Cambridge International Examinations Primary English ... · very funny/very cool. ‘I’ve been...

This document consists of 11 printed pages and 1 blank page.

IB15 10_0844_02/2RP © UCLES 2015 [Turn over

Cambridge International Examinations Primary English Checkpoint

ENGLISH 0844/02

Paper 2 October 2015

MARK SCHEME

Maximum Mark: 50

2

© UCLES 2015 0844/02/O/N/15

Section A: Reading

Question number 1

Tick () two boxes that we know are TRUE from the passage.

Part Mark Answer Further Information

2 The writer has just returned to school.

The writer is worried about how he appears to others.

Award 1 mark for each correct tick.

Award 0 marks if more than two boxes are ticked.

Boxes 1 and 4 should be ticked.

Total 2

Question number 2

What did Rowley do at the lockers to make the writer want to avoid him?


1 Accept one of:

Rowley annoyed him.

Rowley used the word ‘play’ instead of ‘hang out’.

Rowley talked in a childish way.

Do not accept generalised answers, e.g. Rowley was childish.

The question refers to Rowley’s behaviour at the lockers.

Do not accept long quotes ‘…he did something that really annoyed me.’ is acceptable, however, ‘Want to come over… say ‘hang out’, ‘not play’’ is overlong.

Do not accept a direct quote of what Rowley said without further explanation e.g. (He) said ‘Want to come over to my house and plaayyy?’ is 0 marks on its own. Award one mark where this is accompanied by one of the acceptable answers.

Total 1

3

© UCLES 2015 0844/02/O/N/15 [Turn over

Question number 3

Why can’t he play tricks on his little brother?


1 Accept EITHER because his parents would tell him off OR he wouldn’t get away with it/he’d get in big trouble OR his parents protected Manny/treated him like a prince.

Do not accept vague answers such as ‘Manny was special’.

Total 1

Question number 4

Why does the writer say that it’s unfortunate that his dad wakes up at 6:00 in the morning no matter what day of the week it is?


1 Because he likes to sleep in late AND his dad wakes him early (even) at weekends.

A link between ‘sleeping late’ AND ‘waking early’ with weekends is essential for the mark to be awarded.

Total 1

Question number 5

Was the writer happy that his mother bought him a diary?

Give a reason from the passage to support your answer.


1 Accept no as an answer with one of the following phrases

This is a JOURNAL, not a diary

OR I SPECIFICALLY told her to

get one that didn’t say ‘diary’ on it.

There is no mark for the first part of the question.

Do not accept answers where Yes is ticked.

‘This was Mom’s idea, not mine’ is too vague.

Total 1

4

© UCLES 2015 0844/02/O/N/15

Question number 6

Rowley’s mother bought him a book called ‘How to Make Friends in New Places’.

What does this tell you about Rowley’s character?


1 Accept one of:

he is really shy

he finds it very difficult to make friends

he does what his mother tells him to.

Also accept ideas that describe Rowley as ‘immature’.

Do not accept ‘he has no friends’.

Total 1

5


Question number 7

Would you like the writer to be your friend?

Explain your answer using words and phrases from the passage.


2 Explanation Quote There is no mark for the first part of the question but answers must agree with the choice ‘yes’ or ‘no’.

Award one mark for each part of the answer.

Accept other suitable reasons / quotes but it is important that explanations and quotes match each other.

Award one mark for a suitable explanation mostly in the candidate’s own words.

Award a further mark for a matching quote which must be accurate.

A quote on its own is not credit worthy.

However, an explanation on its own can gain credit.

Yes He sounds very funny/very cool.

‘I’ve been trying to be a lot more careful about image ever since I got to middle school.’ OR ‘You’re supposed to say hang out…’

Yes He was friends with Rowley when no-one else was.

‘I guess I kind of felt sorry for Rowley.’

No He’s unkind to his friends.

