Cambridge Assessment International Education
Cambridge Primary Checkpoint
ENGLISH 0844/02
Paper 2 Fiction April 2019
MARK SCHEME
Maximum Mark: 50
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.
This document consists of 14 printed pages.
IB19 05_0844_02/2RP
© UCLES 2019 [Turn over
0844/02 Cambridge Primary Checkpoint – Mark Scheme April 2019
PRE-STANDARDISATION
Section A: Reading
Question Answer Marks
1 Where are Barney and his mother at the beginning of the text? 1
Award 1 mark for the following:
on a train / inside a train / in a (railway) carriage (at a station)
Question Answer Marks
2 Give a quote from the first paragraph (lines 1–4) which tells us that Barney 1
was impatient.
Award 1 mark for the following:
‘(and I was) wondering if we’d ever get going’
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Question Answer Marks
3 Explain what the words automatically, effortlessly (line 3) tell the reader 2
about Ma’s ability to knit.
Give two ideas.
Award 1 mark for each of the following ideas, up to a maximum of 2 marks:
Ma can knit without thinking about it.
Ma knits like she is a machine / as if it is mechanical.
Knitting is easy for her.
Ma is a good / skilled / excellent / competent / talented knitter.
Question Answer Marks
4 Give a quote from the first paragraph that shows Ma knits regularly for the 1
family.
Award 1 mark for the following:
‘Socks for Dad, this time’
Question Answer Marks
5 Look at the second paragraph. What does Ma mean when she says ‘…not 1
surprising…under the circumstances’? (Line 6)
Tick () one box.
Award 1 mark for the following:
She understands the problem.
Question Answer Marks
6 Look at these sentences: ‘Then she said something that surprised me. “If I 1
drop off to sleep, Barney,” she told me, “just you keep your eye on that
suitcase, d’you hear?”’ (Lines 6–8)
Give the phrase from the sentences above that means watch.
Award 1 mark for the following:
‘keep your eye on’
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Question Answer Marks
7 Look at this phrase: ‘All we got in this world is up there in that luggage 1
rack …’ (Line 8)
What does this tell us about Barney’s family?
Award 1 mark for any of the following:
They have few possessions / not many belongings / don’t own much / don’t
have many things.
They are poor.
They are not rich / wealthy.
Question Answer Marks
8 Look at this phrase: ‘I don’t want no one pinching it.’ (Lines 8–9) 1
What is the best word to replace pinching?
Tick () one box.
Award 1 mark for the following:
stealing
Question Answer Marks
9 Give one word from the third paragraph (lines 10–16) that tells us the man 1
closed the carriage door loudly.
Award 1 mark for the following:
‘slamming’
Question Answer Marks
10 What did the man do immediately after he sat down? 1
Award 1 mark for the following:
He looked at his watch (and opened up his paper).
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Question Answer Marks
11 In the fourth paragraph (lines 17–22), Barney describes the man as neat. 1
Give one example of the man’s neatness.
Award 1 mark for any one of the following:
(highly) polished shoes
trim moustache
collar and tie
Question Answer Marks
Give one word from the fifth paragraph (lines 23–27) that means
12(a) untidy 1
Award 1 mark for the following:
‘tousled’.
12(b) dirty 1
Award 1 mark for the following:
‘grimy’
Question Answer Marks
13 What does the phrase … what there was of it … (line 24) suggest about 1
Barney’s grandpa?
Award 1 mark for the following:
Grandpa / He didn’t have much / a lot of hair / was (nearly) bald.
Question Answer Marks
14 Give the phrase from the text that shows the man knows Barney is looking 1
at him closely.
Award 1 mark for one of the following:
‘...(which was when) he caught me staring at him, (and nodded).
“Hope I pass inspection, (son,” he said, eyeing me meaningfully)’.
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Question Answer Marks
15 Give a quote from lines 29 - 33 that shows Ma is tired of Barney’s 1
behaviour.
Award 1 mark for the following:
“How many times have I told you not to stare at people (, Barney)?”
Question Answer Marks
16 The story is told from Barney’s point of view. How do you know? 1
Award 1 mark for one of the following:
We know Barney’s thoughts / feelings / opinions.
It is written in the first person.
We know what he sees / he is telling us how he saw the person.
Barney refers to himself as ‘I’ or ‘my’.
Question Answer Marks
17 Complete the table below. 4
Figurative language Lines Example
1–4 (First
onomatopoeia ‘tick-tacking (away)
paragraph)
23–27 (Fifth
metaphor(s) ‘My grandpa was a scarecrow…’
paragraph)
34–36 (Ninth ‘… his face looked entirely round,
simile(s)
paragraph) like a pink balloon …’
37–38 (Tenth ‘The train chuffing (itself) wearily
personification
paragraph) / reluctantly (into slow motion).’
Question Answer Marks
18 Which text features are used in the text? 2
Tick () two boxes.
Award 1 mark for each of the following, up to a maximum of 2 marks:
direct speech
personal pronouns
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Question Answer Marks
19 What genre is ‘An Eagle in the Snow’? 1
Tick () one box.
