Cambridge International Examinations

Cambridge Primary Checkpoint

ENGLISH 0844/02
Paper 2 April 2018
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.
 Section A: Reading

Question Answer Marks

1 Look at the first two paragraphs (line 7–12). Which two statements about 2
The Academy for Witches are true?

Tick () two boxes.

Award 1 mark for each of the following:

• It has an outside area.

• It has more than one floor.

Question Answer Marks

‘Sometimes you could see the pupils on their broomsticks flitting like bats …’ (Line 3)
2(a) What is flitting like bats an example of? 1

Tick () one box.

Award 1 mark for the following:

• simile
2(b) Explain in your own words what flitting like bats means. Think about the 2
kind of movement and the imagery.

Award 1 mark for an appropriate explanation of the flitting movement:

• for example: sharp / unpredictable / fast movements.

Award 1 mark for an appropriate explanation of ‘like bats’:

• for example: shadowy / black (like bats) / dark creatures / dark objects.
Question Answer Marks

3 Look at this phrase: ‘… but usually the place was half hidden in mist, …’ 1
(Lines 4–5). What atmosphere does the writer create with this description?

Award 1 mark for one of the following:

• a mysterious / creepy / spooky / ghostly / eerie / scary / chilling atmosphere.

• It makes the Academy (look like a) magical (place).

Question Answer Marks

4 What are the main colours of the Academy’s uniform? 1

Award 1 mark for either of the following:

• grey / gray and black.

• black and grey / gray.
Question Answer Marks

5 Give two quotations from the first two paragraphs to show that the writer 2
thinks the Academy looked like a depressing place.

Award 1 mark for any of the following, up to a maximum of 2 marks:

• (It looked more) like a prison (than a school)
• (with its) gloomy grey walls (and turrets)
• (Everything about) the school was dark and shadowy.

Question Answer Marks

6 Why do the teachers get angry with Mildred? 1

Award 1 mark for the following:

• She broke / keeps breaking the rules (and annoyed the teachers).
Question Answer Marks

7 ‘… but things just seemed to happen whenever she was around.’ (Lines 1
15–16)

What does the writer suggest about Mildred’s behaviour in this sentence?

Award 1 mark for the following:

• Mildred wasn’t trying / didn’t intend to cause trouble / accidentally cause

trouble / be naughty / make the teachers angry, (but always did).
Question Answer Marks

8 In the potion laboratory, why do Mildred’s friends keep their distance (line 1
20)?

Award 1 mark for any answer that suggests Mildred is accident prone and / or /
so could cause an accident / damage without meaning to, e.g.:

• She can mess up spells and can be dangerous.

• (She might use the wrong potion and) It could explode / be dangerous.
• because they are worried / afraid that she might cause an accident
• because she (is clumsy and) might hurt them / cause damage/spill potion on
them
• She is dangerous (without meaning to be).
• They are worried she will cause damage / harm to them.
• They are afraid she will accidentally cast spells on them.

Question Answer Marks

9 Give one word or short phrase from the third paragraph which means the 1
same as scary.

Award 1 mark for the following:

• hair-raising
Question Answer Marks

10 From the information given in the third paragraph, why should Mildred be 1
happy to have Maud as a friend?

Award 1 mark for answers that recognise one of the following ideas:

• She sticks by her through everything /every situation.

• She is always there for her.
• She is loyal.
• She is always by her side /on her side / supports her.

Question Answer Marks

11 Why was Mildred given a black kitten? 1

Award 1 mark for the following:

• It was a (school) tradition. / To keep tradition (going).

Question Answer Marks

12 Look at this phrase: ‘it’s just a matter of taste’ (lines 30–31). What does 1
taste mean in this phrase?

Tick () one box.

Award 1 mark for the following:

• personal preference

Question Answer Marks

13 Apart from the black kitten, Mildred was given two other objects in her first 1
year at the Academy. What were they?

Award 1 mark for both of the following:

• a broomstick and
• a (spell)book / The Popular Book of Spells / (a three-inch thick volume bound
in black leather)

Question Answer Marks

14 Give one sentence from the text that shows the writer is not confident 1
about Mildred’s chances of graduating from the Academy.

Award 1 mark for the following:

• It did not seem likely that Mildred would ever get that far.
Question Answer Marks

15(a) The headmistress is called Miss Cackle. 1

Do you think the name suggests that she is a nice person?

Award 1 mark for ‘No’ ticked, and any explanation that recognises ‘cackle’ is an
unpleasant sound / a witch’s laugh / makes her sound like a witch / ‘cackle’ sounds
like an evil laugh.
15(b) Find the best word in the text to describe Miss Cackle’s character. 1

Award 1 mark for the following:

• traditional (headmistress)
Question Answer Marks

16 This story is told by a narrator. 2

Give two ways the story would be different if it was written from the point
of view of Mildred.

