Markschems Past Paers English First 2006 - 2020

Cambridge Primary Checkpoint
ENGLISH 0844/01
Paper 1 Non-fiction April 2020
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen.
Downloaded By Success
Cambridge will not enter into discussions about the mark scheme.
Groups
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This document has 10 pages. Blank pages are indicated.
IB20 05_0844_01/4RP
© UCLES 2020 [Turn over
0844/01 Cambridge Primary Checkpoint – Mark Scheme April 2020
PUBLISHED
Section A: Reading
Question Answer Marks

1 What makes an extreme sport different from an ordinary sport? 1
Award 1 mark for one of the following:
• (a high level of) danger / more dangerous / involves dangerous activities

• great speed, height or depth / involves speed, height or depth
• push people to their physical and mental limits.

2 Why is a semicolon ( ; ) used in lines 3–4? 1
Award 1 mark for any of the following:
• to join two sentences that are closely related

• the second part adds information to the first part
• the second part is an extension of the first part
• The second part explains the first part of the sentence.

3 Which extreme sport is related to a custom carried out by people from 1
Vanuatu?
Award 1 mark for the following:
• bungee jumping.
4 Explain why special equipment is needed to take part in extreme sports. 2

Give two reasons.
Award 1 mark for any of the following, up to a maximum of 2 marks:
• to protect them / a person from (serious) injury / to prevent injury / to keep a

person safe.
• the items of equipment have to suit / match / be specific to the needs of each
sport
• the equipment has to withstand extreme conditions (not just conditions) (so
it needs to be strong / not break)
© UCLES 2020 Page 3 of 11

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5 Give two words from the third paragraph (lines 10–13) that mean the same 2
as ‘equipment’.
Award 1 mark for each of the following:
• (a) kit
• (protective) gear.

6 The sports chosen for the X Games are not always the same every year. 1
Give the phrase from the fourth paragraph (lines 14–16) that tells us this.
• (the) events can vary.

7 Connective words are used to structure the fifth paragraph (lines 17–22). 3
The table below shows why each connective is used.
Complete the table with connectives from the fifth paragraph.
Award 1 mark for each correct connective, up to a maximum of 3 marks:
Reason Connective
to add another idea Moreover
to give the reason for an idea because
to introduce an opposite idea whereas
to emphasise an idea In fact

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Text A uses paragraphs with subheadings.
8(a) Give one reason why subheadings are used in this text. 1
• (to give the reader) information about the paragraph / to tell the reader what
the paragraph is about
• to make it easier to find (specific) information / know where to find
information
• to structure the (whole) text
• to make the text easier to read / follow
• to give the topic of each paragraph.
8(b) Look at the subheadings used in Text A. 1
Write a subheading that is suitable for the fourth paragraph.
Award 1 mark for either of the following:
• (the) (X) games

• (the) Competition(s).

9 Which of the features below are used throughout Text A? Tick () two 2
boxes.
• third person
• facts and opinions.

10 Give the sentence that tells you that Text B is about the most important 1
new events in mountain biking at the moment.
• ‘Here are the big stories leading the way (this month)…’
• ‘Mountain biking news roundup!’

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11 Read lines 4–6. 1
Give one noun that tells us Silverstar Bike Park is a fun place.
• playground.

12 One natural feature that can be seen from the bike park is rolling 1
countryside (line 5).
Look at lines 7–11.
Give another natural feature that can also be seen.
• (the nearby) sea.

13 What does the colour of the trail tell the rider? 1
• (the) (difficulty) grade / level (of the trail)

14 Who or what is the biking talent (lines 18–19)? Tick () one box. 1
• the riders.

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15 This question is about the 2017 Bike World Cup section of Text B. 2
The writer uses language to persuade the reader to enter the competition.
Complete the table below.
Persuasive language Example from the text

speaking directly to the reader Good luck!
using powerful adjectives fantastic (chance) or thrilling (finale)
saying it’s your only chance a one-off (competition)

16 Text B is a news report from a sports magazine. One feature of a news 2
report is a short, bold headline.
Give two more features of a news report used in this text.
• (short, bold) subheadings

• details of what, where, who, when
• features such as competitions, promotions, adverts
• engaging / emotive / exciting language.
• quotations
• fact(s) and opinion(s)

17 Text A and Text B are different genres, but their purpose is the same. 1
What is the purpose of both Text A and Text B? Tick () one box.
• to inform.

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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 the criteria have been met but not all.
18 Your school team reached the final of a national school sports competition. The final
took place yesterday. Now your teacher has asked you to write a news report about the
final of the competition for your school newsletter.
You could choose one of the following sports:

• football
• tennis
• cricket
• volleyball
• basketball
• gymnastics.
Write a news report about the final of the sport competition that took place yesterday.
Remember to use the features of a news report.
18 Content, purpose and audience. (Wa) 8
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) Text structure and organisation (Wt)
8 marks 7 marks
The response is wholly relevant with content Clear structure with well-organised material within
developed and a wide vocabulary well chosen for the paragraphs. i.e. as a refinement of Box 4 / 5.
purpose / text type, i.e. is each argument supported
by evidence, explanation or examples? Chronological or logical links between paragraphs
help the development of ideas. i.e. leading to a
Features of the text type are clearly established, i.e. reasoned conclusion of the argument.
consistently 3rd person: either generalized voices
and/or passive voice. Cohesion within and between paragraphs is achieved
using devices such as connectives, i.e. connectives
Clear viewpoint with a consistent, engaging style show logical relationships, e.g. however,
throughout, i.e. are arguments on each side of the therefore, on the other hand, since.
debate, clearly stated?
7–8 6–7
Relevant material has ideas and content with some Paragraphs are used to help structure the text where the
detail developed with deliberate choices of vocabulary main idea is usually supported by following sentences:
for the purpose / text type. e.g. EITHER: arguments for + evidence followed by
i.e. there must be a balance between the two sides of arguments against + evidence, OR: argument /
the argument counter argument one point at a time.
Main features of the text type are evident, Logical sequence with attempts to link ideas evident but
e.g. formal / impersonal style; present tense not consistent.
throughout.
Some use of organisational devices such as
Straightforward viewpoint, with a generally appropriate sub-headings, etc.
and consistent style, which mostly sustains reader
interest.
i.e. reader must be clear which side (for or against)
argues which point.
5–6 4–5
Relevant material with attempts to develop basic Paragraphs / sections are evident with related points
information using a simple vocabulary relevant to the grouped together e.g. paragraph breaks often show
purpose / text type. the division between the two points of view
i.e. arguments are supported by evidence and/or
examples. Some attempt to sequence relevant ideas logically,
e.g. introduction / followed by arguments / closing
General aspects of text type are evident, statement may be evident.
i.e. largely present tense (apart from historical
references) Movement between paragraphs or sections, may be
disjointed.
The writers’ attitude to the subject may be conveyed,
with some attempt to engage the reader, i.e. reader
must be aware that there are two sides of the
argument
3–4 2–3
Some material included that is relevant to the task, i.e. Some basic sequencing of material grouped by content.
clear statement of issue under 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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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, such Spelling is generally correct throughout. (There may
as using expanded phrases to develop ideas e.g. noun, occasional be phonetically plausible attempts at complex
adverbial, adjectival, and verb phrases, or a range of words.)
connectives (e.g. if, so, because, then).
Correct spelling of most, not all, polysyllabic words
Grammar in complex sentences is generally correct in e.g. appear, information, making, possible, possible,
terms of tense and verb form. probably, wondering, search.
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 3
A mix of simple and compound sentences. Spelling of common words, including polysyllabic and
Compound sentences use simple connectives to join compound words, is generally accurate, e.g. friend,
clauses, e.g. and, but another, around, because, anything, something,
Generally correct grammar, i.e. subject and verb Spelling of plurals and some past and present words is
generally agree. Present tense of verbs generally generally accurate, e.g. boxes, clothes, told, stopped,
consistent. wanted.
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 2
Some simple sentence structures are used successfully. Spelling of high frequency words is generally correct,
e.g. their / there, when, were, what, some, etc.
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 2nd
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
0 0