Award 1 mark for the following:
real life story
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Section B: Writing
Question Answer Marks
20 Now continue the story.
20 Content, purpose and audience. (Wa) 8
Text structure and organisation. (Wt) 7
Sentence structure and punctuation. (Wp) 7
Spelling (Ws) 3
[Total 25]
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PRE-STANDARDISATION
Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
Content is relevant and developed with Clear structure with well-organised material (in
imaginative detail using a variety of techniques, terms of content), within paragraphs. e.g. there
e.g. imagery and figurative language. is an appropriate build up and resolution of
the main event
Features of the genre, if required, are clearly
established. Paragraphs are well-crafted to structure the
narrative, e.g. variation in length as
Uses adventurous and precise vocabulary.
appropriate – description or action…
Characterisation is developed through actions
Chronological or logical links help the
and reactions throughout the story.
development of ideas.
A clear, consistent relationship between writer
Cohesion within and between paragraphs is
and reader is established and controlled.
achieved using devices such as connectives.
Narrative viewpoint is clear with the style
established to engage the reader’s interest
throughout.
7-8
6-7
Relevant content with some detail developed Paragraphs (as distinct from just sections) are
using deliberate choices of vocabulary for the used to help structure the narrative, e.g. signal
task. a change in time, place and/or focus on a
different character or event, where the main
Main features of the genre are evident
idea is usually supported by following
Characters are well described with reactions/ sentences. (no para = 4 max)
actions linked to key events, i.e. ‘what happens
next’ with character involvement is clear. Logical sequence with attempts to link ideas
evident but not consistent attempts to link ideas
A clear relationship between writer and reader is with a fitting opening and closing of the
established in parts of the story, which engages narrative, i.e. has to be linked to the stimulus.
the reader.
Straightforward consistent viewpoint (1st or 3rd –
not both!) with a generally appropriate and
consistent style.
5-6
4-5
Content is straightforward with an appropriate Paragraphs/ sections are evident with related
balance, e.g. (speech), action and points grouped together or linked by time
description. sequence.
Vocabulary is simple, with some choices to Some attempt to sequence relevant ideas
create interest. logically in relation to the stimulus. i.e 2 max is
available if off-topic.
At least one event is described, i.e. something
happens involving characters (a meaningful
Also, introduction /closing statement may be
conversation is eligible here)
evident.
General features of the genre, if required, are
shown. Movement between paragraphs or sections,
may be disjointed.
Some attempt to engage the reader.
2-3
3-4
Ideas are mostly relevant to the narrative with a Some basic sequencing with story ideas
simple plot. i.e. involve Barney and Ma/the evident.
man on the train at the start
Vocabulary is simple and relevant.
NB: allow 1st or 3rd person as long as viewpoint
consistent (see Box 5/6) 1-2 1
No creditable response No creditable response
0 0
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PRE-STANDARDISATION
Sentence structure and punctuation (Wp) Spelling (Ws)
7 marks 3 marks
Use of complex sentences to provide 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 punctuation and layout –
errors may occur where structures are ambitious.
Commas are always used in lists and usually to
mark clauses. 6-7
Some complex sentences are used to create Spelling is generally correct throughout. (There
effect, such as using expanded phrases to develop may occasional be phonetically plausible attempts
ideas e.g. noun, adverbial, adjectival, and verb at complex words.)
phrases, or a range of connectives (e.g. if, so,
because, then). Correct spelling of most, not all, polysyllabic words
e.g. appear, information, making, possible,
Grammar in complex sentences is generally
possible, probably, wondering, search.
correct in terms of tense and verb form.
End of sentence punctuation is nearly always Spelling must show ambition.
accurate throughout the text. Capitalisation is
correct.
Speech marks may be used around words spoken
but other speech punctuation may not be accurate.
Commas are always used in lists, if present, and 3
occasionally to mark clauses. 4-5
A mix of simple and compound sentences. Spelling of common words, including polysyllabic
and compound words, is generally accurate, e.g.
Compound sentences use simple connectives to
friend, another, around, because, anything,
join clauses, e,g, and, but
something,
Generally correct grammar, i.e. subject and verb
generally agree. Past and present tense of verbs Spelling of plurals and some past and present
generally consistent. words is generally accurate, e.g. boxes, clothes,
told, stopped, wanted.
Demarcation of straightforward sentences is
usually correct. There may be evidence of comma
splicing.
NB. If punctuation is totally lacking and other 2
descriptors met then give lower mark here. 2-3
Some simple sentence structures are used Spelling of high frequency words is generally
successfully, i.e. more than one, and some correct, e.g. their/there, when, were, what,
variation in sentence openings. some, etc.
Some correct use of punctuation, such as full
stops and capital letters.
Also: learners should gain marks for
grammatically correct English with punctuation
errors rather than lose marks for essentially good
English.
NB: where more ambitious structures are used with
NO simple sentences, begin marking at Box 2
nd
provided 2 descriptor about variation in sentence
openings has been met
1
1
No creditable response No creditable response
0 0
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