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This document consists of 10 printed pages and 2 blank pages. © UCLES 2015 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 Non-fi ction For Examination from 2018 SPECIMEN MARK SCHEME 1 hour MAXIMUM MARK: 50

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 2 of 12 © UCLES 2015 The Cambridge Primary Checkpoint reporting strand and sub-strand is shown for each question. The Reading reporting strand has four sub-strands: •Rx Explicit meaning •Ri Implicit meaning •Rw Language and structure of a text •Rv Purpose and viewpoint The Writing reporting strand has four sub-strands: •Wa Content/ purpose and audience •Wt Text structure •Wp Sentence structure •Ws Spelling The curriculum framework code of the learning objective related to each question is also shown, e.g. 6Rx2. Section A: Reading Question Answer Marks 1 Name one thing that affects the taste of cacao beans. Award 1 mark for one of the following: •where the tree is grown / where the beans comes from •the age of the tree. Rx [4Rx1, 5Rx1, 6Rx2]1 Question Answer Marks 2 ‘This ensures the flavour of the chocolate is consistent over time.’ (lines 8–9) Explain in your own words what ‘consistent over time’ means. Award 1 mark for an answer that recognises ‘consistent over time’ means the flavour does not change, e.g: •always the same •never different/changing. Rx [4Rx1, 5Rx1, 6Rx2]1

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 3 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 3Number these processes from the text to show the correct order. The first process has been numbered for you. Award 1 mark for correctly numbering all the processes: grinding 4 roasting 2 weighing 1 winnowing 3 Rx [5Rx2, 6Rx2]1 Question Answer Marks 4 Give one word from the text to describe how chocolate liquor tastes. Award 1 mark for the following: •bitter. Rx [5Rx1, 6Rx2]1 Question Answer Marks 5 Name two ingredients that are added to the chocolate liquor to make it taste better. Award 1 mark for two of the following: •sugar •vanilla •milk. Rx [5Rx2, 6Rx2]1 Question Answer Marks 6Why is ‘conching’ important? Award 1 mark for the following: •to improve the texture. Rx [5Rx1, 6Rx2]1

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 4 of 12 © UCLES 2015 Question Answer Marks 7(a) Tick (9) two boxes to show phrases which use the passive form of a verb. Award 1 mark for each correctly identified phrase, up to a maximum of 2 marks: •‘After the beans have been collected . . .’ •‘. . . they are transported to chocolate factories’. Boxes 1 and 4 should be ticked. Do not accept answers where more than two options have been ticked. Rw [6Rw11]2 7(b) Why is the passive form of the verb often used in Text A? Award 1 mark for an answer that recognises that using the passive verb focuses on the process (rather than the people doing the process), e.g. •to describe the process •the process is more important than who is doing it •it doesn’t matter who is doing the process •the object is more important than the subject •the topic is about chocolate, not who is making the chocolate. Rv [6Rv3]1 Question Answer Marks 8(a) Give three connectives used to show time in the text. Award 1 mark for any three of the following: •after •next •then •finally. Rw [6Rw8]1 8(b)Explain why connectives are used to show time in this text. Award 1 mark for an answer that recognises that the purpose of time connectives in this text is to put processes into chronological order, e.g •to sequence events •to show the order in which things happen. Rw [6Rw8]1

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 5 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 9What are the people who teach chocolate-making at the parties called? Award 1 mark for the following: •chocolatier(s). Rx [4Rx1, 5Rx1, 6Rx2]1 Question Answer Marks 10(a) Name one of the chocolate sweets you can make during the party. Award 1 mark for one of the following: •(cute) chocolate animals •(crispy) coconut cups •(melt-in-the-middle) chocolate stars. Rx [4Rx1, 5Rx1, 6Rx2]1 10(b) Name one of the products you can use to decorate your chocolate sweets. Award 1 mark for one of the following: •caramel sprinkles •(chocolate-coated) honeycomb crumbs •(very berry) strawberry curls. Rx [5Rx1, 6Rx2]1 Question Answer Marks 11(a)What technique is ‘time will just fly’ an example of? Award 1 mark for the following: •(a) metaphor. Rw [5Rw3]1 11(b) Suggest one reason why time will fly. Award 1 mark for an answer that recognises that time will fly because there is so much to do OR it is so enjoyable, e.g: •there are so many activities •children are so busy •children have so much fun •it is so enjoyable. Ri [6Ri2]1

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 6 of 12 © UCLES 2015 Question Answer Marks 12What does the word ‘crammed’ suggest about the bags? Award 1 mark for an answer that recognises that the the bags are not just full, but packed with treats, e.g: •the bags are very full •the bags are overflowing. Ri [4Ri2, 6Ri2]1 Question Answer Marks 13 Give two examples of alliteration from the text. Award 1 mark for any two of the following: •crispy coconut / coconut cups / crispy coconut cups •melt-in-the-middle (chocolate stars) •fantastically fun (parties). Do not accept ‘cute chocolate’. Rw [5Rw2, 6Rw2]1 Question Answer Marks 14 Explain three ways the last paragraph is different from the rest of the text. Award 1 mark each for any of the following differences in relation to purpose, audience or style, up to a maximum of 3 marks: •The first three paragraphs use very descriptive, powerful words and are full of opinions. / The last paragraph uses factual language. •The first three paragraphs use descriptive language but the last paragraph doesn’t use descriptive language. •The author is persuading the target audience to have a chocolate party in the first three paragraphs. •The author is giving details (information/facts) about the parties/ appropriate age group and party times in the last paragraph. •The first three paragraphs are directed towards the children. •the last paragraph is giving information directed to parents. Rw [5Rw2, 6Rw1]3

