UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Primary Checkpoint 0844/02

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Cambridge Primary Checkpoint
ENGLISH
0844/02
For Examination from 2012
Paper 2
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 50
This document consists of 9 printed pages and 1 blank page.
© UCLES 2011
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2
Section A: Reading
Question
1
Part
Mark
Answer
Further Information
He had a beard of wild white hair.
2
His forearm had loose mottled skin. Total
2
Question
2
Part
Mark
Answer
1
his eyes
Total
1
Question
3
Part
Mark
1
Award 1 mark for each correct tick.
Further Information
Answer
Further Information
in case he was ill
Accept answers which indicate the
reason for ‘being ill’, e.g. ‘all of his
movements were painfully slow and
still’, ‘tired stoop of his body’.
Answers must be from the text.
Total
1
Question
4
Part
Mark
1
Total
© UCLES 2011
Answer
Further Information
The other leg was all curled up and
stunted.
Accept answers which refer to the
bird having only one good leg.
‘It is one-legged’ is not true.
1
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Question
5
Part
Mark
Answer
Further Information
Do not accept answers where ‘Yes’
has been ticked.
Accept ‘No’ as an answer with one of the ‘He carried on as normal..’ is not a
following phrases:
reason.
1
Total
1
Question
6
Part
Mark
•
•
•
He offered them some bread.
I’m glad you came.
I was afraid you never would.
Also, ‘he heaved his black cape
off....’ does not show his mood.
Additional ideas from the last
paragraph about wanting to meet the
children, are possible.
Answer
Further Information
good with animals / birds.
1
Total
© UCLES 2011
that he is kind and / or gentle
Answers that say ‘the kittiwake is not
afraid of the Birdman’ are not
acceptable as they do not say
anything directly about the Birdman.
1
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Question
7
Part
Mark
Answer
Explanation –
1 mark
Quotations –
1 mark
Yes: it sounds as
though people
have said bad
things about him.
‘Keep your
distance’ – is that
what they told you?
Yes: he’s not well
‘plenty (bread) in
reserve in case I
get ill.’ / ‘painfully
slow and stiff’ /
‘wincing as he did
so’
There is no mark for the first part of
the question but answers must agree
with the choice ‘Yes’ or ‘No’.
Yes: he’s lonely /
lives on his own
‘I’m glad you
came.’
Accept other suitable reasons but it
is important that explanations and
quotations ‘match’ each other.
No: because he
sounds like a very
strange person.
‘a head and beard
of wild white hair’
No: he looked
quite fierce /
threatening
‘black hooded
silhouette’ /
‘predatory look of
an ancient crow’
2
Total
2
Question
8
Part
Mark
Answer
•
•
1
•
Total
© UCLES 2011
Further Information
Award one mark for each part of the
answer.
Further Information
because they were frightened
because they were frightened to see
Accept answers that give a clear
the Birdman for the first time
indication of the children’s fear.
because they wanted to get as far
away from the Birdman as possible
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5
Question
9
Part
Mark
Answer
Further Information
Award 1 mark for: wet / raining / stormy /
windy
2
Total
2
Question
10
Part
Mark
Accept answers which mention ‘wet’ /
windy in some way:
•
‘...pulled off his sou’wester and
shook it dry’
•
‘Bit of a bluster’
•
Allow ‘he shook his sou’wester (or
hat) dry’
Answer
Further Information
Accept one of:
• a child / another child
• Daniel’s friend
•
Gracie
2
Total
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Accept one of:
• answers
which
show
an
understanding that there are two
children at the Birdman’s house
•
...’Daniel behind me...’
• Gracie is mentioned at the
beginning
and
Daniel
is
mentioned in the story so the
other person could be / is Gracie
• The story is told in the first
person and that person is with
Daniel so is probably a child like
him.
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6
Question
11
Part
Mark
(a)
1
Answer
Further Information
imagery There are 3 ideas here: predatory,
threatening / old / bird
(b)
2
Answers for 1 mark:
e.g. for answers which give 1 of these
ideas:
He looked dangerous like a predator
(does to its prey).
Ancient means old and the Birdman was
old.
Total
3
Question
12
Part
Mark
(a)
1
real life story 2
Features of real life stories include:
• The setting is a familiar place.
• The characters could all be real
people.
• The events could actually happen.
• The story has a contemporary
setting.
• The plot is a familiar theme for a real
life story.
