Cambridge Primary Checkpoint

ENGLISH 0844/02
Paper 2 Fiction April 2021
MARK SCHEME
Maximum Mark: 50

IMPORTANT NOTICE

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 End of Series Report.
Cambridge will not enter into discussions about these mark schemes.

This document has 8 pages.

IB21 05_0844_02/3RP
© UCLES 2021 [Turn over

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Section A: Reading

Question Answer Marks

Look at lines 1–9.
1(a) Give one phrase that tells us that it is a bright day. 1

Award 1 mark for the following:

• …(and/the) sunlight floods (into my room).

1(b) What are Maisie’s parents planning to do for her birthday? 1

Award 1 mark for either of the following:

• (have) a party (in a gazebo)

• put up a gazebo / build a gazebo / set up a gazebo
1(c) Give one phrase that tells us that Maisie feels happy. 1

Award 1 mark for either of the following:

• (I) can’t stop myself from grinning

OR
• (Today is going to be the) best day ever.
1(d) What is Maisie’s sister allowed to do that Maisie is not? 2
Give two things.

Award 1 mark for each of the following:

• go to the shops / stores on her own / alone

• stay up late (on her own.) (at night)

Question Answer Marks

2 Look at lines 10–13. 1
Which word tells us that the writer’s family had a routine at breakfast time
at weekends?

Award 1 mark for the following:

• usually.

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Question Answer Marks

Look at lines 14–17.
3(a) Give one word that means ‘going.’ 1

Award 1 mark for the following:

• heading
3(b) What effect does the writer create by using a short sentence in line 16? 1

Award 1 mark for the following:

• (it creates) suspense / drama / (a sense of) fear / tension / suspenseful /

anxiety
3(c) Look at this phrase: ‘… cooker standing silent …’ (Line 16) 1
What is the phrase an example of? Tick () one box.

Award 1 mark for the following:

• personification.

Question Answer Marks

4 Look at lines 18–20. 1
Give one word that means the same as ‘stare’.

Award 1 mark for the following:

• peer.

Question Answer Marks

5 Look at lines 21–26. 1
What does surface mean? Tick () one box.

Award 1 mark for the following:

• appear.

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Question Answer Marks

Look at lines 27–35.
6(a) What is the purpose of the colon ( : ) in the first sentence of the 1
paragraph?

Award 1 mark for the following:

• a list comes after it / follows

• to introduce / start / begin a list.
• To introduce (extra) examples
• To separate a list from the rest of the sentence/clause
6(b) What is the purpose of the commas ( , ) in the first sentence of the 1
paragraph?

Award 1 mark for the following:

• to separate items (in a list)

• to separate the different examples

Question Answer Marks

7 Explain what the sentence This isn’t funny tells us about how Maisie feels. 2
Give two ideas.

Award 1 mark for the following idea:

• She thinks her family/parents are:

playing a game/joke on her / hiding from her / playing hide and seek / trying
to prank her.

Award 1 further mark for either of the following:

• She’s getting worried / anxious / uneasy / getting scared / frightened / wants

it to end

Question Answer Marks

8 What do we learn about the relationship between Maisie and Lily in lines 2
36–39? Give two ideas.

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

• They were not very close / don’t get on

• The older sister finds the younger sister annoying / a nuisance / M gets on
L’s nerves
• Lily likes her privacy / doesn’t like anyone coming into her room / little sister
disturbing her / interrupting her
• Maisie knows it is forbidden to enter / go into Lily’s room.

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Question Answer Marks

9 What does the sentence in line 40 tell us Maisie is considering doing? 1

Award 1 mark for either of the following:

• going up to / in to Lily’s room

OR
• waking Lily up / disturbing Lily / go to see Lily

Question Answer Marks

10 Give one two-word phrase from the text that tells us that Lily has a very 1
bad temper.

Award 1 mark for either of the following:

• her rage
OR
• positively volcanic.

