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This document consists of 14 printed pages. IB18 10_0844_01/2RP © UCLES 2018 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 Non- fiction October 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.



0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 3 of 13 Section A: Reading Question Answ er Marks 1 What three jobs did Aztec men do? Award 1 mark for all of the following: • farmer(s) / farming • craftsmen / craftsman • soldier(s) All three needed for one mark. 1 Question Answ er Marks 2 Explain why the writer is surprised that all Aztec children went to school . Award 1 mark for any of the following: • Girls weren’t usually educated. • Girls didn’t usually go to school . • At that time, many girls were not educated (only boys). 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 4 of 13 Question Answ er Marks 3 In school, children were taught the skills they needed for adult life. What else does the text say they studied? Award 1 mark for the following: • religion 1 Question Answ er Marks 4 How were the homes of rich Aztecs diffe rent from the homes of ordinary Aztecs? Complete the table below. Award 1 mark for the followi ng: • on the edge of the city (not ‘on the edge’) Award 1 mark for the following: • (were made of) stone (or ‘large stone houses’) Accept ‘large stone houses’. For the 3 rd box, award 1 mark for any one of the given examples in either column. Only award a fu rther mark if both boxes have a corresponding difference: e.g.: several rooms / one big room = 2 marks e.g.: several rooms / no upstairs = 1 mark Award 1 mark for one of the following: • several rooms • separate room for bathing • had an upstairs / top floor • wa lls were decorated Award 1 mark for one of the following corresponding difference: • one big room (not ‘one big bedroom’) • no room for bathing • no upstairs • no decoration 4

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 5 of 13 Question Answ er Marks 5 What kind of Aztec people wore feathered cloaks? Award 1 mark for the following: • (very / most / only) important people / men / women 1 Question Answ er Marks 6 (a) What did the Aztecs think about the colour turquoise? Award 1 mark for one of the following: • It was special . • It was highly regarded / most / hig hly respected / very important / highly valued. 1 6 (b) Give evidence from the text to support your answer. Award 1 mark for: • Only the emperor could wear a turquoise -coloured cloak. 1 Question Answ er Marks 7 Find an example of an opinion in the four th paragraph. Award 1 mark for the following: • ?(There were) astonishingly strict rules (about clothing in Aztec society.) ? 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 6 of 13 Question Answ er Marks 8 Which noun in the fifth paragraph means any food that is eaten regularly? Award 1 mark for the fol lowing: • (a) staple Question Answ er Marks 9 ‘And the cocoa bean, considered highly valuable by the Aztecs, was made into a chocolate drink.? (Lines 22? 23) Why are commas used in the sentence above? Tick ( ) one box. Award 1 mark for the following: • to add information 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 7 of 13 Question Answ er Marks 10 In Text A , questions are used as headings. Explain how this helps the reader. Give two ways. Award 1 mark for each of the following, up to a maximum of 2 marks : • They help the reader know what to expect in the next / each paragraph /what each paragraph will be about . • They help the reader find information they are looking for ( quickly / easily). • They e ngage the reader / catch the reader’s attention. • They give the topic of the (following /that) paragraph. • They help the reader to locate specific / particular information. • They help the reader to navigate the text. 2 Question Answ er Marks 11 Which country was Columbus from? Award 1 mark for the following: • Italy 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 8 of 13 Question Answ er Marks 12 Find an example o f a passive verb form in the first paragraph. Award 1 mark for the following: • ‘was taught’. • ‘was (already) populated’ and ‘is (well -)known’. • ?was born? 1 Question Answ er Marks 13 There were people in America before Columbus arrived. Which short phrase shows the writer believes everyone knows this? Award 1 mark for the following: • ?of course? 1 Question Answ er Marks 14 Tick ( ) one box. The Silk Road was Award 1 mark for the following: • a dangerous route. 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 9 of 13 Question Answ er Marks 15 ‘He was wro ng.’ (Line 9) What is the effect of this short sentence? Award 1 mark for one of the following: • It stresses / emphasises how completely wrong Christopher Columbus was . • It adds dramatic effect . 1 Question Answ er Marks 16 It took a long time for Christ opher Columbus to get help to pay for the trip. Which one word in the third paragraph tells us this? Award 1 mark for the following: • ?finally? 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 10 of 13 Question Answ er Marks 17 ‘At one point, Columbus promised he would turn back in two days if they hadn?t found land. In his journal, however, he wrote that he had no intention of turning back.? (Lines 15 ?17) Explain why the writer uses the word however in the second sentence above. Award 1 mark for either of the following: • He tells the men one thing, but writes the opposite in his journal . • ‘However’ shows that what Columbus wrote in his journal opposes /contradicts his promise. 1 Question Answ er Marks 18 The writer thinks it is amusing that Columbus believed he had arrived in Asia. How does the writer show this ? Award 1 mark for any one of the following: • (by adding an) exclamation mark (at the end of the sentence / information) • by emphasising the information (with an exclamation mark) 1 Question Answ er Marks Text B is part of a biography. 19 (a) W hat is the purpose of a biography? Award 1 mark for the following: • to tell the reader about someone?s life. 1 19 (b) Give two features of a biography that are used in Text B. Award 1 mark for any two of the following: • dates (of specific events) • (histo rical) facts • named person • chronological order • past tense • use of third person • time connectives 1

