UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge Primary Checkpoint ENGLISH 0844/02 For Examination from 2012 Paper 2 SPECIMEN MARK SCHEME 1 hour MAXIMUM MARK: 50 This document consists of 9 printed pages and 1 blank page. © UCLES 2011 [Turn over 2 Section A: Reading Question 1 Part Mark Answer Further Information He had a beard of wild white hair. 2 His forearm had loose mottled skin. Total 2 Question 2 Part Mark Answer 1 his eyes Total 1 Question 3 Part Mark 1 Award 1 mark for each correct tick. Further Information Answer Further Information in case he was ill Accept answers which indicate the reason for ‘being ill’, e.g. ‘all of his movements were painfully slow and still’, ‘tired stoop of his body’. Answers must be from the text. Total 1 Question 4 Part Mark 1 Total © UCLES 2011 Answer Further Information The other leg was all curled up and stunted. Accept answers which refer to the bird having only one good leg. ‘It is one-legged’ is not true. 1 0844/02/SM/12 [Turn over] 3 Question 5 Part Mark Answer Further Information Do not accept answers where ‘Yes’ has been ticked. Accept ‘No’ as an answer with one of the ‘He carried on as normal..’ is not a following phrases: reason. 1 Total 1 Question 6 Part Mark • • • He offered them some bread. I’m glad you came. I was afraid you never would. Also, ‘he heaved his black cape off....’ does not show his mood. Additional ideas from the last paragraph about wanting to meet the children, are possible. Answer Further Information good with animals / birds. 1 Total © UCLES 2011 that he is kind and / or gentle Answers that say ‘the kittiwake is not afraid of the Birdman’ are not acceptable as they do not say anything directly about the Birdman. 1 0844/02/SM/12 [Turn over] 4 Question 7 Part Mark Answer Explanation – 1 mark Quotations – 1 mark Yes: it sounds as though people have said bad things about him. ‘Keep your distance’ – is that what they told you? Yes: he’s not well ‘plenty (bread) in reserve in case I get ill.’ / ‘painfully slow and stiff’ / ‘wincing as he did so’ There is no mark for the first part of the question but answers must agree with the choice ‘Yes’ or ‘No’. Yes: he’s lonely / lives on his own ‘I’m glad you came.’ Accept other suitable reasons but it is important that explanations and quotations ‘match’ each other. No: because he sounds like a very strange person. ‘a head and beard of wild white hair’ No: he looked quite fierce / threatening ‘black hooded silhouette’ / ‘predatory look of an ancient crow’ 2 Total 2 Question 8 Part Mark Answer • • 1 • Total © UCLES 2011 Further Information Award one mark for each part of the answer. Further Information because they were frightened because they were frightened to see Accept answers that give a clear the Birdman for the first time indication of the children’s fear. because they wanted to get as far away from the Birdman as possible 1 0844/02/SM/12 [Turn over] 5 Question 9 Part Mark Answer Further Information Award 1 mark for: wet / raining / stormy / windy 2 Total 2 Question 10 Part Mark Accept answers which mention ‘wet’ / windy in some way: • ‘...pulled off his sou’wester and shook it dry’ • ‘Bit of a bluster’ • Allow ‘he shook his sou’wester (or hat) dry’ Answer Further Information Accept one of: • a child / another child • Daniel’s friend • Gracie 2 Total © UCLES 2011 Accept one of: • answers which show an understanding that there are two children at the Birdman’s house • ...’Daniel behind me...’ • Gracie is mentioned at the beginning and Daniel is mentioned in the story so the other person could be / is Gracie • The story is told in the first person and that person is with Daniel so is probably a child like him. 2 0844/02/SM/12 [Turn over] 6 Question 11 Part Mark (a) 1 Answer Further Information imagery There are 3 ideas here: predatory, threatening / old / bird (b) 2 Answers for 1 mark: e.g. for answers which give 1 of these ideas: He looked dangerous like a predator (does to its prey). Ancient means old and the Birdman was old. Total 3 Question 12 Part Mark (a) 1 real life story 2 Features of real life stories include: • The setting is a familiar place. • The characters could all be real people. • The events could actually happen. • The story has a contemporary setting. • The plot is a familiar theme for a real life story. (b) Total © UCLES 2011 Answer Award 2 marks for answers which combine these ideas: e.g. He is described as a bird (crow) because birds seem to like him, he is old and his wild white hair made him look fierce like a hunting or angry animal. (3 ideas) He looks fierce and is very old. (2 ideas) Further Information Award 1 mark for each correct answer. Answers which are correct in addition to those suggested can be awarded the mark. If students give a wrong answer for 12 (a), accept two appropriate features of the text they identified. 