Cambridge Primary Checkpoint

ENGLISH 0844/01
Paper 1 Non-fiction April 2020
MARK SCHEME

Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen.

Cambridge will not enter into discussions about the mark scheme.

This document has 10 pages. Blank pages are indicated.

IB20 05_0844_01/4RP
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Section A: Reading

Question Answer Marks

1 What makes an extreme sport different from an ordinary sport? 1

Award 1 mark for one of the following:

• (a high level of) danger / more dangerous / involves dangerous activities

• great speed, height or depth / involves speed, height or depth
• push people to their physical and mental limits.

Question Answer Marks

2 Why is a semicolon ( ; ) used in lines 3–4? 1

Award 1 mark for any of the following:

• to join two sentences that are closely related

• the second part adds information to the first part
• the second part is an extension of the first part
• The second part explains the first part of the sentence.

Question Answer Marks

3 Which extreme sport is related to a custom carried out by people from 1
Vanuatu?

Award 1 mark for the following:

• bungee jumping.

Question Answer Marks

4 Explain why special equipment is needed to take part in extreme sports. 2

Give two reasons.

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

• to protect them / a person from (serious) injury / to prevent injury / to keep a

person safe.
• the items of equipment have to suit / match / be specific to the needs of each
sport
• the equipment has to withstand extreme conditions (not just conditions) (so
it needs to be strong / not break)

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Question Answer Marks

5 Give two words from the third paragraph (lines 10–13) that mean the same 2
as ‘equipment’.

Award 1 mark for each of the following:

• (a) kit
• (protective) gear.

Question Answer Marks

6 The sports chosen for the X Games are not always the same every year. 1
Give the phrase from the fourth paragraph (lines 14–16) that tells us this.

Award 1 mark for the following:

• (the) events can vary.

Question Answer Marks

7 Connective words are used to structure the fifth paragraph (lines 17–22). 3
The table below shows why each connective is used.
Complete the table with connectives from the fifth paragraph.

Award 1 mark for each correct connective, up to a maximum of 3 marks:

Reason Connective
to add another idea Moreover
to give the reason for an idea because
to introduce an opposite idea whereas
to emphasise an idea In fact

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Question Answer Marks

Text A uses paragraphs with subheadings.

8(a) Give one reason why subheadings are used in this text. 1

Award 1 mark for one of the following:

• (to give the reader) information about the paragraph / to tell the reader what
the paragraph is about
• to make it easier to find (specific) information / know where to find
information
• to structure the (whole) text
• to make the text easier to read / follow
• to give the topic of each paragraph.
8(b) Look at the subheadings used in Text A. 1
Write a subheading that is suitable for the fourth paragraph.

Award 1 mark for either of the following:

• (the) (X) games

• (the) Competition(s).

Question Answer Marks

9 Which of the features below are used throughout Text A? Tick () two 2
boxes.

Award 1 mark for each of the following:

• third person
• facts and opinions.

Question Answer Marks

10 Give the sentence that tells you that Text B is about the most important 1
new events in mountain biking at the moment.

Award 1 mark for either of the following:

• ‘Here are the big stories leading the way (this month)…’
• ‘Mountain biking news roundup!’

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Question Answer Marks

11 Read lines 4–6. 1
Give one noun that tells us Silverstar Bike Park is a fun place.

Award 1 mark for the following:

• playground.

Question Answer Marks

12 One natural feature that can be seen from the bike park is rolling 1
countryside (line 5).
Look at lines 7–11.
Give another natural feature that can also be seen.

Award 1 mark for the following:

• (the nearby) sea.

Question Answer Marks

13 What does the colour of the trail tell the rider? 1

Award 1 mark for the following:

• (the) (difficulty) grade / level (of the trail)

Question Answer Marks

14 Who or what is the biking talent (lines 18–19)? Tick () one box. 1

Award 1 mark for the following:

• the riders.

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Question Answer Marks

15 This question is about the 2017 Bike World Cup section of Text B. 2
The writer uses language to persuade the reader to enter the competition.
Complete the table below.

Persuasive language Example from the text

speaking directly to the reader Good luck!
using powerful adjectives fantastic (chance) or thrilling (finale)

saying it’s your only chance a one-off (competition)

Question Answer Marks

16 Text B is a news report from a sports magazine. One feature of a news 2
report is a short, bold headline.
Give two more features of a news report used in this text.

