Cambridge Primary Checkpoint

ENGLISH 0844/02
Paper 2 Fiction October 2020
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 10 pages.

IB20 10_0844_02/2RP
© UCLES 2020 [Turn over
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Section A: Reading

Question Answer Marks

1 What does Charlie refuse to do? 1

Award 1 mark for one of the following ideas:

• show / tell (the Colonel) where Bertha / the dog is (hidden)

• say where Bertha / the dog is (hidden).
• tell mother and the Colonel where Bertha / the dog is – NB. ‘mother’ is
neutral.

Award 1 mark for any sensible answer which conveys this meaning.

Question Answer Marks

2 Which word means ‘cannot be avoided’? 1

Award 1 mark for the following:

• inevitable.

Question Answer Marks

3 ‘… the inevitable storm…’ (line 4). What is the narrator referring to? 1

Award 1 mark for one of the following ideas:

• (the ‘storm’ is) the Colonel finding out Bertha / his dog is missing / has been
taken (by Charlie)
• (the ‘storm’ is) the Colonel’s anger / fury (with Charlie)
• (the ‘storm’ is) expected when the Colonel comes to accuse Charlie
• (the ‘storm’ is) the row / shouting / anger / bad situation that would happen
when the Colonel finds out Bertha / his dog is missing / has been taken (by
Charlie).
• The Colonel is going to scold them
• The big fight / argument (with the Colonel) that is to come and cannot be
stopped

Allow any answer that clearly indicates a link between the angry Colonel with
what has happened, e.g. when the Colonel comes and shouts about his missing
dog

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Question Answer Marks

4 What do we learn about Mother from lines 4–9? 1

Tick () one box.

Award 1 mark for the following:

• She is observant of her children’s behaviour.

Question Answer Marks

5 Give one word that shows Mother is trying to find out what is happening. 1

Award 1 mark for the following:

• (to) probe.

Question Answer Marks

6 Give two reasons why Mother knows it is not Molly knocking at the door. 2

Award 1 mark for each of the following:

• Molly / she would not have turned up at their house at that time / it was too
early (for Molly)
• Molly / she would have knocked the door in a different way OR Molly didn’t
knock so loudly (comparison needed for this – not just ‘loudly’) OR it
wasn’t how she knocks. OR the person was knocking too loudly for it to be
Molly OR Molly doesn’t knock like the Colonel (comparison here)

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Question Answer Marks

7 ‘Besides I think she could already see from our faces that Charlie and I 2
were expecting an unwelcome visitor. As we feared, it was the Colonel.’
(Lines 13–14)

Give two ways the writer uses language or sentence structure to build
suspense.

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

• The word ‘unwelcome’ is used (NB: build up of suspense is in question)

• The person knocking is not specified so it builds up suspense / mystery
• The word ‘feared’ shows that the children were frightened (of the Colonel) /
the word ‘feared’ adds drama to the scene
• The narrator says ‘As …’ which shows that the feeling had been building
up for some time
• A short sentence is used (NB: build up of suspense is in question).

Question Answer Marks

8 Suggest one reason why Big Joe ‘began to whimper and clutched 1
Mother’s hand’ (line 19).

Award 1 mark for one of the following:

• He felt intimidated by the Colonel.

• He was afraid of / worried by the Colonel.
• The Colonel was shouting.
• He was afraid/scared
• He felt something bad was going to happen

Question Answer Marks

9 What had Charlie previously taken from the Colonel before he took Bertha? 1

Award 1 mark for the following:

• (a/the/his) salmon / fish.

Question Answer Marks

10 Give two rude phrases that the Colonel uses to refer to Charlie. 1

Award 1 mark for both of the following:

• (so the) young devil

• (is a ) despicable thief.

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Question Answer Marks

11 What does Mother do to Big Joe in response to the noise he makes? 1

Award 1 mark for any of the following:

• She touches him on the head.

• She smooths/strokes/pats his hair.
• She tries to comfort/reassure him
• She speaks to him calmly and softly.

Award 1 mark for any sensible answer that conveys this meaning.

Question Answer Marks

12 Read these sentences: ‘Don’t deny it boy. I know it was you. Where is 2
she? Is she here? Is she?’ (Lines 23–24)

Why does the Colonel repeat his questions?

Tick () two boxes.

Award 1 mark for each of the following:

• He’s a bully.
• He’s impatient.

Question Answer Marks

13(a) Give a short phrase from the text that describes the Colonel’s appearance 1
and shows that he is angry.

Award 1 mark for one of the following:

• ‘(He was) thin lipped’

• ‘pale with fury’
• ‘(He was) thin lipped and pale (with fury)’
• ‘(he stood there) glaring at us’.
• (he stood there) glaring at us, thin-lipped and pale (with fury)

13(b) Look at lines 18–29. 2

Give two verbs from the text that describe how angrily the Colonel was
shouting.