3 0844/02/SM/12 [Turn over] 7 TURN TO PAGES 8 AND 9 FOR QUESTION 13 MARK SCHEME. © UCLES 2011 0844/02/SM/12 [Turn over] 8 Section B: Writing (Fiction Text) 13 CONTENT AUDIENCE TEXT STRUCTURE Imaginative detail is developed using a variety of techniques including imagery. Paragraphs are used to structure the narrative. Suspense, or excitement, where used, is well built. 5 A clear, consistent relationship between writer and reader is established and controlled. Paragraphs are used to help structure the narrative. There may be appropriate links between paragraphs. 4 The reader is engaged by the inclusion of appropriate detail. © UCLES 2011 4 Paragraphs sometimes used to sequence ideas. Ideas are organised simply with a fitting opening and closing that are mostly logical. The story is concluded successfully and without rushing. Narrative viewpoint is established comfortably within the given genre (or ‘chosen’ if not given); e.g. (not given so needs to be an identifiable genre). 3 VOCABULARY SPELLING Range of connectives may be developed, e.g. ‘although’, ‘meanwhile’. 4 Story is well-crafted and focuses on either character or action. PUNCTUATION Use of complex sentences is controlled including the position of clauses to focus attention. Dialogue is laid out correctly, with a new line for each speaker. During the course of the story, the development of the character[s] is shown through actions and reactions. 5 Character is well described with actions linked to key events. SENTENCE STRUCTURE 3 5 Complex sentences used to create effect using expanded phrases and clauses to develop ideas; e.g. noun, adverbial, adjectival and verb phrases. A wider variety of connectives is used appropriately, e.g. ‘if’, ‘when’, ‘because’. Spelling is mostly accurate, including words with complex regular patterns. All punctuation is used accurately, including speech punctuation. Clauses are marked accurately by commas. 4 Allow plausible attempts at tricky polysyllables. e.g. realised, interesting, wonderful, position, immediately. Vocabulary is used effectively to create a strong image. e.g. use of simile or metaphor. Some complex sentences are used to extend meaning but not always successfully. Commas are always used in lists and sometimes to mark clauses. Use of past and present tense is generally consistent. Speech marks, if used, are accurately placed around words spoken, although other speech punctuation may not be accurate. 3 3 0844/02/SM/12 4 4 3 Correct spelling of polysyllabic words that conform to a regular pattern. e.g. making, probably, clapped, possible, possibly. 3 3 [Turn over] 9 The story is well placed in its setting; e.g. with or around the house. Some attempt to engage the reader. The writer gives sufficient information for a reader to understand the contents / events described. One event is described. 2 The story has a simple plot (in context of given prompt). Openings and closings sometimes evident. Connectives are simple, e.g. ‘and’, ’but’, ‘so’. 2 The reader is given basic information that is relevant to the narrative. 1 Some variation in sentence openings, e.g. not always starting with the same noun, pronoun or other word. Some attempt to sequence ideas logically; e.g. content clear. 1 2 2 Story ideas are evident. Simple sentences are generally grammatically correct. 1 ‘and’ may be used to connect clauses. 1 All sentences nearly always demarcated accurately with full stops, capital letters, question and exclamation marks. Speech marks, if used, may not be accurate. Some evidence of vocabulary choices used accurately. 2 Straightforward sentences are demarcated accurately; e.g. full stops, capital letters, question and exclamation marks. 1 Correct spelling of common words with more than one syllable, including compound words. 2 Simple generally appropriate vocabulary used – limited in range but relevant. 2 Correct spelling of high frequency words. 1 1 Award 0 where performance fails to meet the lowest description. © UCLES 2011 0844/02/SM/12 [Turn over] 10 BLANK PAGE © UCLES 2011 0844/02/SM/12