Download [PDF] 2014 CAIE P1 Mark Schemes 0844 English Specimen Cambridge Primary Checkpoint

File Information

Filename:	[PDF] 2014 CAIE P1 Mark Schemes 0844 English Specimen Cambridge Primary Checkpoint.pdf
Filesize:	139.23 KB
Uploaded:	29/07/2021 15:54:48
Keywords:	2014 caie p1 mark schemes 0844 english specimen cambridge primary checkpoint pdf
Description:	Download file or read online CAIE Cambridge primary checkpoint specimen paper English 0844/01/SM/14 for examination from 2014 mark schemes paper 1 - Cambridge Assessment International Education.
Downloads:	46

File Preview

Download Urls

Short Page Link

https://www.edufilestorage.com/L1

Full Page Link

https://www.edufilestorage.com/L1/PDF_2014_CAIE_P1_Mark_Schemes_0844_English_Specimen_Cambridge_Primary_Checkpoint.pdf

HTML Code

<a href="https://www.edufilestorage.com/L1/PDF_2014_CAIE_P1_Mark_Schemes_0844_English_Specimen_Cambridge_Primary_Checkpoint.pdf" target="_blank" title="Download from eduFileStorage.com"><img src="https://www.edufilestorage.com/cache/plugins/filepreviewer/915/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg"/></a>

Forum Code

[url=https://www.edufilestorage.com/L1/PDF_2014_CAIE_P1_Mark_Schemes_0844_English_Specimen_Cambridge_Primary_Checkpoint.pdf][img]https://www.edufilestorage.com/cache/plugins/filepreviewer/915/pdf/150x190_middle_46f4e7862b1eb5bd4935adbbba5d79e8.jpg[/img][/url]

[PDF] 2014 CAIE P1 Mark Schemes 0844 English Specimen Cambridge Primary Checkpoint.pdf | Plain Text

This document consists of 12 printed pages. IB14 0844_01_SP/3RP © UCLES 2014 [Turn over Cambridge International Examinations Cambridge Primary Checkpoint ENGLISH 0844/01 Paper 1 For Examination from 2014 SPECIMEN MARK SCHEME 1 hour MAXIMUM MARK: 50

2 © UCLES 2014 0844/01/SP/14 Section A: Reading Question number 1 What type of fox is the red fox? Part Mark Answer Further Information 1 (largest) vulpine (fox) Total 1 Question number 2 Why is it difficult to use size to tell a male fox from a female fox? Part Mark Answer Further Information 1 (There are) considerable size differences between individuals (in this species) Accept logical / cohesive variations of this e.g. ‘The considerable size differences’; ‘The considerable size differences between individuals; ‘The considerable size differences make it difficult to use size as a guideline.’ Do not accept any references to ‘heavy’. Accept synonyms for ‘considerable’ e.g. ‘large’. Total 1 Question number 3 Tick (
) two boxes to show why the fox can move so quickly. Part Mark Answer Further Information 2 Low weight
Moves on its toes
Award 1 mark for each correct tick. Award 0 marks if more than two boxes are ticked. Total 2

3 © UCLES 2014 0844/01/SP/14 [Turn over Question number 4 Rewrite the final paragraph to include the main points, using about 30 w\ ords. Part Mark Answer Further Information 2 The summary must contain the information:  small stomach / eats frequently  (fox has) 42 teeth  three different types of teeth / canines + incisors + molars e.g. The fox’s smaller stomach means eating more often. When eating, it uses its 42 teeth very effectively: canines to hold the food; incisors to chop and molars to grind. or The fox needs to eat often, and its 42 teeth help with that. There are three different types and functions: canines to hold; incisors to chop; molars to grind. Award 2 marks for:  a summary no more than 33 words + ALL the required information. Award 1 mark for:  a summary no more than 33 words + only 2 points of information.  a summary over 33 words + ALL the required information. Award 0 marks for:  a summary over 40 words long.  a summary where there is 1 or 0 points of information. Total 2 Question number 5 Tick (
) the best description of the text The Red Fox. Part Mark Answer Further Information 1 It contains mostly facts
Total 1