‘…I get to use all the tricks my older brother Rodrick pulls on ME.’ OR ‘I’ve been avoiding Rowley since the first day of school, (when he did something that really annoyed me).’

No He’s always playing tricks.

‘You know how I said I play all sort of pranks on Rowley.’

No He has a bad attitude.

‘The only reason I get out of bed at all at weekends is because eventually I can’t stand the taste of my own breath anymore.’

Total 2

6

© UCLES 2015 0844/02/O/N/15

Question Number 8

What do you think the writer’s relationship with Roderick is like?

Part Mark Answer Further information

1

Accept answers which suggest that the relationship is not good.

Allow further explanation of the poor relationship, such as

the writer feels he is a victim for his brother to play tricks on

the writer feels bullied by his brother.

Total 1

Question Number 9

How do the writer’s parents treat him differently from his younger brother?

Select evidence from the passage to support your answer.


2

Explanation Evidence Award 1 mark for an answer showing the writer’s younger brother is treated more leniently.

Award a further mark for supporting evidence from the passage.

NB. ‘Evidence’ does not have to be a direct quote.

Award one mark for a suitable explanation mostly in the candidate’s own words.

Also, evidence on its own is not creditworthy BUT an explanation on its own can gain credit.

He expects his parents to tell him off, but they never tell Manny off.

As usual I was wrong/Manny never gets in trouble even when he deserves it.

He would be told off if he did the same thing.

I could never get away with it.

His parents spoil his little/younger brother (and he is jealous).

They protect him like he is a prince

Total 2

7


Question Number 10

What does the writer see as the difference between a journal and a diary?

Explain how you know.


2

Answer Explanation / evidence

Award 1 mark for the answer.

Award a further mark for a plausible explanation/evidence.

NB. Explanation/evidence on its own is not creditworthy. This does not have to be a direct quote.

Answers must be from writer’s point of view, not general comments about journals and diaries.

He thinks diaries are for writing ‘feelings’.

He doesn’t want to do that.

He feels that journals are more sophisticated / cool / grown up than diaries.

He doesn’t want it to be a diary. OR He refuses to write Dear Diary.

Total 2

Question Number 11

(a) Tick () one box to show what technique is being used here.

(b) Explain what you think the underlined phrase means.


(a) 1 Idiom

(b) 2 e.g. To help, protect or look after (1 mark) someone younger / smaller / less experienced or less strong (1 mark).

Award 1 mark for the idea of helping/protecting someone. Award a further mark for explaining what that person might be like, e.g. smaller, less strong, etc. Answers which only give the second part of the answer, e.g. younger, DO NOT answer the question and so score 0.

Total 3

8

© UCLES 2015 0844/02/O/N/15

Question Number 12

(a) From the evidence in this extract which genre do you think the story is?

(b) Name two features of the genre you chose for 12 (a).


(a) 1 Realistic fiction

(b) 2

Features of realistic fiction include

the characters could be real people

the setting is contemporary /

familiar / could or can be real

although the events did not actually happen, they could have

the plot is a familiar theme from everyday life.

Award 1 mark for each correct answer.

Answers which are correct in addition to those suggested can be awarded marks.

Do not accept

… are real

… realistic [as it does not define the feature sufficiently.

Also, do not accept

… true for any feature.

Answers should be general features. Examples from the text can only be credited when given in addition to a correct answer.

If a wrong answer is given in 12a, award 1 mark for two appropriate features of the genre identified.

Total 3

9


Section B: Writing 13 Read this introduction to a story.

Tuesday Today started as usual – Dad woke me up early for school and I grumbled my way downstairs for breakfast. Dad walked me to the bus stop and put me on the school bus. I took my usual seat in the middle of the bus but we had to wait for ages. Then, just as we were about to leave, a boy and girl I’d never seen before came running down the street and jumped on the bus. They just sat at the back of the bus, whispering furiously to each other, without looking at anybody. Now continue the story yourself to explain what happened next. Ideas to help you:

Character There are at least three characters: the narrator, the boy and the girl. Who are they? Are they related?

