[PDF] Cambridge Primary Checkpoint - English (0844) April 2017 Paper 2 Mark Scheme.pdf | Plain Text

This document consists of 10 printed pages. IB17 05_0844_02/2RP © UCLES 2017 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/02 Paper 2 April 2017 MARK SCHEME Maximum Mark: 50 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 Markers were instructed to award marks. It does not indicate the details of the discussions that took place at a Markers’ 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 will not enter into discussions about these mark schemes.

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 2 of 10 Section A: Reading Question Answer Marks 1 Tick () two boxes that we know are TRUE about him from the passage. Award 1 mark for each of the following:  He had untidy hair  He smelt of natural things. Award 1 mark for each correct tick / unambiguous mark. Boxes 2 and 5 should be ticked. Award zero marks if more than two boxes are ticked or marks are unclear. 2 Question Answer Marks 2 What did Mary think was the most unusual thing about Dickon’s appearance? Award 1 mark for the following:  His (very) round, blue eyes. Accept a longer quote but only from ‘Never before…’ The words ‘round’ and ‘blue’ are both required for the mark. Do not accept responses where the correct answer is negated: e.g. ‘His cheeks as red as poppies and he had round blue eyes.’ 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 3 of 10 [Turn over Question Answer Marks 3 When Mary first saw Dickon under the tree, playing his pipe, what was surprising about the scene? Award 1 mark for the following:  There were (wild) animals around him (which were very still / listening to / watching him playing). Accept answers which refer to the wild animals around or near him. Answers which refer to anything other than the animals are awarded zero marks. Accept either ‘squirrel’ or ‘rabbits’. Do not accept answers which do not say that the animals were around or near him.1 Question Answer Marks 4 Why did Dickon speak to Mary in a low voice when he first saw her? Award 1 mark for the following:  So as not to ‘startle’ or frighten the wild animals (squirrel, rabbits) away. Award 1 mark for the idea that the wild animals will be scared if he speaks loudly. Do not accept answers that are either incorrect or imprecise, e.g.:  because of the animals.  it startles them (who?).  disturbs the animals.  so the animals would not run (‘away’ is needed here). 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 4 of 10 Question Answer Marks 5 Was Dickon expecting to meet Mary? Give a reason from the text to support your answer. Accept “yes” as an answer – this must be ticked. Do not accept “no”. Award 1 mark for any one of the following:  He had gone to see her.  He was waiting for her. / He was playing his pipe whilst waiting for her.  He had brought a bag of garden tools for her (so he was expecting to meet her).  He had received a letter from Martha.  He knew who she was.  ‘I know you’re Miss Mary.’ Do not accept incorrect ideas, e.g.:  he did not speak to her as if he knew her quite well.  he did not speak to her as if it was the first time they had met. 1 Question Answer Marks 6 The wild animals were not frightened of Dickon. What does this tell you about Dickon? Award 1 mark for any one of the following:  That he likes / is kind towards animals.  That he is familiar / at home with nature and wild animals.  That he has a gentle nature himself.  He is good with animals.  He is a calm and gentle person.  He is close to nature.  He is an animal lover Do not accept answers that refer to the animals’ reaction. Do not accept incorrect or imprecise answers, e.g.:  he takes care of animals.  he gets on with animals.  he was outside a lot and the animals are used to him (animal reaction).  he is a friendly boy / he is kind. 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 5 of 10 [Turn over Question Answer Marks 7 Do you think Dickon is a confident boy? Explain your answer, with words and phrases from the text to support your answer. Award 1 mark for a correct explanation and 1 further mark for a correct supporting quotation: Do not accept “No”. There is no mark for the first part of the question but answers must agree with the choice “Yes”. Explanation Quotation He spoke straight away to Mary. ‘He did not speak to her as if they had never seen each other before, but as if he knew her quite well.’ OR ‘His speech was so quick and easy.’ OR ‘I’m Dickon … you’re Miss Mary’. OR ‘It sounded as if he liked her’ OR ‘..was not the least afraid she would not like him,’ He was immediately friendly and familiar. He was not shy or awkward. He spoke boldly to Mary. He assumed / expected that they would get on well. He spoke fluently. ‘His speech was so quick and easy.’ Accept other suitable reasons, but it is important that explanations and quotations ‘match’ each other. 2 Question Answer Marks 8 What made Dickon go to the shop to buy the gardening tools for Mary? Award 1 mark for any one of the following:  He had received a letter from someone (called Martha) informing him to buy some garden tools.  Martha had asked him to.  Martha’s letter (answers ‘what made’). 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 6 of 10 Question Answer Marks 9 During this meeting between Mary and Dickon, how do Mary’s feelings towards Dickon change? Explain your answer in your own words, with evidence from the text to support your explanation. Award 1 mark for a correct explanation and 1 further mark for correct supporting evidence: Explanation Quotation At first she was wary / nervous / shy and she became more confident at the end. OR She wasn’t shy anymore. (implies ‘change’) OR Mary becomes less shy and feels like she can talk to him easily. OR She becomes less shy.(implies ‘change’) ‘…spoke to him a little stiffly because she felt rather shy.’ Allow evidence that includes she knew nothing about boys but NO MORE. OR ‘…she forgot that she had felt shy.’ Allow evidence from ‘…when she looked into his funny face…she had felt shy’ but NO MORE. It is important that the explanations and the evidence match each other. 2 Question Answer Marks 10 Who is the point of view character in the story? Explain how you know. Award 1 mark for identifying the correct character:  Mary. Award 1 further mark for a correct explanation, e.g.:  We know what she is thinking.  We know how she is feeling.  We see everything from her perspective/eyes.  We see what she sees. 2