Award 1 mark for each of the following:

• roared
• ranted (on)

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Question Answer Marks

14 What is the ‘it’ that Charlie is referring to it when he says, ‘I had to do it’ 1
(line 26)?

Award 1 mark for the following:

• taking / hiding / stealing / saving the dog/Bertha/her

Award 1 mark for any sensible answer that conveys this meaning.

Question Answer Marks

15(a) Look at lines 25–35. 1

Which of the statements below about Charlie is true?

Tick () one box.

Award 1 mark for the following:

• He did what he believed was right.

15(b) Mother asks Charlie if he will tell the Colonel where he has hidden Bertha 1
and he replies ‘no’ (Lines 33–34).
Explain how Mother’s response shows how well she knows Charlie.

Award 1 mark for the following:

• She knows what his reaction will be (before he spoke)

• She knows he will refuse (to tell the Colonel where the dog was) / say no
for a good reason
• She knows how stubborn/principled her son is / he wouldn’t let Bertha die
• She already knew what he would say.

Question Answer Marks

16 Look at this sentence: ‘She looked the Colonel full in the face.’ (Lines 35– 1
36)

Give one word with the same meaning as full as it is used in this sentence.

Award 1 mark for one of the following:

• directly
• right
• straight
• completely

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Question Answer Marks

17 Give a five-word phrase that shows that Mother wants to take 1

responsibility for Bertha from the Colonel.

Award 1 mark for the following:

• (she said) ‘take her off your hands’.

Question Answer Marks

18 Give two reasons from the text to explain why the name ‘Mrs Peaceful’ is a 2
good name for Mother.

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

• She is a calm person / she did not get excited, nervous or agitated easily /
patient
• She doesn’t get angry with / shout at the Colonel (when he is rude/angry to
her).
• She is able to find a satisfactory solution to the situation / problem.
• She has a kind/gentle manner / cares about others / speaks softly
• She wants to make peace with the Colonel.

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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.
• 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 final paragraph of the extract again.

Mother buys Bertha from the Colonel, and Bertha becomes the family’s pet dog. Not
long after, the boys get into a dangerous situation. They are saved by Bertha.

Now continue the story to explain what happens next.

19 The event described should happen immediately after the extract and should 8
be about the Peacefuls and the Colonel. Content, purpose and audience. (Wa)

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
Content is relevant and developed with imaginative
detail using a variety of techniques, e.g. imagery and
figurative language.
Features of the genre, if required, are clearly
established.
Text structure and organisation (Wt)
7 marks
Clear structure with well-organised material within
paragraphs.
Paragraphs are used to structure the narrative e.g.
there 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
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
Relevant content with some detail developed using
deliberate choices of vocabulary for the task.
Main features of the genre are evident.
6–7
Paragraphs are used to help structure the narrative,
e.g. signal a change in time, place and / or focus
on a different character or event, where the main
idea is usually supported by following sentences.

Characters are well described with actions linked to Logical sequence with evident but not consistent
key events, i.e. the ‘something’ / ‘situation’ needs attempts to link ideas with fitting openings and
to be dangerous. closings, i.e. has to be linked to 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. 4–5
5–6
Content is straightforward with an appropriate Paragraphs / sections are evident with related points
balance, e.g. speech, action and description. grouped together or linked by time sequence.

Vocabulary is simple, with some choices to create
interest.
At least one event is described, i.e. something
happens where Bertha saves the boys / one of
them, from something.
Some attempt to sequence relevant ideas logically in
relation to the stimulus. Also, introduction / closing
statement may be evident.
Movement between paragraphs or sections may be
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 Some basic sequencing with story ideas evident.
simple plot, i.e. happens immediately / not long after
the extract and involves the boys and Bertha.

Vocabulary is simple and relevant.

st rd
NB: allow 1 or 3 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, 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, Spelling is generally correct throughout. (There
such as using expanded phrases to develop ideas may occasional be phonetically plausible
e.g. noun, adverbial, adjectival, and verb phrases, attempts at complex words.)
or a range of connectives (e.g. if, so, because,
then).
Correct spelling of most, not all, polysyllabic
Grammar in complex sentences is generally correct in words
terms of tense and verb form. e.g. appear, information, making, possible,
End of sentence punctuation is nearly always possible, probably, wondering, search.
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.
Compound sentences use simple connectives to join
clauses, e,g, and, but
Generally correct grammar, i.e. subject and verb
generally agree. Tense of verbs generally
consistent.
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
Some simple sentence structures are used
successfully.
Some variation in sentence openings.
3
Spelling of common words, including
polysyllabic and compound words, is generally
accurate, e.g. friend, another, around,
because, anything, something,
Spelling of plurals and some past and present
words is generally accurate, e.g. boxes,
clothes, told, stopped, wanted.
2
Spelling of high frequency words is generally
correct, e.g. their/there, when, were, what,
some, etc.

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
nd
provided 2 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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