Setting Do they stay on the bus?

Do they have to get off the bus? Do they get to school?

Plot Why are these new kids on the bus?

What did they have to hide? Why were they whispering and avoiding everyone?

Notes to markers Marking should always begin from the lowest mark in each column, i.e. from 1 mark and

work upwards. Award 0 if 1 mark is not achieved. All the statements should be achieved for a student to achieve the mark (i.e. if there are

two statements to describe a mark, both statements must be achieved before the mark can be given).

Stop marking at the first statement in a column that the student fails to achieve and award the mark in the box below.

NB: MARK SCHEME FOR WRITING IS SPREAD ACROSS 2 PAGES.

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5

CO

NT

EN

T

AU

DIE

NC

E

TE

XT

ST

RU

CT

UR

E

SE

NT

EN

CE

S

TR

UC

TU

RE

P

UN

CT

UA

TIO

N

VO

CA

BU

LA

RY

S

PE

LL

ING

Imag

inat

ive

deta

ils

deve

lop

ed u

sin

g a

varie

ty o

f tec

hniq

ues

in

clu

ding

ima

ger

y.

Dur

ing

the

cour

se o

f th

e st

ory,

the

deve

lopm

ent o

f th

e ch

arac

ter

are

sho

wn

thro

ugh

actio

ns

and

reac

tions

. 5

P

arag

raph

s ar

e us

ed

effe

ctiv

ely

to s

truc

ture

th

e na

rrat

ive.

e.g

. the

y su

cces

sful

ly s

igna

l the

bu

ild u

p an

d re

solu

tion

of th

e m

ain

eve

nt.

D

ialo

gue

is la

id o

ut

corr

ectly

, w

ith n

ew

line

fo

r ea

ch s

peak

er.

5

Som

e us

e of

com

ple

x se

nten

ces

sho

ws

cont

rol,

incl

udin

g th

e po

sitio

n of

cla

use

s to

fo

cus

atte

ntio

n.

Ran

ge o

f con

nec

tives

m

ay

be

deve

lope

d,

e.g.

‘alth

oug

h’,

‘mea

nwhi

le’.

5

Cha

ract

ers

are

we

ll de

scri

bed

with

act

ions

lin

ked

to k

ey e

vent

s.

Sus

pens

e, o

r ex

cite

me

nt,

wh

ere

used

, is

we

ll b

uilt.

4

A c

lear

, con

sist

ent

rela

tions

hip

bet

we

en

wri

ter

and

read

er is

es

tabl

ishe

d an

d co

ntro

lled,

e.g

. m

ani

pula

tion

of

lan

gua

ge fo

r ef

fect

.

4

Par

agra

phs

are

used

to

hel

p st

ruct

ure

the

narr

ativ

e. e

.g. s

ign

alin

g ch

ange

of t

ime

, pla

ce

and/

or fo

cus

on

a di

ffere

nt c

hara

cter

. T

here

ma

y be

ap

prop

riat

e lin

ks

betw

een

par

agra

phs,

e.

g. g

ood

use

of ti

me

conn

ectiv

es.

4

Som

e co

mpl

ex

sent

ence

s us

ed

to

crea

te e

ffect

usi

ng

expa

nded

phr

ase

s an

d cl

ause

s to

dev

elo

p id

eas

; e.g

. nou

n,

adve

rbia

l, ad

ject

ival

an

d ve

rb p

hras

es.

A w

ider

var

iety

of

conn

ectiv

es is

use

d ap

prop

riate

ly,

e.g.

‘if’,

‘w

hen

’, ‘b

eca

use

’.

4

All

end

of s

ente

nce

punc

tuat

ion

is u

sed

accu

rate

ly, i

nclu

ding

sp

eech

pu

nctu

atio

n.

Cla

uses

are

ne

arly

al

wa

ys m

arke

d

accu

rate

ly b

y co

mm

as.