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ENGLISH 0844/02
Paper 2 Fiction April 2020
MARK SCHEME
Maximum Mark: 50
Published
This mark scheme is published as an aid to teachers and learners, to indicate the requirements of the
examination. However, we have not been able to adjust it to reflect the full range of answers that would
have been seen as a part of the normal moderation and marking process, and it does not necessarily contain
all the possible alternatives that might have arisen.
Cambridge will not enter into discussions about the mark scheme.
This document has 10 pages. Blank pages are indicated.

IB20 05_0844_02/4RP
PUBLISHED
Section A: Reading

1 Give one word from the first paragraph (lines 1–6) that means started. 1
Award 1 mark for:
• broke.

2 What is happening at Heathrow Airport to cause problems? 1
• (a) storm / stormy weather.

3 Give one word from the first paragraph that tells us that the people in the 1
planes did not expect to arrive soon.
• hopelessly.

4 Where was one plane forced to go instead of Heathrow? 1
• Luton.

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5(a) What happened to the porter? 1
• He got wet / sprayed with water (from the car).

5(b) How is the Mercedes car being driven? 2
Complete the table below with two quotations from the text.
How Quotation
too fast rocketed into the car park
skidding (round a corner)
dangerously swerving (across the road)
missed a taxi by inches.

6 Look at this sentence: ‘The electric side window slid down and a hand 2
with a signet ring and the initials GW entwined in gold reached out to
pluck a parking ticket from the machine.’ (Lines 9–11)
Explain how the writer creates interest in the character driving the car.
Give two ways.
• by only revealing the hand with the ring on it / by not telling us too much
(about the man)
• by giving details of the ring / by telling us he had a gold ring / he had a ring
with initials on it
• by making you wonder who GW is
• by suggesting the character is rich.

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7 Look at lines 11–14. 3
How does the writer use language to build up excitement? Complete the
table below.
Award 1 mark for each correct box, up to a maximum of 3 marks:
Language feature Quotation

powerful verbs shot up
onomatopoeia hissed / crashed / crumpled
short sentence /
the engine died
personification / metaphor
alliteration (beneath the bent and) broken bonnet.

8 What caused the driver to crash into the wall? 1
• He thought there were four floors.

• The woman told him to park on the fourth floor (but there were only three
floors).
• He was driving recklessly / dangerously.
• He was going too fast.

9 Why does the man laugh after the crash? 1
Tick () one box.
• because the car is unimportant.

10 Look at this sentence: ‘Part of a pink silk tie, a striped pyjama leg and a 1
frilly shower cap were poking out of one side.’ (Lines 25–26)
What does this tell us about how the people from the car left home?
• in a hurry / rush / quickly / suddenly.

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11 ‘… and the three of them froze …’ (Line 28–29) 1
What does this tell us about how the characters are feeling?
• They’re frightened / afraid / scared / fearful / nervous.

12 Give one sentence from the text that tells us that the family are running 1
away from someone.
• (‘It’s alright,’ Gordon snapped.) ‘She’s not here.’

13 What does the phrase ‘keep your hair on’ (line 31) mean? Tick () one box. 1
• stay calm.

14 Look at lines 33–34. The boy is more in control of the situation than his 1
parents.
How does the boy show this?
Award 1 mark for any one of the following:
• He takes charge.
• He tells them (his parents) what to do.
• He leads the way (to buy the tickets).
• He is not waiting for his parents to tell him what to do.

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15(a) Look at this phrase: ‘… like a television set with the colour turned up too 1
much.’ (Lines 36–37)
What is the phrase above an example of?
• a simile.
15(b) Why does the inside of the airport building seem to bright? 1
• It was so dark outside / because of the darkness / because of the storm /

because it is so bright (compared to outside) / they have just come in from
the dark. / Their eyes were not used to the light.

16 Look at this sentence: ‘He was the only person smiling.’ (Line 38) 1
Give a reason why the other people in the airport are not as cheerful as the
policeman.
• They are stressed / upset / frustrated (because of the storm).

• Because of the delays / difficult journey / storm.
• They are stuck at the airport (as there are no planes).
• The (bad) weather has spoilt their journey.
• Unlike the policeman, they are trying to go / get / travel somewhere.

17 Whose point of view is the story being told from? Tick () one box. 1
• the narrator.

18 This text has features from two genres of writing. 2
What are the two genres? Tick () two boxes.
• thriller
• comedy.

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Section B: Writing
Notes to markers
• Use the marking grids on the next two pages.

