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This document consists of 13 printed pages. IB18 10_0844_02/3RP © UCLES 2018 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/02 Paper 2 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 th e 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.

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 2 of 13 Section A: Reading Question Answ er Marks 1 What does ‘the class assembled’ (line 1) mean? Tick () one box. Award 1 mark for the following: • The class came together as a group . 1 Question Answ er Marks 2 What does Miss Honey’s name suggest about her character? Award 1 mark for the following: • She?s sweet / ni ce / kind . 1 Question Answ er Marks 3 What two objects did Miss Honey check when she came into the classroom? Award 1 mark for the following: • A / The jug (of water) and a / the glass (was in its proper place) . 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 3 of 1 3 Question Answ er Marks 4a What effect does the short sentence create? Award 1 mark for any of the following: • (to build up a sense of) expectation / tension / nervous / nervousness • to emphasise / highlight the information in the sentence (that they were waiting for someone or something ) • (to build ) suspense (can be synonymous with ‘tension’) • (effect of) fear /scared /scary • (to create) a dramatic pause 1 4b The word suddenly comes immediately after the short sentence. What impact does this have? Award 1 mark for one of the following: • It cre ates drama / excitement . • It breaks the tension or quietness (from the short sentence) . • It surprises the reader / makes the reader react . • It shows / emphasises Miss Trunchbull came in quickly / without warning / out of nowhere – this involves the context and not just the meaning of ‘suddenly’. • It shows / emphasises that (although the children were waiting for Miss Trunchbull) they were shocked / surprised by her (sudden / quick) arrival. 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 4 of 13 Question Answ er Marks 5 Look at lines 5 –6. The narrator tells us t he children chirruped , which is the pleasant sound birds make. In comparison, we are told Miss Trunchbull barked. Why does the narrator do this? Award 1 mark for one of the following: • to emphasise / show how ferocious / aggressive / angry / nasty / unpleasant Miss Trunchbull sounds (compared to the children) • to contrast the sweetness of the children with the ferociousness / aggression / nastiness of Miss Trunchbull • to show / emphasise how vulnerable the children are (compared to Miss Trunchbull) • to make t hem seem like opposites • to make the reader have an opposite reaction to the characters • Miss Trunchbull is loud and the children are soft. 1 Question Answ er Marks 6 Look at lines 7 –8. Give two reasons why the children felt uneasy when Miss Trunchbu ll stood facing them before she started to speak. Award 1 mark for each of the following, up to a maximum of 2 marks . • because she would be enormous / gigantic ( compared to them ) • because she was standing in an aggressive / angry / threatening pose / way • becaus e she was staring at them intens ely / glaring at them • because she was frightening / they were afraid of her • because they expected something bad to happen / her to shout at them 2

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 5 of 1 3 Question Answ er Marks 7 ‘Her expression was one of utter distaste.’ ( Lin e 9 ) Which word below means the same as utter in the sentence above? Tick () one box. Award 1 mark for the following : • total 1 Question Answ er Marks Look at the eighth paragraph ( lines 12 –19 ). 8a Find an example of a metaphor in the eighth paragraph. Award 1 mark for the following : • (?to put up with a load of ) garbage like you 1 8b ‘ … to save myself from going round the bend .’ (Lines 14 –15) ‘ Going round the bend ’ is an idiom. What does it mean? Tick () one box. Award 1 mark for the following: • becoming crazy 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 6 of 13 Question Answ er Marks 9 Which sentence below about Miss Trunchb ull is true ? Tick () one box. Award 1 mark for the following: • She plans to get rid of most of the class. 1 Question Answ er Marks 10 What does the writer compare the sound Miss Trunchb ull makes to? Award 1 mark for the following: • (walk through a riding stable when the ) horses being fed / horses eating 1 Question Answ er Marks 11 ‘The Trunchbull began a slow march along the rows of desks inspecting the hands.? (Lin es 23? 24) Give two ways the narrator makes this seem like a military scene. Award 1 mark for each of the following up to a maximum of two marks: • Miss Trunchbu ll is like an army officer or someone in charge . • march(ing) • rows (of desks) • inspecting the hands / inspection • The children are like soldiers. 2

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 7 of 1 3 Question Answ er Marks 12 Give one quote from lines 21 –25 that shows the writer is suggesting something unpleasant is about to happen. Award 1 mark for the following: • ?All went well until (she came to a small boy in the second row.)? 1 Question Answ er Marks Look at lines 25 –31. 13a Why is ‘Nigel what?’ written on a new line? Award 1 mark for one of the following : • because a new speaker is speaking • because a new dialogue needs a new line • because Nigel /he has stopped speaking • because Miss Trunchb ull / she has started speaking 1 13b ‘That’s it,’ Nigel said. Write the sentence above as reported speech. Award 1 mark for one of the following : • Nigel said that that was it. 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 8 of 13 Question Answ er Marks 14 Look at lines 26 –33 . Which sentence below is true? Tick () one box. Award 1 mark for correctly identifying: • The narrator thinks Miss Trunchbull is being unkind. 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 9 of 1 3 Question Answ er Marks 15 Give one phrase fro m lines 31 –36 that highlights the differ ence in size between Miss Trunchbull and Nigel. Award 1 mark for the following: • ??( by the Gorgon who) towered (above him )? 1 Question Answ er Marks 16 Why does Miss Trunchbull stop at Nigel? Award 1 mark for the following: • because his hands were filt hy / dirty /unclean 1 Question Answ er Marks 17 Look at lines 40 –45. Explain in your own words what causes Miss Trunchbull?s body and face to start to swell up. Award 1 mark for the following: • She is so enraged / angry / furious / cross (with Nigel?s r eply). 1