Question Answer Marks

11 Maisie believes her life will be better after today. 3
Give three quotations from the text that tell us this.

Award 1 mark for any of the following, up to a maximum of 3 marks:

• (‘Maybe now that I’m ten,) Mum and Dad will let me go to the shops’ / (Mum
and Dad will let me) go to the shops on my own… (L8)
• (‘Maybe now that I’m ten…) ‘…(or even) stay up late’(just like Lily) (L9)
• (‘Maybe) that will start happening (to me now that I’m ten’) (L24–25)
• (‘Now that I’m ten,)… everything might change.’(L25–26)

Question Answer Marks

12 This story is told from Maisie’s point of view. 2
How do we know this? Give two ways.

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

• (Written in) first person / 1st person pronoun ‘I’ is used (instead of Maisie)
• we know her thoughts/feelings/opinions
• we see things through Maisie’s eyes.
• she does not describe her appearance

Question Answer Marks

13 Which genre of fiction is this text? Tick () one box. 1

Award 1 mark for the following:

• mystery.

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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.

14 Maisie goes into Lily’s room. Lily is not there.

Continue the story to explain what happens next.

14 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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Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
Content is relevant and developed with imaginative detail Clear structure with well-organised material within
using a variety of techniques, e.g. imagery and paragraphs.
figurative language.
Paragraphs are used to structure the narrative e.g. there
Features of the genre, if required, are clearly established. is an appropriate build up and resolution of the main
event, as a refinement of previous box.
Uses adventurous and precise vocabulary.
Chronological or logical links help the development of
Characterisation is shown through actions and reactions ideas.
during the story.
Cohesion within and between paragraphs is achieved
A clear, consistent relationship between writer and reader using devices such as connectives.
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, e.g.
deliberate choices of vocabulary for the task. signal a change in time, place and/or focus on a
different character or event, 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 key Logical sequence with evident but not consistent
events. attempts to link ideas with fitting openings and closings,
i.e. has to be linked to the stimulus.
A clear relationship between writer and reader is
established in parts of the story, which engages the
reader.

Straightforward viewpoint, with a generally appropriate

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

Vocabulary is simple, with some choices to create Some attempt to sequence relevant ideas logically in
interest. relation to the stimulus. Also, introduction / closing
statement may be evident. i.e. family / parents / sister
At least one event is described, i.e. something happens missing at the start
involving Maisie. There may be an additional
character(s), e.g. family, friends Movement between paragraphs or sections may be
(Allow 3 max if Lily is in her room!) disjointed.

General features of the genre, if required, are shown.

Some attempt to engage the reader.

3–4 2–3
Ideas are mostly relevant to the narrative with a simple Some basic sequencing with story ideas evident.
plot, i.e. what happens next – either as M enters L’s
room or after she has been in L’s room.

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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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 – 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 effect, such as Spelling is generally correct throughout. (There may be
using expanded phrases to develop ideas (e.g. noun, occasional phonetically plausible attempts at complex
adverbial, adjectival, and verb phrases), or a range of words.)
connectives (e.g. if, so, because, then).
Correct spelling of most, not all, polysyllabic words e.g.
Grammar in complex sentences is generally correct in terms appear, information, making, possible, probably,
of tense and verb form. wondering, search.

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 3
A mix of simple and compound sentences. Spelling of common words, including polysyllabic and
compound words, is generally accurate, e.g. friend,
Compound sentences use simple connectives to join another, around, because, anything, something.
clauses, e.g. and, but.
Spelling of plurals and some past and present words is
Generally correct grammar, i.e. subject and verb generally generally accurate, e.g. boxes, clothes, told, stopped,
agree. Past and present tense of verbs generally wanted.
consistent.
NB: ok if present just at the start (as stimulus) and then past

Demarcation of straightforward sentences is usually correct.

There may be evidence of comma splicing.

NB. If punctuation is totally lacking and other descriptors

met then give lower mark here. 2–3 2
Some simple sentence structures are used successfully. Spelling of high frequency words is generally correct, e.g.
their / there, when, were, what, some, etc.
Some variation in sentence openings.

Some correct use of punctuation, such as full stops and

capital letters.

NB: where more ambitious structures are used with NO

simple sentences, begin marking at Box 2 provided 2nd
descriptor about variation in sentence openings has been
met.

Also: learners should gain marks for good English with

punctuation errors rather than lose marks for essentially
good English. 1 1
No creditable response No creditable response
0 0

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