19 The family discover that they are being followed.
Continue the story.
Spelling (Ws) 3
[Total: 25]

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8 marks 7 marks
Content is relevant and developed with imaginative Clear structure with well-organised material within
detail using a variety of techniques, e.g. imagery and paragraphs.
figurative language.
Paragraphs are used to structure the narrative e.g.
Features of the genre, if required, are clearly there is an appropriate build up and resolution of
established. 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 and between 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 6–7
Relevant content with some detail developed using Paragraphs are used to help structure the narrative,
deliberate choices of vocabulary for the task. e.g. signal a change in time, place and / or focus on
a different character or event, where the main idea
Main features of the genre are evident, e.g. ideally is usually supported by following sentences,
fantasy (stimulus asks for ‘in your own way’)
Logical sequence with attempts to link ideas evident
Characters are well described with actions linked to key but not consistent attempts to link ideas with fitting
events. i.e. need to address the idea of being openings and closings, i.e. has to be linked to the
followed 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.
5–6 4–5
Content is straightforward with an appropriate balance, Paragraphs / sections are evident with related points
e.g. speech, action and description. grouped together or linked by time sequence.
Vocabulary is simple, with some choices to create Some attempt to sequence relevant ideas logically in
interest. relation to the stimulus. Also, introduction / closing
statement may be evident.
At least one event is described, i.e. some detail about
the family’s situation / what happened next
Movement between paragraphs or sections, may be
General features of the genre, if required, are shown. disjointed.
e.g. fantasy (stimulus asks for ‘in your own way’)
Some attempt to engage the reader.

3–4 2–3
Ideas are mostly relevant to the narrative with a simple Some basic sequencing with story ideas evident.
plot. i.e. continues the story with the family at the
airport to start with.
NB: allow 1st or 3rd person as long as viewpoint

consistent (see Box 5/6) 1–2 1
0 0

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7 marks 3 marks
wide range of connectives (although, meanwhile),
varying word order or detailed expansion of
phrases.
Grammar is almost always accurate throughout the

text.

and for speech punctuation – errors may occur where
structures are ambitious.

clauses. 6–7
Some complex sentences are used to create effect, Spelling is generally correct throughout. (There may
such as using expanded phrases to develop ideas e.g. occasional be phonetically plausible attempts at
noun, adverbial, adjectival, and verb phrases, or a complex words.)
range of connectives (e.g. if, so, because, then).
Grammar in complex sentences is generally correct in e.g. appear, information, making, possible,
terms of tense and verb form. possible, probably, wondering, search.



mark clauses. 4–5 3
compound words, is generally accurate, e.g. friend,
Compound sentences use simple connectives to join another, around, because, anything, something,
clauses, e.g. and, but
Spelling of plurals and some past and present words is
Generally correct grammar, i.e. subject and verb generally accurate, e.g. boxes, clothes, told,
generally agree. Past and present tense of verbs stopped, wanted.
generally consistent.

NB. If punctuation is totally lacking and other
descriptors met, then give lower mark here. 2–3 2
Some simple sentence structures are used Spelling of high frequency words is generally correct,
successfully. e.g. their/there, when, were, what, some, etc.

capital letters.

simple sentences, begin marking at Box 2 provided 2nd
descriptor about variation in sentence openings has
been met.

punctuation errors rather than lose marks for
essentially good English. 1 1
0 0

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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.
This document has 10 pages.
IB20 10_0844_01/2RP
0844/01 Cambridge Primary Checkpoint – Mark Scheme October 2020
PUBLISHED
Section A: Reading
1 Why do teenagers think they should choose their own bedtimes? 1
• (They) know / understand their day / daily timetable / routine best.
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
Award 1 mark for answers that acknowledge ONE of the following:
• more time (to do homework / study in the evenings)

• can choose / adjust a bedtime to fit / manage (the amount of) homework /
workload
• can go to bed later if they have a lot of school work.
4 Look at the third paragraph (lines 10–16). 2

Explain how family life improves when a child sets their own bedtime.
• (more) time to talk (with families) / time with families

• better relationship with parents / more trust (between parents and children)
• fewer arguments.
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5 Give a phrase from the fourth paragraph (lines 17–20) that means ‘to work 1
well in lessons’.
• (so they can) concentrate appropriately (at school)
6 Give a fact from lines 17–23. 1
• (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)
7 Look at the fifth paragraph (lines 21–24). 1

Give one problem that children experience when they have not had enough
sleep.
• bad mood / bad-tempered / grumpy

• daily tasks (become) hard / managing each day becomes difficult
• (get) ill more easily / illnesses / get ill.
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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9 Text A is a balanced argument. 2

Explain how the paragraphs of this balanced argument are organised.
• second to fifth paragraphs: for and against (arguments) / pros and cons /
the arguments for both sides
• last paragraph: summary / conclusion / recommendation / compromise /
solution
10 Complete the chart below to show the language features of a balanced 3

argument.
Award 1 mark for each correct answer, up to a maximum of 3 marks.
Present tense
Have / make / suggest / think / is / proves / argue / point out / shows /

emphasise
judge/ say
Accept any example of the present tense from the text.
Discussion Connectives
• in addition / so / moreover / on the other hand / consequently / in fact
Accept any connectives that compare / discuss / argue
Those in favour…
• impersonal (voice)
• formal tone / formal language
• third person
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11 Who is the target audience of Text A? Tick () one box. 1
Award 1 mark for answers that acknowledge any of the following:
• 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.
13 What is the purpose of sleep? 2

Tick () two boxes.
Award 1 mark for each correctly identified phrase, up to a maximum of 2 marks:
• ‘to get the body ready for daily life’

• ‘to allow the brain to refuel’
14 Which phrase in lines 11–14 implies that the information is well known? 1
• of course.
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15 Identify the features of a non-chronological report present in Text B. 3
Complete the chart using examples from Text B.
Award 1 mark for each correct answer, up to a maximum of 3 marks.
Subheadings
Award 1 mark for:
• What happens during sleep?

• How much sleep do people need?
• Did you know?
Technical language
Award 1 mark for:
• 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.
Award 1 mark for:
• (descriptive) factual language

• detailed facts
• facts and description
• fact(s)
• (extra) information
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16 Why does the writer use bullet points in the final paragraph (lines 15–24)? 1
Award 1 mark for one of the following ideas:
• it’s a list (of facts)

• to make it easier to read the (different) facts
• to make it clearer to see the information/facts
• to organise the information/facts
• the information/facts are separate from each other
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)?
• (to) add(s) (extra) information / add extra detail (to a sentence)

• (to) separate the main point from extra information / detail(s)
• (to) emphasise/amplify the mail point
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Section B: Writing
Notes to markers
• The lower mark within a box should be given if some of the criteria have been met but not all.
19 Art and music should not be taught in school.