The

re m

ay

be s

ome

erro

rs w

her

e ce

rtai

n m

ore

com

plex

dev

ices

ar

e us

ed,

e.g

. col

ons,

se

mi-c

olon

s, e

llips

es.

4

S

pelli

ng

is m

ostly

ac

cura

te, i

nclu

ding

w

ord

s w

ith c

ompl

ex

regu

lar

patte

rns.

A

llow

pla

usib

le

atte

mpt

s at

tric

ky

poly

sylla

bles

e.g

. re

alis

ed, i

nter

est

ing,

w

onde

rful

, pos

ition

, im

med

iate

ly.

4

11

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5

Sto

ry s

ho

ws

a go

od

bala

nce

of c

onte

nt,

e.g.

act

ion,

spe

ech

(not

ess

entia

l) an

d de

scri

ptio

n.

Nar

rativ

e is

es

tabl

ishe

d co

mfo

rtab

ly w

ithin

the

chos

en

genr

e.

3

The

rea

der

is e

nga

ged

by

the

incl

usio

n of

ap

prop

riate

det

ail w

ith

som

e co

ntro

l.

Nar

rativ

e vi

ew

poin

t m

ust b

e cl

ear

and

cons

iste

nt,

e.g.

na

rrat

or a

s o

nloo

ker

(firs

t or

third

pe

rson

) .

3

Par

agra

phs

used

to

sequ

ence

ide

as

but n

ot

cons

iste

ntly

. Id

eas

are

orga

nise

d si

mpl

y w

ith a

fit

tin

g

ope

nin

g an

d cl

osin

g th

at a

re m

ostly

logi

cal.

3

Som

e co

mpl

ex

sent

ence

s ar

e us

ed to

ex

tend

me

anin

g bu

t no

t alw

ays

su

cces

sful

ly.

Use

of p

ast a

nd

pres

ent

tens

e is

ge

ner

ally

con

sist

ent.

C

onsi

sten

t use

of

pron

ouns

, i.e

. no

t co

nfus

ed

e.g.

bet

wee

n 1s

t and

3rd

per

son.

S

ubje

ct a

nd v

erb

ge

ner

ally

agr

ee.

3

Sen

tenc

es n

ea

rly

alw

ays

dem

arca

ted

accu

rate

ly, i

nclu

ding

ca

pita

lisat

ion.

C

omm

as a

re a

lwa

ys

used

in li

sts

and

som

etim

es to

mar

k cl

ause

s.

Spe

ech

mar

ks, i

f use

d,

are

accu

rate

ly p

lace

d ar

ound

wor

ds s

poke

n,

alth

oug

h ot

her

spee

ch

punc

tuat

ion

ma

y no

t be

acc

urat

e.

3

Writ

ing

is

char

acte

rise

d b

y th

e us

e of

adv

entu

rous

an

d pr

ecis

e vo

cab

ular

y, in

clud

ing

the

use

of fi

gura

tive

lan

gua

ge w

her

e ap

prop

riat

e.

Voc

abul

ary

is u

sed

effe

ctiv

ely

to c

reat

e a

stro

ng im

age

e.g

. us

e of

sim

ile o

r m

etap

hor

. 3

Cor

rect

spe

llin

g of

po

lysy

llabi

c w

ord

s th

at

conf

orm

to a

re

gula

r pa

ttern

, e.

g. m

akin

g, p

roba

bly,

cl

appe

d, p

ossi

ble,

po

ssib

ly.

3 T

he s

tory

is w

ell-

plac

ed in

its

setti

ng

e.g.

on

the

bus

to s

tart

w

ith.

At l

east

one

eve

nt is

de

scri

bed,

i.e.

it m

ust

in

volv

e w

hat

hap

pen

s ne

xt in

the

giv

en

situ

atio

n.

2

Som

e at

tem

pt to

en

gag

e re

ader

thro

ugh

esta

blis

hme

nt o

f moo

d an

d fe

elin

g.

