Cambridge International Examinations Primary … document consists of 11 printed pages and 1 blank...
Transcript of Cambridge International Examinations Primary … document consists of 11 printed pages and 1 blank...
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?
Part Mark Answer Further Information
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?
Part Mark Answer Further Information
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?
Part Mark Answer Further Information
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.
Part Mark Answer Further Information
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?
Part Mark Answer Further Information
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
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Question number 7
Would you like the writer to be your friend?
Explain your answer using words and phrases from the passage.
Part Mark Answer Further Information
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
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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.
Part Mark Answer Further information
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
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Question Number 10
What does the writer see as the difference between a journal and a diary?
Explain how you know.
Part Mark Answer Further information
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.
Part Mark Answer Further information
(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).
Part Mark Answer Further information
(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
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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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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
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CLE
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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.