Write a balanced argument discussing this statement.
Spelling (Ws) 3
[Total 25]
Page 8 of 10
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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
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.
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
0 0
Page 9 of 10
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7 marks 3 marks
wide range of connectives (although, since…,
as…), varying word order or detailed expansion of
phrases such that ‘cause and effect’ can be
identified
text.
Punctuation is used accurately to demarcate

sentences and for speech punctuation – errors may
occur where structures are ambitious.

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.

3
mark clauses. 4-5
A mix of simple and compound sentences. Spelling of common words, including
Compound sentences use simple connectives to join polysyllabic and compound words, is generally
clauses, e,g, and, but accurate, e.g. friend, another, around,
because, anything, something,
Generally correct grammar, i.e. subject and verb
generally agree. Present tense of verbs generally
Spelling of plurals and some past and present
consistent.
words is generally accurate, e.g. boxes,
Demarcation of straightforward sentences is usually clothes, told, stopped, wanted.
descriptors met then give lower mark here. 2-3 2
Some simple sentence structures are used Spelling of high frequency words is generally
successfully. 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
0 0
Page 10 of 10
ENGLISH 0844/02
Paper 2 Fiction October 2020
MARK SCHEME
Maximum Mark: 50
IMPORTANT NOTICE
This document has 10 pages.
IB20 10_0844_02/2RP
PUBLISHED
Section A: Reading
1 What does Charlie refuse to do? 1
• 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.
2 Which word means ‘cannot be avoided’? 1
• inevitable.
3 ‘… the inevitable storm…’ (line 4). What is the narrator referring to? 1
• (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
Page 2 of 10
PUBLISHED
4 What do we learn about Mother from lines 4–9? 1
Tick () one box.
• She is observant of her children’s behaviour.
5 Give one word that shows Mother is trying to find out what is happening. 1
• (to) probe.
6 Give two reasons why Mother knows it is not Molly knocking at the door. 2
• 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)
Page 3 of 10
PUBLISHED
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.
• 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).
8 Suggest one reason why Big Joe ‘began to whimper and clutched 1
Mother’s hand’ (line 19).
• 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
9 What had Charlie previously taken from the Colonel before he took Bertha? 1
• (a/the/his) salmon / fish.
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.
Page 4 of 10
PUBLISHED
11 What does Mother do to Big Joe in response to the noise he makes? 1
• 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.
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?
• He’s a bully.
• He’s impatient.
13(a) Give a short phrase from the text that describes the Colonel’s appearance 1
and shows that he is angry.
• ‘(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.
• roared
• ranted (on)
Page 5 of 10
PUBLISHED
14 What is the ‘it’ that Charlie is referring to it when he says, ‘I had to do it’ 1
(line 26)?
• taking / hiding / stealing / saving the dog/Bertha/her
Award 1 mark for any sensible answer that conveys this meaning.
15(a) Look at lines 25–35. 1
Which of the statements below about Charlie is true?
Tick () one box.
• 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.
• 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.
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.
• directly
• right
• straight
• completely
Page 6 of 10
PUBLISHED
17 Give a five-word phrase that shows that Mother wants to take 1

responsibility for Bertha from the Colonel.
• (she said) ‘take her off your hands’.
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.
Page 7 of 10
PUBLISHED
Section B: Writing
Notes to markers

• 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)
Spelling (Ws) 3
[Total 25]
Page 8 of 10
PUBLISHED
8 marks 7 marks
ideas.
Characterisation is shown through actions and
reactions during the story. Cohesion within paragraphs is achieved using
devices such as connectives.
Narrative viewpoint is clear, with the style established

to engage the reader’s interest throughout.
7–8
6–7
deliberate choices of vocabulary for the task. e.g. signal a change in time, place and / or focus
on a different character or event, where the main
Main features of the genre are evident. 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.

reader.

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.
At least one event is described, i.e. something
happens where Bertha saves the boys / one of Movement between paragraphs or sections may be
them, from something. disjointed.
General features of the genre, if required, are shown.

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.

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
Page 9 of 10
PUBLISHED

7 marks 3 marks
wide range of connectives (although, since…,
as…), varying word order or detailed expansion of
phrases such that ‘cause and effect’ can be
identified
text.


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.
correct.


3
mark clauses. 4-5
A mix of simple and compound sentences. Spelling of common words, including
Compound sentences use simple connectives to join polysyllabic and compound words, is generally
clauses, e,g, and, but accurate, e.g. friend, another, around,
because, anything, something,
generally agree. Tense of verbs generally
Spelling of plurals and some past and present
consistent.
words is generally accurate, e.g. boxes,
Demarcation of straightforward sentences is usually clothes, told, stopped, wanted.
descriptors met then give lower mark here. 2-3 2
successfully. correct, e.g. their/there, when, were, what,
some, etc.
Some correct use of punctuation, such as full stops


nd
openings has been met.

1 1
0 0
Page 10 of 10
Cambridge Assessment International Education
ENGLISH 0844/01
Paper 1 Non-fiction April 2019
MARK SCHEME
Maximum Mark: 50
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
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
teachers.
This document consists of 14 printed pages.
IB19 05_0844_01/2RP
PRE-STANDARDISATION
Section A: Reading
1 What is Lewis Clarke’s great achievement? 1
He has become / is the youngest person to trek / walk to the South Pole.
2 Give one word and one phrase from lines 4–7 that mean completed. 2
Word: finished (not ‘finish’ or ‘finish it’)

Phrase: (it) brought an end to (not ‘brought to an end’ / ‘brought an end’)
3 Using the information in the sentence, explain in your own words, two ways 2
in which Carl Alvey helped Lewis on the journey.
Award 1 mark for the following idea:

He had experience of polar treks.
OR
He helped Lewis to find his way / navigate.
OR
He gave Lewis tips/advice about how to survive (the polar conditions) / get
through the challenges.
Award 1 mark for the following idea:

He was company for Lewis.
OR
He helped to keep him motivated / cheerful. / He encouraged him.
He was / acted as his friend.
4 What health problem did being on high ground create for Lewis? 1
coughing

PRE-STANDARDISATION
5 Look at this sentence: ‘But the cold itself has not fazed him.’ (Lines 11–12) 1
Explain in your own words what has not fazed him means.
has not upset / bothered / disturbed / worried / troubled / discouraged / did not
make him want to give up
6 Give a quotation that shows Lewis’s surprise at the effort needed to 1

complete the expedition.
(‘I knew it would be hard but) it’s harder than I ever thought it would be.’
7 Look at this phrase: ‘Lewis’s record – for the same coast-to-pole route – 1
was previously held by ... (line 22)
Why are dashes ( – ) used in the phrase above?
Award 1 mark for:

 to emphasise information (in the middle of the sentence)
OR
 to add / give more / give extra information (in the middle of the sentence)

PRE-STANDARDISATION
8 What will the money that Lewis has collected be used for? 1
to help young people
9 What does the last paragraph in Text A (lines 22–25) do? 1
It refers back to the information in the headline.