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 7 of 10 [Turn over Question Answer Marks 11 (a) Tick () one box to say what technique is being used here. Award 1 mark for the following:  Metaphor. Award zero marks if more than one box has been ticked. Box 2 should be ticked. 1 11 (b) Explain what the underlined phrase means and why it is appropriate. Award 1 mark for each of the following two ideas:  She stood (completely) still.  Frozen things do not move. Although the second part adds detail to the first, it is still eligible for a mark in its own right. Thus parts of the answer can be marked independently. 2 Question Answer Marks 12 (a) From the evidence in this extract, which genre do you think the story is? Award 1 mark for the following:  Adventure. Award zero marks if more than one box has been ticked. Box 4 should be ticked. 1 12 (b) Name two features of the genre you chose for 12 (a). Award 1 mark for any of the following, up to a maximum of 2 marks:  characters (often children) encounter situations that need quick thinking.  problem solving.  obstacles to get over / around.  inner strength.  exciting plot.  action.  a hero / heroine.  (creates) suspense Where the incorrect genre has been ticked in part 12 (a), award 1 mark for two correct features of the chosen genre. 2

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 8 of 10 13 Notes to markers: Marking should always begin from the lowest mark in each column, i.e. from 1 mark and work upwards. Award zero if 1 mark is not achieved. All the statements (descriptors) should be achieved for a student to achieve the mark i.e. if there are two descriptors to describe a mark, both descriptors must be achieved before the mark can be given. Stop marking at the first descriptor in a column that the student fails to achieve and award the mark in the box below. IMPORTANT NOTE: Where further information is given with a descriptor, either ‘i.e’ or ‘eg’ is used. i.e is given in plain text as it is a requirement to achieve that descriptor. e.g. is given in italics as a suggestion 30