The

wri

ter

give

s su

ffici

ent i

nfor

mat

ion

for

a re

ader

to

und

erst

and

the

co

nten

ts/e

vent

s de

scrib

ed.

2

Som

e at

tem

pt to

se

quen

ce id

ea

s lo

gica

lly, e

.g. c

onte

nt

clea

r.

Ope

ning

s a

nd c

losi

ngs

so

met

imes

evi

dent

. 2

Som

e va

riatio

n in

se

nten

ce o

pen

ings

, e.

g. n

ot a

lway

s st

artin

g w

ith th

e sa

me

nou

n,

pron

oun

or o

ther

wor

d.

Com

pou

nd

sen

tenc

es

are

use

d bu

t co

nnec

tives

are

si

mpl

e, e

.g.

‘an

d’,

‘but

’, ‘s

o’,

with

gen

eral

ly

gram

mat

ical

ly c

orre

ct

clau

ses.

2

Sen

tenc

es m

ost

ly

dem

arca

ted

accu

rate

ly

with

full

stop

s, q

uest

ion

and

exc

lam

atio

n m

arks

, i.e

. in

at

leas

t ha

lf of

pos

sibl

e

opp

ortu

nitie

s.

Spe

ech

mar

ks, i

f use

d,

ma

y n

ot b

e ac

cura

te.

The

re m

ay

be t

he

occa

sion

al

capi

talis

atio

n e

rror

. 2

Som

e ev

ide

nce

of

spec

ific

/ ex

pres

sive

vo

cabu

lary

cho

ices

us

ed a

ccur

ate

ly.

2

Spe

llin

g of

co

mm

on

wo

rds

incl

udi

ng

thos

e w

ith m

ore

tha

n o

ne

sylla

ble

, e.g

. ye

ster

day,

frie

nd, a

nd

incl

udi

ng c

omp

oun

d w

ord

s, e

.g. a

nyth

ing,

so

met

hing

, is

gen

eral

ly

accu

rate

.

2 T

he s

tory

has

a s

impl

e pl

ot i.

e. in

volv

ing

an

unfa

mili

ar b

oy

and

girl

. 1

The

rea

der

is g

iven

ba

sic

info

rmat

ion

that

is

rel

evan

t to

the

narr

ativ

e.

1

Sto

ry id

eas

are

evi

dent

an

d a

bout

the

give

n st

imul

us.

NB

Doe

s n

ot h

ave

to

be a

dia

ry e

ntry

as

stim

ulus

is to

writ

e a

‘sto

ry’ w

hich

may

be

a di

ary

or n

ot.

1

Sim

ple

sent

ence

s ar

e ge

ner

ally

gr

amm

atic

ally

cor

rect

. ‘A

nd’ m

ay

be u

sed

to

conn

ect c

laus

es.

1

Som

e de

mar

catio

n of

ba

sic

sent

ence

st

ruct

ures

evi

den

t e.g

. fu

ll st

ops,

cap

ital

lette

rs, q

uest

ion

and

excl

am

atio

n m

arks

. 1

Sim

ple

gen

era

lly

appr

opria

te v

oca

bula

ry

used

– li

mite

d in

ran

ge

but r

ele

van

t. i.

e. m

ust

rela

te to

the

stim

ulus

. 1

Spe

llin

g of

hig

h fr

eque

ncy

wo

rds

is

gen

eral

ly c

orre

ct. e

.g.

beca

use,

thei

r, th

ere.

1

Aw

ard

0 w

her

e p

erfo

rman

ce f

ails

to

mee

t th

e lo

wes

t d

escr

ipti

on

. S

top

mar

kin

g a

t th

e fi

rst

stat

emen

t in

a c

olu

mn

th

at t

he

stu

den

t fa

ils t

o a

chie

ve a

nd

aw

ard

th

e m

ark

in t

he

bo

x b

elo

w.

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