PRE-STANDARDISATION
10a Text A is a news report. 1

(a) Name one technique the writer has included in the headline.
Tick () one box.
alliteration
10b (b) Give one reason why it is important to have an effective headline. 1
Accept any one of the following for 1 mark.
 to grab /engage / attract the reader’s attention to the article

 to make the reader interested enough to want to read the article
 to tell the story of the article in as few words as possible
11 Complete the table below so that the features of a journalistic text are 2
matched with an example from Text A. The first one has been done for you.
Examples of third person

 A 16-year-old boy has become….
 Difficulties encountered for Lewis…..
 His only help…..
 Mr Fiennes said he had not travelled….
 Or any other quote that uses a name (proper noun) or the pronouns
he/she/they/him/her/it/them etc.
Award 1 mark for:
Feature
Reported speech / Indirect speech
12 What was Amundsen’s role in the 1911 trek? 1
leader
13 What other ‘first’ did Amundsen achieve after he became the first person 1
to reach the South Pole?
(He was the) first person / man to stand at both ends of the Earth

PRE-STANDARDISATION
14 Look at this sentence: ‘Amundsen’s ability to navigate and survive this trip 1
was a great accomplishment.’ (Lines 10–11)
What does the word survive suggest about this voyage?
It was a dangerous / difficult / hard (journey / voyage / adventure).
15 ‘Amundsen set out on his most famous adventure in 1910: his race to the 1
geographic South Pole against a British team led by Robert Falcon Scott.’
(Lines 12–13)
Why is a colon ( : ) used in the sentence above?
The second piece of information is related to / expands on / develops the first

piece of information.
16 What evidence in the text suggests that the team faced unexpected 1
difficulties after they had arrived at base camp?
They were (delayed) in their (base) camp for 10 months / They did not begin
their journey to the South Pole for 10 months.
17 Tick () two boxes to show which phrases use a passive verb form. 2
 ‘This passage through the ice had been searched for …’

 ‘The Norwegian flag was triumphantly planted …’

PRE-STANDARDISATION
18a What is the purpose of a biography?
to give information about somebody’s life 1

18b Give two features of a biography that are used in text B.
Award 1 mark for any of the following up to a maximum of 2 marks.
third person
impersonal voice
gives dates and details / facts of real / important events
action and / or thought verbs
gives details of achievements
past tense
chronological order
formal language 2

PRE-STANDARDISATION
Section B: Writing
19 Write a report for your school newsletter about a journey that a group of students from
your school made recently.
The journey could have lasted one day or many days.
It could be about:
 a day trip or residential trip that the school organised
 a camping adventure that the students organised for themselves
 a challenging in which the students worked together.

Spelling (Ws) 3
[Total 25]

PRE-STANDARDISATION
8 marks 7 marks
Material is wholly relevant with content developed Clear structure with well-organised material within
and a wide vocabulary well chosen for the paragraphs.
purpose / text type, e.g. powerful verbs, some
imagery. Chronological or logical links between paragraphs
help the development of ideas.
Features of the text type are clearly established.
If 1st person, some subjectivity, if 3rd person, Cohesion within and between paragraphs is
mainly objective reporting. achieved using devices such as connectives, i.e.
time connectives.
A clear viewpoint with a consistent, engaging
style throughout. Detail sustains reader interest. 6–7
7–8
some detail developed with deliberate choices of where the main idea is usually supported by
vocabulary for the purpose / text type: next, following sentences, e.g. paragraphs may signal
eventually… a change in time, place or a new event.
The main features of the text type are evident, i.e. Chronological sequence with attempts to link
chronological order, dates, factual detail. ideas evident but not consistent.
Straightforward viewpoint, with a generally Some use of organisational devices such as

appropriate and consistent style, which mostly subheadings, etc., e.g. may include dates as part
sustains reader interest. 1st or 3rd person of structuring.
acceptable. 4–5
5–6
Relevant material with attempts to develop basic Paragraphs / sections are evident with related
information using a simple vocabulary relevant to points grouped together or linked by time
the purpose / text type, i.e. setting the scene sequence.
(who / what / when / where?) is clear.
General aspects of the text type are evident, i.e. appropriately e.g. introduction, chronological
mostly past tense, chronological order. sequence, closing statement may be evident.
The writer’s attitude to the subject may be Movement between paragraphs or sections may
conveyed, with some attempt to engage the be disjointed.
reader, i.e. choice of material to add interest
3–4
2–3
Some material that is relevant to the task, e.g. Some basic sequencing of material grouped by
idea of subject / event. content.
Some elements of the text type can be seen, i.e.

it must be a recount.
1–2 1

PRE-STANDARDISATION
0 0

PRE-STANDARDISATION
7 marks 3 marks
phrases.
Grammar is almost always accurate throughout

the text.

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 Spelling is generally correct throughout. (There
effect, such as using expanded phrases to may be occasional phonetically plausible
develop ideas (e.g. noun, adverbial, adjectival, attempts at complex words.)
and verb phrases), or a range of connectives
(e.g. if, so, because, then). Correct spelling of most, not all, polysyllabic
words, e.g. appear, information, making, possible,
Grammar in complex sentences is generally probably, wondering, search.
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 3
A mix of simple and compound sentences. Spelling of common words, including polysyllabic
and compound words, is generally accurate, e.g.
Compound sentences use simple connectives to friend, another, around, because, anything,
join clauses, e.g. and, but. something.
Generally correct grammar, i.e. subject and verb Spelling of plurals and some past and present
generally agree. Past and present tense of verbs words is generally accurate, e.g. boxes, clothes,
generally consistent. told, stopped, wanted.
Demarcation of straightforward sentences is

usually correct and commas are often used in
lists.

descriptors met then give lower mark here.
2–3 2

PRE-STANDARDISATION
successfully. 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 provided 2nd descriptor about variation in
sentence openings has been met.
Also: leaners should gain marks for good English

1 1
0 0

ENGLISH 0844/02
Paper 2 Fiction April 2019
MARK SCHEME
Maximum Mark: 50
teachers.
IB19 05_0844_02/2RP
PRE-STANDARDISATION
Section A: Reading
1 Where are Barney and his mother at the beginning of the text? 1
 on a train / inside a train / in a (railway) carriage (at a station)
2 Give a quote from the first paragraph (lines 1–4) which tells us that Barney 1
was impatient.
 ‘(and I was) wondering if we’d ever get going’

PRE-STANDARDISATION
3 Explain what the words automatically, effortlessly (line 3) tell the reader 2
about Ma’s ability to knit.
Give two ideas.
Award 1 mark for each of the following ideas, up to a maximum of 2 marks:
 Ma can knit without thinking about it.