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 9 of 10 [Turn over Section B: Writing 13 Read a second extract adapted from The Secret Garden. It is the moment Mary shows a disbelieving Dickon a door to a secret garden. Now continue the story yourself. EXAMINERS NOTE: MARK SCHEME SPREAD OVER TWO PAGES CONTENT AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING Imaginative details developed using a variety of techniques including imagery. During the course of the story, the development of the character(s) is shown through actions and reactions. 5 Paragraphs are used effectively to structure the narrative, i.e.: they successfully signal the build-up and resolution of the main event. Dialogue (if used) is laid out correctly with a new line for each speaker. 5Some use of complex sentences is controlled including the position of clauses to focus attention. Range of connectives may be developed, e.g. ‘although’, ‘meanwhile’. 5 Character is well described with actions linked to key events. Suspense, or excitement, where used, is well-built. 4A clear, consistent relationship between writer and reader is established and controlled, e.g.: manipulation of language for effect 4Paragraphs are used to help structure the narrative, e.g.: signalling a change of time or place and /or focus on a different character. There may be appropriate links between paragraphs, e.g.: good use of connectives. 4Some 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’. 4 Punctuation is used accurately, including speech punctuation. NB: layout marked in TS Clauses are generally marked accurately by commas. There may be some mistakes where certain more complex devices are used, e.g. colons, semi- colons, ellipses, brackets. 4 Spelling is mostly accurate, including words with complex regular patterns. Allow plausible attempts at tricky polysyllables, e.g.: realised, interesting, wonderful, position, immediately. 4 Story shows a good balance of content, e.g.: speech, action and description The narrative must focus on character which must be Mary or Dickon, or action, e.g.: characters must face a problem of some kind 3Narrative viewpoint must be clear and consistent, i.e.: either 3 rd or 1 st person. The reader’s response to different parts of the story is well controlled, e.g.: the pacing is good The reader is engaged by the inclusion of appropriate detail. i.e. with M and D in the garden (at beginning at least) 3Paragraphs used to sequence ideas but not consistently. Ideas need to be mostly coherent. Ideas are organised simply with a fitting opening and closing that are mostly logical. i.e.: has to match stimulus to be ‘logical’. 3Some complex sentences are used to extend meaning but not always successfully. Use of past and present tense is generally consistent. Subject and verb generally agree. Pronouns are consistent. 3 Commas are always used in lists and sometimes to mark clauses. Speech marks, if used, are accurately placed around words spoken, although other speech punctuation may not be accurate. Sentences always demarcated including capitalisation. 3Writing characterised by the use of adventurous and precise vocabulary, including the use of figurative language where appropriate. Vocabulary is used effectively to create a strong image, e.g.: simile and metaphor. 3Correct spelling of polysyllabic words that confirm to a regular pattern, e.g.: making, probably, clapped, possible, possibly. 3

0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2017 STANDARDISATION © UCLES 2017 Page 10 of 10 CONTENT AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING Setting is established in the Secret Garden (at first) At least one event is described. 2 Some attempt to engage reader through establishment of mood and feeling. The writer gives sufficient information for a reader to understand the contents / events described. 2 Some attempt to sequence ideas logically, e.g.: content clear. Openings and closings sometimes evident. 2 Some variation in sentence openings, e.g.: not always starting with the same noun, pronoun or other word. Compound sentences are used with grammatically correct clauses but connectives are simple, e.g.: ‘and’, ‘but’, ‘so’. 2 Sentences nearly always demarcated accurately with full stops, capital letters, question and exclamation marks. Speech marks, if used, may not be accurate. There may be the occasional capitalisation error. 2 Some evidence of specific / expressive vocabulary choices used accurately, e.g.: powerful verbs. 2 Spelling of common words with more than one syllable, including compound words, is generally accurate, e.g.: anything, something, yesterday 2 The story has a simple plot, i.e.: involving children. 1 The reader is given basic information that is relevant to the narrative, i.e.: some idea of what is happening. 1 Story ideas are evident. 1 Simple sentences are generally grammatically correct. ‘and’ may be used to connect clauses. 1 Some demarcation of basic sentence structures evident e.g.: full stops, capital letters, question and exclamation marks. 1Simple generally appropriate vocabulary used – limited in range but relevant, i.e.: must relate to the stimulus. 1 Spelling of high frequency words is generally correct. e.g.: because, there, their 1 Award 0 where performance fails to meet the lowest description. Stop marking at the first statement in a column that the student fails to achieve and award the mark in the box below – see important note on page 11