Cambridge Primary Checkpoint: English 0844/01
Cambridge Primary Checkpoint: English 0844/01
Cambridge Primary Checkpoint: English 0844/01
ENGLISH 0844/01
Paper 1 Non-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.
IB20 10_0844_01/2RP
© UCLES 2020 [Turn over
0844/01 Cambridge Primary Checkpoint – Mark Scheme October 2020
PUBLISHED
Section A: Reading
2 Which word in the second paragraph (lines 5–9) means ‘completely certain’? 1
• adamant.
3 How can choosing their own bedtime help a child with their homework? 1
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5 Give a phrase from the fourth paragraph (lines 17–20) that means ‘to work 1
well in lessons’.
• (Scientific research shows that) children younger than 10 need more than
11 hours sleep (a night to stay healthy and grow)
• (even) teenagers need 10 hours sleep (a night)
8 Look at the third paragraph (lines 10–16) and sixth paragraph (lines 25–27). 1
Which word used in both paragraphs shows that something could happen
as a result of something else?
• if.
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• second to fifth paragraphs: for and against (arguments) / pros and cons /
the arguments for both sides
• last paragraph: summary / conclusion / recommendation / compromise /
solution
Present tense
Discussion Connectives
Those in favour…
• impersonal (voice)
• formal tone / formal language
• third person
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• everybody
12 Complete the sentence below with one word from the first paragraph. 1
The ____________ of all living things depends on getting enough sleep.
• survival.
14 Which phrase in lines 11–14 implies that the information is well known? 1
• of course.
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Subheadings
Technical language
• the brain
• scientists
• (replaces its) chemicals
• store information
• hallucinate
• the body
After missing two nights of sleep, a person will have problems thinking and
doing things.
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16 Why does the writer use bullet points in the final paragraph (lines 15–24)? 1
17 ‘… the brain needs to spend time in bed and catch its ZZZs.’ 1
What is this an example of?
• personification.
18 What is the purpose of the dashes ( – ), used in both texts (Text A, line 8 1
and Text B, lines 2 and 12)?
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Section B: Writing
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 of the criteria have been met but not all.
Spelling (Ws) 3
[Total 25]
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Content, purpose and audience (Wa) Text structure and organisation (Wt)
8 marks 7 marks
The response is wholly relevant with content Clear structure with well-organised material
developed and a wide vocabulary well chosen within paragraphs. i.e. as a refinement of Box
for the purpose / text type, i.e. is each 4/5.
argument supported by evidence,
Chronological or logical links between
explanation or examples?
paragraphs help the development of ideas. i.e.
Features of the text type are clearly established, leading to a reasoned conclusion of the
i.e .consistently 3rd person: either argument.
generalized voices and/or passive voice.
Cohesion within and between paragraphs is
Clear viewpoint with a consistent, engaging achieved using devices such as connectives,
style throughout, i.e. are arguments on each i.e. connectives show logical relationships,
side of the debate, clearly stated? e.g. however, therefore, on the other hand,
since.
7-8 6-7
Relevant material has ideas and content with Paragraphs are used to help structure the text
some detail developed with deliberate choices where the main idea is usually supported by
of vocabulary for the purpose / text type. following sentences:
i.e. there must be a balance between the two e.g. EITHER: arguments for + evidence
sides of the argument followed by arguments against + evidence,
OR: argument / counter argument one point
Main features of the text type are evident, at a time.
e.g. formal / impersonal style; present tense
throughout. Logical sequence with attempts to link ideas
evident but not consistent.
Straightforward viewpoint, with a generally
Some use of organisational devices such as
appropriate and consistent style, which mostly
sub-headings, etc.
sustains reader interest.
i.e. reader must be clear which side (for or
against) argues which point.
4-5
5-6
Relevant material with attempts to develop basic Paragraphs/ sections are evident with related
information using a simple vocabulary relevant points grouped together e.g. paragraph breaks
to the purpose/text type. often show the division between the two
i.e. arguments are supported by evidence points of view
and/or examples.
Some attempt to sequence relevant ideas
logically,
General aspects of text type are evident,
e.g. introduction / followed by arguments /
i.e. largely present tense (apart from
closing statement may be evident.
historical references)
Movement between paragraphs or sections,
The writers’ attitude to the subject may be
may be disjointed.
conveyed, with some attempt to engage the
reader, i.e. reader must be aware that there
are two sides of the argument
2-3
3-4
Some material included that is relevant to the Some basic sequencing of material grouped by
task, i.e. clear statement of issue under content.
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 1
No creditable response No creditable response
0 0
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