 Ma knits like she is a machine / as if it is mechanical.
 Knitting is easy for her.
 Ma is a good / skilled / excellent / competent / talented knitter.
4 Give a quote from the first paragraph that shows Ma knits regularly for the 1
family.
 ‘Socks for Dad, this time’
5 Look at the second paragraph. What does Ma mean when she says ‘…not 1
surprising…under the circumstances’? (Line 6)
Tick () one box.
 She understands the problem.
6 Look at these sentences: ‘Then she said something that surprised me. “If I 1
drop off to sleep, Barney,” she told me, “just you keep your eye on that
suitcase, d’you hear?”’ (Lines 6–8)
Give the phrase from the sentences above that means watch.
 ‘keep your eye on’

PRE-STANDARDISATION
7 Look at this phrase: ‘All we got in this world is up there in that luggage 1
rack …’ (Line 8)
What does this tell us about Barney’s family?
 They have few possessions / not many belongings / don’t own much / don’t
have many things.
 They are poor.
 They are not rich / wealthy.
8 Look at this phrase: ‘I don’t want no one pinching it.’ (Lines 8–9) 1
What is the best word to replace pinching?
Tick () one box.
 stealing
9 Give one word from the third paragraph (lines 10–16) that tells us the man 1
closed the carriage door loudly.
 ‘slamming’
10 What did the man do immediately after he sat down? 1
 He looked at his watch (and opened up his paper).

PRE-STANDARDISATION
11 In the fourth paragraph (lines 17–22), Barney describes the man as neat. 1
Give one example of the man’s neatness.
 (highly) polished shoes

 trim moustache
 collar and tie
Give one word from the fifth paragraph (lines 23–27) that means
12(a) untidy 1
 ‘tousled’.
12(b) dirty 1
 ‘grimy’
13 What does the phrase … what there was of it … (line 24) suggest about 1
Barney’s grandpa?
 Grandpa / He didn’t have much / a lot of hair / was (nearly) bald.
14 Give the phrase from the text that shows the man knows Barney is looking 1
at him closely.

 ‘...(which was when) he caught me staring at him, (and nodded).
 “Hope I pass inspection, (son,” he said, eyeing me meaningfully)’.

PRE-STANDARDISATION
15 Give a quote from lines 29 - 33 that shows Ma is tired of Barney’s 1

behaviour.
 “How many times have I told you not to stare at people (, Barney)?”
16 The story is told from Barney’s point of view. How do you know? 1
 We know Barney’s thoughts / feelings / opinions.

 It is written in the first person.
 We know what he sees / he is telling us how he saw the person.
 Barney refers to himself as ‘I’ or ‘my’.
17 Complete the table below. 4
Figurative language Lines Example
1–4 (First
onomatopoeia ‘tick-tacking (away)
paragraph)
23–27 (Fifth
metaphor(s) ‘My grandpa was a scarecrow…’
paragraph)
34–36 (Ninth ‘… his face looked entirely round,
simile(s)
paragraph) like a pink balloon …’
37–38 (Tenth ‘The train chuffing (itself) wearily
personification
paragraph) / reluctantly (into slow motion).’
18 Which text features are used in the text? 2
Award 1 mark for each of the following, up to a maximum of 2 marks:
 direct speech
 personal pronouns

PRE-STANDARDISATION
19 What genre is ‘An Eagle in the Snow’? 1
Tick () one box.
 real life story

PRE-STANDARDISATION
Section B: Writing
20 Now continue the story.
Spelling (Ws) 3
[Total 25]

PRE-STANDARDISATION
8 marks 7 marks
Content is relevant and developed with Clear structure with well-organised material (in
imaginative detail using a variety of techniques, terms of content), within paragraphs. e.g. there
e.g. imagery and figurative language. is an appropriate build up and resolution of
the main event
Features of the genre, if required, are clearly
established. Paragraphs are well-crafted to structure the
narrative, e.g. variation in length as
Uses adventurous and precise vocabulary.
appropriate – description or action…
Characterisation is developed through actions
Chronological or logical links help the
and reactions throughout the story.
development of ideas.
A clear, consistent relationship between writer
and reader is established and controlled.
achieved using devices such as connectives.
Narrative viewpoint is clear with the style
established to engage the reader’s interest
throughout.
7-8
6-7
Relevant content with some detail developed Paragraphs (as distinct from just sections) are
using deliberate choices of vocabulary for the used to help structure the narrative, e.g. signal
task. a change in time, place and/or focus on a
different character or event, where the main
Main features of the genre are evident
idea is usually supported by following
Characters are well described with reactions/ sentences. (no para = 4 max)
actions linked to key events, i.e. ‘what happens
next’ with character involvement is clear. Logical sequence with attempts to link ideas
evident but not consistent attempts to link ideas
A clear relationship between writer and reader is with a fitting opening and closing of the
established in parts of the story, which engages narrative, i.e. has to be linked to the stimulus.
the reader.
Straightforward consistent viewpoint (1st or 3rd –

not both!) with a generally appropriate and
consistent style.
5-6
4-5
Content is straightforward with an appropriate Paragraphs/ sections are evident with related
balance, e.g. (speech), action and points grouped together or linked by time
description. sequence.
Vocabulary is simple, with some choices to Some attempt to sequence relevant ideas
create interest. logically in relation to the stimulus. i.e 2 max is
available if off-topic.
happens involving characters (a meaningful
Also, introduction /closing statement may be
conversation is eligible here)
evident.
General features of the genre, if required, are
shown. Movement between paragraphs or sections,
may be disjointed.
2-3
3-4
Ideas are mostly relevant to the narrative with a Some basic sequencing with story ideas
simple plot. i.e. involve Barney and Ma/the evident.
man on the train at the start
NB: allow 1st or 3rd person as long as viewpoint
consistent (see Box 5/6) 1-2 1
0 0

PRE-STANDARDISATION
7 marks 3 marks
phrases.
the text.

sentences and for speech punctuation and layout –
errors may occur where structures are ambitious.

mark clauses. 6-7
effect, such as using expanded phrases to develop may occasional be phonetically plausible attempts
ideas e.g. noun, adverbial, adjectival, and verb at complex words.)
phrases, or a range of connectives (e.g. if, so,
because, then). Correct spelling of most, not all, polysyllabic words
e.g. appear, information, making, possible,
Grammar in complex sentences is generally
possible, probably, wondering, search.
End of sentence punctuation is nearly always Spelling must show ambition.
correct.