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 10 of 13 Question Answ er Marks 18 Throughout the text, the narrator refers to the headmistress as ‘the Trunchbull? instead of ?Miss Trunchbull?. What does the use of the imply about the narrator’s attitude towards the headmistress? Award 1 mark for t he following: • to show he disrespects her / he’s being rude about her • She is seen as an object rather than a person. • to dehumanise her, i.e. as a monster, beast, animal • He dislikes her /she is evil in his eyes . 6Ri2 1 Question Answ er Marks 19 This stor y is told by a narrator. Give two ways the story would be different if it was written from the point of view of Miss Trunchbull. Award 1 mark each for any of the following, up to a maximum of 2 marks : • ‘I’ would be used instead of ‘Miss Trunchbull’ or ‘the Headmistress’ / story would be told in 1 st person / first person pronouns used. • The action would be limited to only the parts that involve Miss Trunchbull • We would know Miss Trunchbull’s thoughts and feelings directly . • We wouldn’t know anything about the class or classroom before she entered / T he first three sentences would not be have been in the text / The first half of the first paragraph would be missing . • There would be no sympathetic comments or opinions about Nigel, e.g. ‘brave’ / ‘trying not to be scared’. • There would be no description of Miss Trunchbull’s strange habits . • There would be no description of Miss Trunchbull’s physical appearance. • The story would be one- sided. • Miss Trunchbull might be good / make herself seem nice . • The children would be described negatively throughout . 2

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 11 of 1 3 Section B: Writing Question Answ er 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 shoul d 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. • In some boxes, there are additional notes as fol lows: e.g. means an example / suggestion BUT i.e. means the extra information is necessary for the descriptor to be achieved. 20 Imagine you are a new student at the school where Miss Trunchb ull is the Headmistress. On your first day, you do something tha t makes Miss Trunchbull very angry. Write a story about what happened. 20 Content, purpose and audience. (Wa) 8 Text structure and organisation. (Wt) 7 Sentence structure and punctuation. (Wp) 7 Spelling (Ws) 3 [Total 25]

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 12 of 13 Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) 7 marks The 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. Uses adventurous and precise vocabulary. Characterisation is shown through actions and reactions during the story. A clear, consistent relationship between writer and reader is established and controlled. Narrative viewpoint is clear, wit h the style established to engage the reader’s interest throughout. 7–8 Clear structure with well -organised ideas 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. Chronological or logical links help the development of ideas. Cohesion within paragraphs is achieved using devices such as connectives. 6–7 Relevant content with so me detail developed using deliberate choices of vocabulary for the task. Main features of the genre are evident. Characters are well described with actions linked to key events, i.e. including 1 st meeting and/or 1 st day at school. A clear relationship b etween 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 Paragraphs are used to help structure the narrative, e.g. signal a change in time, p lace and / or focus on a different character, where the main idea is usually supported by following sentences. Logical sequence with evident but inconsistent attempts to link ideas with fitting openings and closings, i.e. has to be linked to stimulus (1 st meeting / day) 4 –5 Content is straightforward with an appropriate balance, e.g. speech, action and description . Vocabulary is simple, with some choices to create interest. At least one event is described, i.e. something happens when characters meet . General features of the genre, if required, are shown. Some attempt is made to engage the reader. 3–4 Paragraphs / sections are evident with related points together or linked by time sequence. Some attempt to sequence relevant ideas logically, i.e. school based Some opening and closing of narrative may be evident. Movement between paragraphs or sections may be disjointed. 2–3 Ideas are mostly relevant to the narrative, with a simple plot , i.e. involve a child and Miss Trunchbull (accept 3 rd person narrative). Vocabulary is simple and relevant, i.e. school based 1-2 Some basic sequencing with story ideas evident. 1 No creditable response. 0 No creditable response. 0

0844/02 Cambridge Primary Checkpoint – Mark Scheme October 2018 PRE-STANDARDISATION © UCLES 2018 Page 13 of 1 3 Sentence structure and punctuation (Wp) 7 marks Sp elling (Ws) 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 alm ost 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. 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 sp eech 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, search. 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 generally consistent. Demarcation of straightforward sentences is usually correct. There may be evidence of comma splicing. N.B. If punctuation is totally lacking and other descriptors met then give lower mark here. 2–3 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 Some simple sentence structures are used successfully. Some variation in sentence openings. Some correct use of punctuation , e.g. full stops and capital letters. N.B. Where more ambitious structures are used with NO simple sentences, begin marking at Box 2 provided 2 nd descriptor here about sentence openings has been met . 1 Spelling of high frequency words is generally correct, e.g. thei r / there, when, were, what, some, etc. 1 No creditable response. 0 No creditable response. 0