4 © UCLES 2014 0844/01/SP/14 Question number 6 Tick (
) the text you prefer to read. Explain why you chose that text. Part Mark Answer Further Information 1 If text 1 ticked: If text 2 ticked: Do not award the mark if the answer refers to the information given – there is no distinction. The answer must refer to the style of the language. Do not accept just ‘more interesting’ or ‘more exciting’ on its own. EITHER: - a reference to language as ‘formal’ OR: - it is very factual which explains what happens clearly OR - style of language is typical of a formal style of writing and sounds as though the writer has a lot of knowledge EITHER: - a reference to language as ‘informal’ OR: - the words are very descriptive and fun to read (not just ‘fun to read’) OR: - uses exclamation mark/ dash/ rhetorical question so it is like a spoken voice (e.g. emphasis on ‘really’ ) OR Uses conversational fillers such as ‘ Another plus point’ ; ‘For starters’ Total 1

5 © UCLES 2014 0844/01/SP/14 [Turn over Question number 7 (a) Give two places in Cotgrave Country Park where visitors might see fish. \ (b) Cotgrave Country Park offers a range of activities for those visitors wh\ o want to keep fit. Name two of these. Part Mark Answer Further Information (a) 1 Give one mark for any two of:  (Grantham) canal  wetlands  lake(s) / Heron Lake Accept ‘conservation area’. Do not accept ‘nature trail’ or any non-watery places. Note: an incorrect answer negates a correct one. e.g. woodland and lake = 0 (b) 1 Accept any two for 1 mark:  walking  running/jogging  orienteering  horseriding Accept either ‘running’ or ‘jogging’ – not both. Total 2 Question Number 8 Tick (
) two boxes to show which statements about Cotgrave Country Park are FA\ LSE. Part Mark Answer Further information 2 The park is open overnight.
Vehicles of any size can park there.
Award 1 mark for each. Award 0 marks if more than two boxes are ticked. Total 2 Question Number 9 Explain why walkers might experience difficulty during bad weather. Part Mark Answer Further information 1 Low(er) lying paths can get muddy and / or wet. ‘paths’ is essential for the mark. Total 1

6 © UCLES 2014 0844/01/SP/14 Question Number 10 (a) What is the purpose of the subheadings in the text Cotgrave Country Park\ ? (b) Draw lines to link each paragraph with its main topic described in the b\ oxes. Part Mark Answer Further information (a) 1 Give one mark for any of:  so you know where to look for information.  divides information into parts so it is easier to see.  so it is easier to follow. (b) 1 1st paragraph Variations in size of the fox Award 1 mark for all 3 lines drawn correctly. Accept a clear unambiguous indication of the correct answers. e.g. numbers 1, 2 and 3 written in boxes. 2nd paragraph How the fox uses one part of its body 3rd paragraph How the fox moves Total 2

7 © UCLES 2014 0844/01/SP/14 [Turn over Section B: Writing 11 Write an information fact sheet on an area you know well for visitors wh\ o have not been there before. See table on the next page. Notes to markers  Marking should always begin from the lowest mark in each column. i.e. fr\ om 1 mark and work upwards. Award 0 if 1 mark is not achieved.  All the statements should be achieved for a student to achieve the mark \ (i.e. if there are two statements to describe the mark, both statements must be achieved before\ the mark can be given).  Stop the marking at the first statement in a column that the student fai\ ls to achieve and award the mark in the box below.

8 © UCLES 2014 0844/01/SP/14 Purpose and Audience Text Structure Sentence Structure Punctuation Spelling Writing is well-shaped and wholly appropriate to purpose. Clear viewpoint with a clear and consistent relationship between writer and reader established and controlled. 6 The text type is used consistently e.g. features of fact sheet are clear and appropriate to purpose. Relevant ideas and content chosen to interest the reader e.g. details developed. 5 Well – crafted paragraphs contribute to control of the text e.g. clear layout of sections 5 Some complex sentences, which are controlled, including the positioning of clauses to focus attention. Range of connectives may be developed e.g. 'although' 'meanwhile' 5 The text type is largely sustained e.g. features of fact sheet writing clear – there may be some elements of persuasive writing in addition to report writing. The writer gives sufficient information for a reader to understand the contents e.g. some detail with adverbials and expanded noun phrases. 4 Paragraphs are used to help structure the text and there may be evidence of appropriate links / sub- headings / questions and answers. 4 Complex sentences are used to create effect, using expanded phrases to develop ideas e.g. noun, adverbial, adjectival, and verb phrases. A wider variety of connectives is used appropriately e.g . if, because, then. Sentences are mostly grammatically correct. 4 Text type is used to convey writer's attitude to the chosen subject e.g. knowledge and enthusiasm for subject matter . Some awareness of audience. e.g . language used is appropriate 3 Paragraphs sometimes used to sequence ideas. Balance of coverage of ideas is appropriate. 3 Some complex sentences are used to extend meaning but not always successfully. Use of past and present tense is generally consistent. 3 General aspects of text type are evident e.g. third person. Reader given basic information e.g. relevant statements 2 Some attempt to sequence ideas logically e.g. content clear for a fact sheet. Each section has an opening statement. 2 Some variation in sentence openings e.g. not always starting with noun or pronoun or other word. Compound sentences are used but connectives are simple e.g. 'and', 'but', 'so' 2 Sentences demarcated accurately throughout the text. Commas used in lists and to mark clause divisions. 2 Correct spelling of common words with more than one syllable, including compound words. 2 Some elements of the text type can be seen e.g. it is a fact sheet. 1 Ideas grouped together although paragraphs may not be shown. 1 Simple sentences are generally grammatically correct. 'and' may be used to connect clauses. 1 Straightforward sentences usually demarcated accurately e.g . full stops, capital letters, question and exclamation marks. 1 Correct spelling of high frequency words. 1 Award 0 where performance fails to meet the lowest description. Stop marking at the first statement in a column that the student fails t\ o achieve and award the mark in the box below.