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 11 of 13 Section B: Writing Question Answ er Marks Notes to markers • Marking should always begin from the lowest mark in each column and work upward. • A ‘best fit’ ju dgement 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. • Please note: there is a difference between expansion notes: i.e. HAS to be achieved e.g. is desirable. 20 Write an information text about everyday life where you live. 20 Content, purpose and audience. (Wa) 8 Text structure and organisation. (Wt) 7 Sentence structure and punctuat ion. (Wp) 7 Spelling (Ws) 3 [Total 25]

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 12 of 13 Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) 7 marks The response is wholly relevant with content developed and a wide vocabulary well chosen for the purpose/text type. e .g . powerful verbs, some imagery. Features of the text type are clearly established. i.e. statements based on fact and not a value judgement. A clear viewpoint with a consistent, engaging style throughout. i.e. detail sustains interest. 7–8 A clear structu re with well -organised material in paragraphs. Chronological or logical links between paragraphs help the development of ideas. Cohesion within and between paragraphs is achieved using devices such as connectives. 6–7 A relevant response that has ide as and content with some detail developed with deliberate choices of vocabulary for the purpose/text type. The main features of the text type are evident i.e. range of aspects; impersonal language. A straightforward viewpoint, with a generally appropriate and consistent style, which mostly sustains the reader’s interest. 5–6 Paragraphs are used to help structure the text where the main idea is usually supported by following sentences. e .g. paragraphs may signal a change in time, place or a new event / aspect. A logical sequence with attempts to link ideas evident, but not consistent. Some use of organisational devices such as subheadings, etc. 4–5 Relevant material with attempts to develop basic information using a simple vocabulary relevant to the purpose/text type. i.e. setting the scene (what / when / where) with some clear factual data. General aspects of the text type are evident. i.e. 3 rd person and location clear. (Allow up to two uses of first P, but generalized plural – we,our -is acceptable. ) Present tense desirable The writer’s attitude to the subject may be conveyed, with some attempt to engage the reader. e.g. choice of material to add interest. 3–4 Paragraphs/sections are evident with related points grouped together. Some attempt to sequence ideas logically. e .g. introduction /closing statement may be evident. Movement between paragraphs or sections may be disjointed. 2–3 The response includes some material that is relevant to the task. i.e. everyday life today The vocabulary is simple and relevant. Some elements of the text type can be seen, i.e. it must be a report. 1–2 Some basic sequencing of writing which is grouped by content. 1 No creditable response. 0 No creditable response. 0

0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018 © UCLES 2018 Page 13 of 13 Sentence structure and punctuation (W p) 7 marks Spelling (Ws) 3 marks The use of complex sentences provides 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 At least two 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. 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 Spelling is generally correct throughout. (There may be occasional phonetically plausible attempts at complex words.) Correct spelling of most, not all, polysyllabic words e.g. appear, information, making, possible, probably, wondering. 3 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. Past and present tense of verbs are 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 are met then give the lower mark here. 2–3 Spelling of common words, including po lysyllabic and compound words, is generally accurate, e.g. 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 Some simple sentence structures are used successfully. 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 the 2 nd descriptor here about sentence openings, has been met. 1 Spelling of high frequency words is generally correct, e.g. their/there, when, were, what, some, etc. 1 No creditable response. 0 No creditable response. 0