Award 1 mark for any of the following, up to a maximum of 2 marks:

• The story would be told in the first person – ‘I’ / the pronouns would change.
• We would know Mildred’s feelings and / or thoughts (including any about
herself) including her opinions.
• We see things through her eyes.
• There would be no description of what Mildred looked like.
• There would be no comments (from other people) about Mildred’s
capabilities.
• There would be no opinions (from other people) about Mildred.
Question Answer Marks

17(a) Look at these two phrases from the text: 1

‘… their gymslips – a different colour for each house – and the school
badge …’ (Lines 10–11)
‘… which she often chewed absent-mindedly (another thing she was told
off about) …’ (Lines 23–24)

Why have dashes and brackets been used in these phrases?

Award 1 mark for the following:

• to add extra information / to give more detail

17(b) The writer could have used commas ( , ) instead of dashes in the phrase 1
above. What effect does using dashes instead of commas have here?

Award 1 mark for answers that recognise that information is emphasised with
the use of dashes, e.g.:
• They emphasise the information / make it stand out / highlight the
information /make it more visible.

Question Answer Marks

18 What genre of text is The Worst Witch? 1

Tick () one box.

Award 1 mark for the following:

• fantasy
 Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two pages.

• 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 of the criteria have been met but not all.
• In some boxes, there are additional notes as follows: e.g. means an example /
suggestion BUT i.e. means the extra information is necessary for the descriptor to
be achieved.

19 Read the paragraph below.

Miss Cackle was very angry with Mildred when she saw that she had broken her
broomstick. Mildred promised her that she could mend the stick, but what happened
surprised everyone!

Now continue the story to explain what happened next to Mildred.

19 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

Spelling (Ws) 3

[Total 25]
Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
Content is relevant and developed with imaginative Clear structure with well-organised ideas within
detail using a variety of techniques, e.g. imagery and paragraphs.
figurative language.
Paragraphs are used to structure the narrative e.g.
Features of the genre, if required, are clearly there is an appropriate build up and resolution of
established. the main event, as a refinement of previous box.

Uses adventurous and precise vocabulary. Chronological or logical links help the development of
ideas.
Characterisation is shown through actions and
reactions during the story. Cohesion within paragraphs is achieved using
devices such as connectives.
A clear, consistent relationship between writer and
reader is established and controlled.

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 using Paragraphs are used to help structure the narrative,
deliberate choices of vocabulary for the task. e.g. signal a change in time, place and / or focus
on a different character, where the main idea is
Main features of the genre are evident. usually supported by following sentences.

Characters are well described with actions linked to Logical sequence with evident but inconsistent
key events, i.e. there MUST be something attempts to link ideas with fitting openings and
surprising. closings, i.e. has to be linked to stimulus.

A clear relationship between the writer and the reader

is established in parts of the story, which engages the
reader.

Straightforward viewpoint, with a generally

appropriate and consistent style. 4–5
5–6
Content is straightforward with an appropriate Paragraphs / sections are evident with related points
balance, e.g. speech, action and description. together or linked by time sequence.

Vocabulary is simple, with some choices to create Some attempt to sequence relevant ideas logically.
interest.
Some opening and closing of narrative may be
At least one event is described, i.e. something evident.
happens as she attempts to mend the broomstick.
Movement between paragraphs or sections may be
General features of the genre, if required, are shown. disjointed.

Some attempt to engage the reader.

3–4 2–3
Ideas are mostly relevant to the narrative with a Some basic sequencing with story ideas is evident.
simple plot, i.e. involve Mildred and a broomstick. i.e. does not necessarily match stimulus

The vocabulary is simple and relevant.e.g. narrative

involves Miss Cackle or it involves Mildred (and
Maud) but no broomstick

1-2
No creditable response. No creditable response.
0 0
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 – errors may
occur where structures are ambitious.

Commas are always used in lists and usually to mark

clauses.
6–7
Some complex sentences (at least 2 accurate
examples) 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
A mix of simple and compound sentences. Spelling is generally correct throughout. (There may
be occasional phonetically plausible attempts at
Compound sentences use simple connectives to join complex words.)
clauses, e.g. and, but.
Correct spelling of most, not all, polysyllabic words
Generally correct grammar, i.e. subject and verb e.g. appear, information, making, possible,
generally agree. Past and present tense of verbs probably, wondering, search.
generally consistent.

Demarcation of straightforward sentences is usually

correct. Commas are often used in lists.

N.B. If punctuation is totally lacking and other

descriptors met then give lower mark here.
2–3 3
Any simple sentences have generally correct Spelling of common words, including polysyllabic and
grammar. compound words, is generally accurate, e.g. friend,
another, around, because, anything, something.
Some variation in sentence openings.
Spelling of plurals and some past and present words
Simple sentences are usually demarcated accurately, is generally accurate, e.g. boxes, clothes, told,
i.e. capital letters and full stops. stopped, wanted.
2
N.B. Where more ambitious structures are used Spelling of high frequency words is generally correct,
with NO simple sentences, begin marking at Box e.g. when, were, what, some, etc.
2 provided 2nd descriptor here about sentence
openings has been met. 1 1
No creditable response. No creditable response.
0 0