCLES 2025 [Turn over Please turn over for Exercise 5. * 0000800000011 * ,









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12 0510/12/ F/M/25 © UCLES 2025 Exercise 5 Question 16 In your town, a new place has opened for young people to use. Write an email to a friend telling them about the new place. In your email you should: • describe the place that has opened for young people • explain how the place can improve the lives of young people • suggest your friend goes to the place with you. Write about 120 to 160 words. You will receive up to 6 marks for the content of your email and up to 9 marks for the language used. * 0000800000012 * ,









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13 0510/12/F/M/25 © UCLES 2025 [Turn over … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000013 * ,









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14 0510/12/F/M/25 © UCLES 2025 Exercise 6 Question 17 Your class recently had a discussion about whether all teenagers should do exercise. Your teacher has asked you to write an essay about the subject. In your essay, give your opinion about whether all teenagers should do exercise. Here are some comments: Some teenagers don’t have time to exercise. Doing exercise means we are healthier. It can cost a lot to do exercise. Exercising is fun! Now write an essay for your teacher. The comments above may give you some ideas, and you should also use some ideas of your own. Write about 120 to 160 words. You will receive up to 6 marks for the content of your essay and up to 9 marks for the language used. * 0000800000014 * ,









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15 0510/12/F/M/25 © UCLES 2025 … … … … … … … … … … … … … … … … … … … … … … … … … … … [Total: 15] * 0000800000015 * ,









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16 0510/12/F/M/25 © UCLES 2025 Permission to reproduce items where third‑party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer‑related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE * 0000800000016 * ,









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This document consists of 12 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENGLISH AS A SECOND LANGUAGE 0510/12 Paper 1 Reading and Writing February/March 2025 MARK SCHEME Maximum Mark: 60 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 for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the February/March 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 2 of 12 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.

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 3 of 12 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 standardisation 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. Annotations Annotation Meaning Correct point Incorrect point Benefit of doubt given No benefit of doubt given Information missing, or incorrect response (spelling, wrong word etc.) Repetition Meaning unclear or illegible Page or response seen by examiner, but no credit has been given Indicates where a candidate has provided more than one answer On-page comment Used in the Writing tasks Off-page comment Used to make a holistic comment about the script

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 4 of 12 Cambridge IGCSE English as a Second Language Paper 1 Reading and Writing tests the following Assessment Objectives: Reading R1 demonstrate understanding of specific factual information R2 demonstrate understanding of the connections between the ideas, opinions and attitudes R3 identify and select details for a specific purpose R4 demonstrate understanding of implied meaning Writing W1 communicate information, ideas and opinions W2 organise ideas into coherent text using a range of linking devices W3 use a range of appropriate grammatical structures and vocabulary W4 use appropriate register and style for the given purpose and audience

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 5 of 12 Exercise 1 Any text in brackets ( ) may be included but is not essential in order for the mark to be awarded. Question Answer Marks Guidance 1 1915 1 Question Answer Marks Guidance 2 a main road / highway / the Stuart Highway 1 Question Answer Marks Guidance 3 once a week 1 Question Answer Marks Guidance 4 January and February 1 Question Answer Marks Guidance 5 a hill 1 Do not credit ‘near a hill’. Question Answer Marks Guidance 6 Award one mark for each detail up to a maximum of three marks: (i) cool in high temperature(s) (ii) temperature stays constant (iii) no sound(s) from the outside can be heard (iv) easy to enlarge 3

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 6 of 12 Exercise 2 Question Answer Marks Guidance 7(a) A 1 7(b) B 1 7(c) D 1 7(d) A 1 7(e) B 1 7(f) C 1 7(g) B 1 7(h) C 1 7(i) A 1

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 7 of 12 Exercise 3 Any text in brackets ( ) may be included but is not essential in order for the mark to be awarded. Question Answer Marks Guidance 8 Award one mark for each acceptable response, up to a maximum of 4 marks: How to prepare for your adventure holiday: 1 read the website (descriptions) 2 complete a fitness plan 3 sign up to the group chat 4 practise some basic cooking (skills) / practise some cooking skill(s) 5 pack (a few) energy bars 4 A suitable verb is required for each point. Tolerate few for a few if it is included in the response Credit the response ‘pack a few energy bar’

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 8 of 12 Question Answer Marks Guidance 9 Award one mark for each acceptable response, up to a maximum of 3 marks: The personal qualities an adventure holiday can develop: 1 appreciation for natural beauty 2 self confidence 3 determination never to give up 4 (an ability to) recognise strength(s) in other people 3

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 9 of 12 Exercise 4 Question Answer Marks Guidance 10 B 1 Question Answer Marks Guidance 11 C 1 Question Answer Marks Guidance 12 A 1 Question Answer Marks Guidance 13 C 1 Question Answer Marks Guidance 14 B 1 Question Answer Marks Guidance 15 A 1

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 10 of 12 Question Answer Marks Guidance 16 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See generic marking criteria for Questions 16 and 17. 15 Question Answer Marks Guidance 17 Award up to a total of 15 marks. Up to 6 marks to be awarded for Content. Plus up to 9 marks to be awarded for Language. See generic marking criteria for Questions 16 and 17. 15

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 11 of 12 Marking criteria for Questions 16 and 17 Table A: Content Marks Description 5–6 Task fulfilment • Task is fulfilled. • Content is fully relevant throughout. • Consistently appropriate style for the text type. • Excellent sense of purpose and audience. Development of ideas • Content is very well developed. 3–4 Task fulfilment • Task is generally fulfilled. • Content is generally relevant. • Generally appropriate style for the text type. • Generally good sense of purpose and audience. Development of ideas • Content is generally developed. 1–2 Task fulfilment • Task is only partially fulfilled. • Content is only partially relevant. • Style for the text type is inconsistent or inappropriate. • Insufficient sense of purpose and audience. Development of ideas • Limited attempt to develop content. 0 No creditable response

0510/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 12 of 12 Table B: Language Marks Description 7–9 Range and accuracy • Content is communicated skilfully and appropriately. • Uses a wide range of common and less common vocabulary appropriately. • Uses a wide range of simple and complex structures. • High level of accuracy of language. Occasional errors may be present, but these do not impede communication. Organisation • Effectively organised and sequenced. • Uses a wide range of linking words and/or other cohesive devices appropriately. 4–6 Range and accuracy • Content is communicated clearly. • Uses a range of common vocabulary appropriately, and attempts to use some less common vocabulary. • Uses a range of simple structures, and attempts to use some complex structures. • Generally good level of accuracy of language. Errors do not generally impede communication. Organisation • Generally well organised and sequenced. • Uses a range of linking words and/or other cohesive devices generally appropriately. 1–3 Range and accuracy • Content is communicated but lacks clarity. • Uses only common vocabulary. • Uses only simple structures. • Lack of control of language. Errors impede communication. Organisation • Limited attempt at organisation and sequencing. • Limited attempt to use linking words and/or other cohesive devices. 0 No creditable content.