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 7 of 12 © UCLES 2015 [Turn ove r Question Answer Marks 15 Give two ways these short sentences are similar. Award 1 mark for any two of the following: •simple sentences •exclamation marks •the use of first person plural / we / us. Rw [6Rw4]2 Question Answer Marks 16(a) What is the purpose of Text A? Award 1 mark for an answer that recognises the purpose of the first text as explanatory e.g: •to explain •to describe the process of making chocolate. Rv [5Rv1, 6Rv1]1 16(b) What is the purpose of Text B? Award 1 mark for an answer that recognises the purpose of the second text as persuasive e.g.: •to persuade •to draw people into having a chocolate party / to make people want to have a chocolate party. Rv [5Rv1, 6Rv1]1

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0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 9 of 12 © UCLES 2015 [Turn ove r Section B: Writing Question Answer Marks Notes to markers •Marking should always begin from the lowest mark in each column and work upward. •A ‘best fit’ judgement should be made in judging first in which box to place the response and then, within that box, which mark is appropriate. •The lower mark within a box should be given if some the criteria have been met but not all. 17 Write a newspaper report for your local newspaper about an incident or event involving chocolate. 17 Content, purpose and audience. (Wa)8 Text structure and organisation. (Wt)7 Sentence structure and punctuation. (Wp)7 Spelling (Ws)3 [Total 25]

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 10 of 12 © UCLES 2015 Section B: Writing grid Content, purpose and audience (Wa) 8 marksSpelling (Ws) 3 marks The response is wholly relevant with content developed and a wide vocabulary well chosen for the purpose/text type. Features of the text type are clearly established. A clear viewpoint with a consistent, engaging style throughout. 7–8 A relevant response that has ideas and content with some detail developed with deliberate choices of vocabulary for the purpose/text type. The main features of the text type are evident A straightforward viewpoint, with a generally appropriate and consistent style, which mostly sustains the reader’s interest. 5–6Spelling is generally correct throughout. (There may be occasional phonetically plausible attempts at complex words.) Correct spelling of most, not all, polysyllabic words e.g. appear, information, making, possible, probably, wondering. 3 A relevant response with attempts to develop basic information using a simple vocabulary relevant to the purpose/text type. General aspects of the text type are evident. The writer’s attitude to the subject may be conveyed, with some attempt to engage the reader. 3–4Spelling of common words, including polysyllabic and compound words, is generally accurate, e.g. another, around, because, anything, something. Spelling of plurals and some past and present words is generally accurate, e.g. boxes, clothes, told, stopped, wanted. 2 The response includes some material that is relevant to the task. The vocabulary is simple and relevant. Some elements of the text type can be seen, e.g. it is a report not a recount 1–2Spelling of high frequency words is generally correct, e.g. their/there, when, were, what, some, etc. 1 No creditable response. 0No creditable response. 0

0844/01 Cambridge Primary Checkpoint – Mark Scheme For Examination SPECIMEN from 2018 Page 11 of 12 © UCLES 2015 [Turn ove r Text structure and organisation (Wt) 7 marksSentence structure and punctuation (Wp) 7 marks A clear structure with well-organised writing in paragraphs. Chronological or logical links help the development of ideas. Cohesion within paragraphs is achieved using devices such as connectives. 6–7The use of complex sentences provides clarity and emphasis, e.g. by positioning of clauses, using a wide range of connectives (although, meanwhile), varying word order or detailed expansion of phrases. Grammar is almost always accurate throughout the text. Punctuation is used accurately to demarcate sentences and for speech – errors may occur where structures are ambitious. Commas are always used in lists and usually to mark clauses. 6–7 Paragraphs are used to help structure the text where the main idea is usually supported by following sentences. A logical sequence with attempts to link ideas evident, but not consistent. Some use of organisational devices such as sub- headings, etc. 4–5Some complex sentences are used to create effect, such as using expanded phrases to develop ideas (e.g. noun, adverbial, adjectival, and verb phrases), or a range of connectives (e.g. if, so, because, then). Grammar in complex sentences is generally correct in terms of tense and verb form. End of sentence punctuation is nearly always accurate throughout the text. Capitalisation is always correct. Speech marks may be used around words spoken but other speech punctuation may not be accurate. Commas are always used in lists and occasionally to mark clauses. 4–5 Paragraphs/sections are evident with related points grouped together. Some attempt to sequence ideas logically. Movement between paragraphs or sections may be disjointed. 2–3A mix of simple and compound sentences. Compound sentences use simple connectives to join clauses, e.g. and, but. Generally correct grammar, i.e. subject and verb generally agree. Past and present tense of verbs are generally consistent. Demarcation of straightforward sentences is usually correct. Commas are often used in lists. 2–3 Some basic sequencing of writing which is grouped by content. 1Mainly simple sentences. Some variation in sentence openings. Generally correct grammar. Simple sentences are usually demarcated accurately, i.e. capital letters and full stops. 1 No creditable response. 0No creditable response. 0

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