9 © UCLES 2014 0844/01/SP/14 [Turn over Question Number 12 Join the underlined word in each of these sentences to match the correct\ word class. Part Mark Answer Further information 2 The red fox can be found in most parts of Britain. preposition Award 2 marks for all 4 lines correctly drawn. Award 1 mark for 2 or 3 lines correctly drawn. The method of locomotion used by the red fox enables it to run swiftly. adverb The red fox has a luxurious coat of fur. adjective It has a small stomach. pronoun Total 2 Question Number 13 (a) Underline the main clause in this sentence. (b) Rewrite this sentence. Remember to add punctuation. Do not add or change\ any words. Part Mark Answer Further information (a) 1 When eating, it will use its 42 teeth. Award 1 mark for the correct underlining as shown. No other words should be underlined. (b) 2 Cotgrave Country Park, which is in Nottinghamshire, has many paths and trails. Award 1 mark for a correctly embedded clause. Award 1 mark for correctly placed parenthetical commas and the final full stop. Total 3

10 © UCLES 2014 0844/01/SP/14 Question Number 14 (a) Change this sentence from the past to the present. (b) Complete the sentences by writing the passive forms of the verbs given i\ n brackets. Part Mark Answer Further information (a) 1 The park is open all day and many people visit. (b) 2 First, the visitors are driven to the park by coach. They are dropped at the main coach park. Each visitor is escorted to the entrance of the park by a guide. Award 2 marks for all 3 correct verbs. Award 1 mark for 2 correct verbs. Answers must be in the present tense. Total 3 Question Number 15 Correct two mistakes in this sentence. Do not change the meaning. Part Mark Answer Further information 1 The woman walks / walked / is walking / was walking very slowly along the edge of the park. OR The women walk very slowly along the edge of the park. Award 1 mark for both corrections. Total 1

11 © UCLES 2014 0844/01/SP/14 [Turn over Question Number 16 Choose the type from simple, compound or complex to describe these sente\ nces. Part Mark Answer Further information 1 The red fox is a successful animal. simple As red foxes are very successful, their numbers are likely to increase. complex Total 1 Question Number 17 Add two apostrophes to this sentence. Part Mark Answer Further information 1 The park’s visitors shouldn’t be expected to pay for tickets. Award 1 mark for correctly placed apostrophes. Award 0 marks if extra apostrophes or other marks are placed. Total 1

12 © UCLES 2014 0844/01/SP/14 Question Number 18 Add the missing punctuation to these sentences. Part Mark Answer Further information 2 “Did you enjoy your visit to the nature reserve ? ’’ asked my friend . “ Yes , ” I replied , “ there were lots of things to do.” Also accept: “Yes , “ I replied . “There were lots of things to do.’ However, if a full stop is used then the ‘t’ must be capitalised as well to gain credit. Also: if the ‘t’ is capitalised, then there must be a full stop. Also: the question mark and the comma must be inside the speech marks. Award 2 marks if 6–7 of the missing punctuation marks are in the correct place. Award 1 mark if 3–5 of them are in the correct place. Award 0 marks if there are 10 or more punctuation marks. Total 2 Question Number 19 Write other words or phrases that mean the same as the underlined words.\ Part Mark Answer Further information 2 Prominent: large / big / noticeable / sticking out Accounts: makes up / represents / is Award 1 mark for each appropriate word or phrase that retains the sense of the sentence. Total 2