Commas are always used in lists, if present, and 3

occasionally to mark clauses. 4-5
Compound sentences use simple connectives to
friend, another, around, because, anything,
join clauses, e,g, and, but
something,
generally agree. Past and present tense of verbs Spelling of plurals and some past and present
generally consistent. words is generally accurate, e.g. boxes, clothes,
told, stopped, wanted.
usually correct. There may be evidence of comma
splicing.
NB. If punctuation is totally lacking and other 2
descriptors met then give lower mark here. 2-3
successfully, i.e. more than one, and some correct, e.g. their/there, when, were, what,
variation in sentence openings. some, etc.

Also: learners should gain marks for
grammatically correct English with punctuation
errors rather than lose marks for essentially good
English.
nd
openings has been met
1
1
0 0

PRE-STANDARDISATION

PRE-STANDARDISATION

PRE-STANDARDISATION

ENGLISH 0844/01
MARK SCHEME
Maximum Mark: 50
Published
details of the discussions that took place at an Markers’ meeting before marking began, which would have
IB19 10_0844_01/3RP
Section A: Reading
1 What was Alexander Graham Bell’s job? 1
• scientist.
2 Give one word from the first paragraph (lines 1–4) that tells you that Bell 1
was trying different ways of doing something.
• experimenting.
3 (a) What is fast friends in the second paragraph (lines 5–11) an example of? 1
Tick () one box.
• alliteration.
3 (b) What is the best definition of fast as it is used in the second paragraph? 1
Tick () one box.
• good.
4 What was Bell and Watson’s aim when they worked together? 1
• (They were trying) to produce sounds / the human voice along / over / through
the harmonic telegraph (an early machine for transmitting sound)
• (They were trying) to create a machine for transmitting sound.

5 Give one word from the second paragraph that describes the noise that 1
Watson made with the string.
• twanging.
6 Look at this sentence from the third paragraph: ‘The telephone was born!’ 2
(Line 7) ‘Was born’ is a passive verb form.
Give two more passive verb forms from the third paragraph. Write only the
verb forms, not the whole sentences.
• could be heard
• was granted.
7 How do we know that Bell was in a hurry to be granted a patent for the 1
telephone?
• Bell asked for the patent before he had managed to transmit the first
understandable words.
• Bell asked for the patent before he had fully developed / successfully created
the telephone.
• (He asked for the patent in September,) it / the patent was issued in March,
he transmitted the first understandable words three days later.
• He was able to transmit the first understandable words 3 days after the
patent was issued.
8 Name two people who were in the audience when Bell first spoke about 1
his discovery.
• the Brazilian Emperor / Dom Pedro II / The Brazilian Emperor Dom Pedro II /
• Emperor Dom Pedro II
• (British physicist) William Thompson.

9 Look at this sentence: ‘The emperor exclaimed, “My gosh! It talks!” ’ 1

(Lines 20–21)
Why are exclamation marks ( ! ) used in the sentences above?
• to express the speaker’s surprise/shock/amazement etc.

• to emphasise the information.
10 Give one word from the fourth paragraph (lines 18–22) which means the 1
same as ‘wonders’.
• marvels.
11 Look at this phrase: ‘… the telephone had become a business.’ (Line 23) 1
What does the phrase above mean?
• Bell was / is making money from (the business of) selling telephones.
• Making and selling telephones was now a business.
• The Bell company was created to sell telephones.
• Selling telephones was profitable.
• It had started making money.
• They were/are selling telephones.
12 Which of the following are used throughout Text A? Tick () two boxes. 2
• impersonal voice
• chronological order.

13 Text B is a biography. 1
Which of the following is a typical language feature of a biography?
Tick () one box.
• time connectives.
14 Name two places where Alexander Graham Bell studied. 2
• Edinburgh
• London.
15 Why do people still argue about who invented the telephone? 1
• Other inventors were / Antonio Meucci / was working on similar inventions /

machines.
OR
• Bell was not the only scientist to invent the telephone / some people think
Antonio Meucci invented the telephone / it’s not certain who invented the phone.
16 How was Bell rewarded for his work on transmitting speech? 1
• He was awarded / given / he won the French Volta Prize / (prize) money.
17 What role did Bell have at the beginning of the twentieth century? 1
• President of the National Geographic Society.

18 (a) Why is a colon ( : ) used in the line 17? 1
• to introduce a list / It is used to list / It lists Bell’s experiments

• a list follows it.
18 (b) Why is a semicolon ( ; ) used in the line 19? 1
• to join two related sentences

• to add further / more / extra information
• it is used instead of a connective.
19 Bell cared about helping people who suffered from physical disabilities. 1
Give two examples from Text B to support this statement.
Award 1 mark for two of the following ideas:
• (he used a system called ‘visible speech’) (developed by his father) to teach
children who could not hear or speak
• He founded a school (in Boston) to train teachers of the deaf.
• He continued experiments in techniques for teaching speech to the deaf.
20 Look at both texts. 1
Number these events about Alexander Graham Bell in the correct order.
Award 1 mark for correctly numbering all the events:
He moved to Canada. 3
He met Thomas Watson. 4
He was born in Edinburgh. 1
He first spoke about his discovery in Boston. 5
He started work on the mechanics of speech. 2

Section B: Writing
Notes to markers
• 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.
• 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.
21 Write a biography about someone you know about.
Spelling (Ws) 3
[Total 25]