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

• (short, bold) subheadings

• details of what, where, who, when
• features such as competitions, promotions, adverts
• engaging / emotive / exciting language.
• quotations
• fact(s) and opinion(s)

Question Answer Marks

17 Text A and Text B are different genres, but their purpose is the same. 1
What is the purpose of both Text A and Text B? Tick () one box.

Award 1 mark for the following:

• to inform.

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Section B: Writing

Question Answer Marks

Notes to markers

• 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 the criteria have been met but not all.

18 Your school team reached the final of a national school sports competition. The final
took place yesterday. Now your teacher has asked you to write a news report about the
final of the competition for your school newsletter.

You could choose one of the following sports:

• football
• tennis
• cricket
• volleyball
• basketball
• gymnastics.

Write a news report about the final of the sport competition that took place yesterday.
Remember to use the features of a news report.

18 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)
8 marks
The response is wholly relevant with content
developed and a wide vocabulary well chosen for the
purpose / text type, i.e. is each argument supported
by evidence, explanation or examples?
Features of the text type are clearly established, i.e.
consistently 3rd person: either generalized voices
and/or passive voice.
Clear viewpoint with a consistent, engaging style
throughout, i.e. are arguments on each side of the
debate, clearly stated?
7–8
Relevant material has ideas and content with some
detail developed with deliberate choices of vocabulary
for the purpose / text type.
i.e. there must be a balance between the two sides of
the argument
Main features of the text type are evident,
e.g. formal / impersonal style; present tense
throughout.
Straightforward viewpoint, with a generally appropriate
and consistent style, which mostly sustains reader
interest.
i.e. reader must be clear which side (for or against)
argues which point.
5–6
Relevant material with attempts to develop basic
information using a simple vocabulary relevant to the
purpose / text type.
i.e. arguments are supported by evidence and/or
examples.
General aspects of text type are evident,
i.e. largely present tense (apart from historical
references)
The writers’ attitude to the subject may be conveyed,
with some attempt to engage the reader, i.e. reader
must be aware that there are two sides of the
argument
3–4
Some material included that is relevant to the task, i.e.
clear statement of issue under discussion.
Vocabulary is simple and relevant.
Some elements of the text type can be seen,
i.e. it must be an argument with some ideas for
and/or against the issue.
1–2
No creditable response
0 0
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Text structure and organisation (Wt)
7 marks
Clear structure with well-organised material within
paragraphs. i.e. as a refinement of Box 4 / 5.
Chronological or logical links between paragraphs
help the development of ideas. i.e. leading to a
reasoned conclusion of the argument.
Cohesion within and between paragraphs is achieved
using devices such as connectives, i.e. connectives
show logical relationships, e.g. however,
therefore, on the other hand, since.
6–7
Paragraphs are used to help structure the text where the
main idea is usually supported by following sentences:
e.g. EITHER: arguments for + evidence followed by
arguments against + evidence, OR: argument /
counter argument one point at a time.
Logical sequence with attempts to link ideas evident but
not consistent.
Some use of organisational devices such as
sub-headings, etc.
4–5
Paragraphs / sections are evident with related points
grouped together e.g. paragraph breaks often show
the division between the two points of view
Some attempt to sequence relevant ideas logically,
e.g. introduction / followed by arguments / closing
statement may be evident.
Movement between paragraphs or sections, may be
disjointed.
2–3
Some basic sequencing of material grouped by content.
1
No creditable response
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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, since…, as…),
varying word order or detailed expansion of phrases
such that ‘cause and effect’ can be identified

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 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.
Spelling is generally correct throughout. (There may
occasional be phonetically plausible attempts at complex
words.)
Correct spelling of most, not all, polysyllabic words
e.g. appear, information, making, possible, possible,
probably, 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 sentences use simple connectives to join compound words, is generally accurate, e.g. friend,
clauses, e.g. and, but another, around, because, anything, something,

Generally correct grammar, i.e. subject and verb Spelling of plurals and some past and present words is
generally agree. Present tense of verbs generally generally accurate, e.g. boxes, clothes, told, stopped,
consistent. wanted.

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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