(b)
Total
© UCLES 2011
Answer
Award 2 marks for answers which
combine these ideas: e.g.
He is described as a bird (crow)
because birds seem to like him, he
is old and his wild white hair made
him look fierce like a hunting or
angry animal. (3 ideas)
He looks fierce and is very old. (2
ideas)
Further Information
Award 1 mark for each correct
answer.
Answers which are correct in
addition to those suggested can be
awarded the mark.
If students give a wrong answer
for 12 (a), accept two appropriate
features of the text they identified.
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TURN TO PAGES 8 AND 9 FOR QUESTION 13 MARK SCHEME.
© UCLES 2011
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Section B: Writing (Fiction Text)
13
CONTENT
AUDIENCE
TEXT STRUCTURE
Imaginative detail is
developed using a variety
of techniques including
imagery.
Paragraphs are used to
structure the narrative.
Suspense, or excitement,
where used, is well built.
5
A clear, consistent
relationship between
writer and reader is
established and
controlled.
Paragraphs are used to
help structure the
narrative.
There may be appropriate
links between paragraphs.
4
The reader is engaged
by the inclusion of
appropriate detail.
© UCLES 2011
4
Paragraphs sometimes
used to sequence ideas.
Ideas are organised
simply with a fitting
opening and closing that
are mostly logical.
The story is concluded
successfully and without
rushing.
Narrative viewpoint is
established comfortably
within the given genre (or
‘chosen’ if not given);
e.g. (not given so needs
to be an identifiable
genre).
3
VOCABULARY
SPELLING
Range of connectives
may be developed, e.g.
‘although’, ‘meanwhile’.
4
Story is well-crafted and
focuses on either
character or action.
PUNCTUATION
Use of complex
sentences is controlled
including the position of
clauses to focus
attention.
Dialogue is laid out
correctly, with a new line
for each speaker.
During the course of the
story, the development of
the character[s] is shown
through actions and
reactions.
5
Character is well
described with actions
linked to key events.
SENTENCE
STRUCTURE
3
5
Complex sentences
used to create effect
using expanded
phrases and clauses to
develop ideas; e.g.
noun, adverbial,
adjectival and verb
phrases.
A wider variety of
connectives is used
appropriately, e.g. ‘if’,
‘when’, ‘because’.
Spelling is mostly
accurate, including
words with complex
regular patterns.
All punctuation is used
accurately, including
speech punctuation.
Clauses are marked
accurately by commas.
4
Allow plausible attempts
at tricky polysyllables.
e.g. realised, interesting,
wonderful, position,
immediately.
Vocabulary is used
effectively to create a
strong image. e.g. use
of simile or metaphor.
Some complex
sentences are used to
extend meaning but not
always successfully.
Commas are always
used in lists and
sometimes to mark
clauses.
Use of past and present
tense is generally
consistent.
Speech marks, if used,
are accurately placed
around words spoken,
although other speech
punctuation may not be
accurate.
3
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4
4
3
Correct spelling of
polysyllabic words that
conform to a regular
pattern. e.g. making,
probably, clapped,
possible, possibly.
3
3
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The story is well placed in
its setting; e.g. with or
around the house.
Some attempt to
engage the reader.
The writer gives
sufficient information for
a reader to understand
the contents / events
described.
One event is described.
2
The story has a simple
plot (in context of given
prompt).
Openings and closings
sometimes evident.
Connectives are simple,
e.g. ‘and’, ’but’, ‘so’.
2
The reader is given
basic information that is
relevant to the narrative.
1
Some variation in
sentence openings, e.g.
not always starting with
the same noun, pronoun
or other word.
Some attempt to
sequence ideas logically;
e.g. content clear.
1
2
2
Story ideas are evident.
Simple sentences are
generally grammatically
correct.
1
‘and’ may be used to
connect clauses.
1
All sentences nearly
always demarcated
accurately with full
stops, capital letters,
question and
exclamation marks.
Speech marks, if used,
may not be accurate.
Some evidence of
vocabulary choices
used accurately.
2
Straightforward
sentences are
demarcated accurately;
e.g. full stops, capital
letters, question and
exclamation marks.
1
Correct spelling of
common words with
more than one syllable,
including compound
words.
2
Simple generally
appropriate vocabulary
used – limited in range
but relevant.
2
Correct spelling of high
frequency words.
1
1
Award 0 where performance fails to meet the lowest description.
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© UCLES 2011
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