8 marks 7 marks
and an appropriate vocabulary well chosen for paragraphs.
the purpose / text type.
Chronological or logical links between paragraphs
Features of the text type are clearly established, help the development of ideas.
i.e. 3rd person throughout.
Clear viewpoint with a consistent, engaging style achieved using devices such as connectives, i.e.
throughout, i.e. highlighting interesting facts. time connectives to clarify timing.
7–8
6–7
some detail developed with deliberate choices of where the main idea is usually supported by
vocabulary for the purpose / text type, i.e. following sentences, e.g. paragraphs may signal
achievements, events described in some detail. a change in time, place or a new event.
Main features of the text type are evident, i.e. Chronological sequence with attempts to link
chronological order, date(s) essential. ideas evident but not consistent.
Straightforward viewpoint, with a generally Some use of organisational devices such as

appropriate and consistent style, which mostly subheadings, etc., e.g. includes dates as part of
sustains reader interest, i.e. factual/informative structuring if used as a sub-heading.
language engages.
5–6 4–5
Relevant material with attempts to develop basic Paragraphs / sections are evident with related
information using a simple vocabulary relevant to points grouped together or linked by time
the purpose / text type, i.e. some details are clear sequence.
beyond who, when, where, etc.
General aspects of text type are evident, i.e. logically, e.g. introduction / closing statement may
mostly past tense; 3rd person, e.g. date(s) as part be evident.
of content.
Movement between paragraphs or sections may
The writer’s attitude to the subject may be be disjointed.
reader, i.e. why the subject is important / famous.
3–4 2–3
Some material included that is relevant to the Some basic sequencing of material grouped by
task, e.g. some basic details about the person. content.

it must be an impersonal recount about a named
person.
1–2 1
0 0


7 marks 3 marks
phrases.

the text.

sentences and for speech punctuation – errors
may occur where structures are ambitious.

mark clauses.
6–7
effect, such as using expanded phrases to may be occasional phonetically plausible
develop ideas (e.g. noun, adverbial, adjectival, attempts at complex words.)
and verb phrases), or a range of connectives
(e.g. if, so, because, then). Correct spelling of most, not all, polysyllabic
words, e.g. appear, information, making,
Grammar in complex sentences is generally possible, probably, wondering, search.

always correct.

Commas are always used in lists and occasionally

to mark clauses.
4–5 3
Compound sentences use simple connectives to friend, another, around, because, anything,
join clauses, e.g. and, but. something.
Generally correct grammar, i.e. subject and verb Spelling of plurals and some past and present
generally agree. Past and present tense of verbs words is generally accurate, e.g. boxes, clothes,
generally consistent. told, stopped, wanted.

usually correct. There may be evidence of
comma splicing.
NB: if punctuation is totally lacking and other

2–3 2

successfully. correct, e.g. their / there, when, were, what,
some, etc.

NB: where more ambitious structures are used

with NO simple sentences, begin marking at Box
2 provided 2nd descriptor about variation in
sentence openings has been met.

1 1
0 0

ENGLISH 0844/02
MARK SCHEME
Maximum Mark: 50
Published
details of the discussions that took place at an Markers’ meeting before marking began, which would have
IB19 10_0844_02/3RP
Section A: Reading
1 Give a phrase from the first sentence (line 1) that tells us that the ground 1
was weak.
• (The ground would) give way.
2 Who is Barney visiting on the day he goes to the chalk pit? 1
• (his) grandmother.
3 Barney is not certain that what he has been warned about the chalk-pit is 1
true.
Give one quote from the first paragraph (lines 1–8) to support this
statement.
Award 1 mark for a relevant quote:
Either:
• ‘(Barney had a feeling, somewhere in his middle, that it was) probably true
(about the ground giving way)’
Or:
• ‘(But still, there was a) difference between being told and seeing it happen.’
4 Give a three-word phrase from the first paragraph that tells us that Barney 1
might be bored.
• nothing to do
• nowhere to go
• nothing to play.

5 Look at the second paragraph (lines 9–16). 1

Give one word that means ‘old and unsteady’.
• rickety
6 Give two possible reasons from the text why digging at the chalk pit 2
ended.
• (they became) tired of digging (NB: not just ‘tired’)

• Somebody had told them to stop (before they dug away all the hill / too
much of the hill). OR they stopped before they dug away all of the hill / too
much of the hill.
7 Explain in your own words why Barney calls the chalk-pit ‘the dump’. 1
• (it’s where) people throw their rubbish / unwanted items /old things
• It’s full of unwanted things.
• There’s lots of rubbish /trash in it.
8 Look at this phrase: ‘He crawled through the rough grass ...’ (Line 17) 1
What does the way Barney moved to the edge of the pit suggest?
• (he is being) careful (because the ground could give way)

• He feels safer.
• (he knows) the ground might give way / the ground was unstable
• (he shouldn’t be there and) he is keeping out of sight / doesn’t want to be
seen
• (he moved) slowly / cautiously
• (he is) nervous / afraid (the ground could give way).

‘Some of the trees hung over the edge, holding on desperately by a few roots.’ (Lines 20–21)
9(a) What technique is being used in the phrase above? Tick () one box. 1
• personification.
9(b) What does the phrase above tell us about the trees? 1
• They are unstable / weak / almost falling into the pit.

• They could fall /about to fall / about to collapse (into the pit at any time).
• They were only just managing to stay put.
• They (look like they) are going to fall (into the pit).
10 Give an example of a simile from the third paragraph (lines 17–24). 1
• ‘…(with lines of flint) poking out like bones (in places)’.
11 Why does the writer use questions in lines 26–27? 1
• to engage / excite / make the reader want to read on / to keep / hook the
reader’s attention /make it more interesting
• to show what Barney is thinking / asking himself
• to suggest that Barney has a vivid imagination / creative mind
• to show how strange everything looks at the bottom from high up
• (to show that) Barney is excited by / interested/ is curious / is astonished
about what he can see / what is at the bottom (of the pit).

12 Draw lines linking the paragraphs below to their main themes. One has 2
been done for you (para 2)
Paragraph 1 What is in the pit
Paragraph 2 Description of the pit
Paragraph 3 Danger around the pit
Paragraph 4 The story of the pit
Award 2 marks for 2 or 3 correct lines.
Award 1 mark for 1 correct lines.
Award 0 marks for no correct lines.
13 Why does Barney want to be in the chalk pit? 1
• to get the bicycle

• There was a bicycle and he wanted it.
• He saw a bicycle that he wanted it.
• He wanted the bicycle.
14 What effect does the writer create by including the two, single-sentence 1
paragraphs in lines 30–31?
• to create a powerful / dramatic / exciting / suspense / tense / thrilling effect

• to create a shock / shocking / surprising / startling effect
• to affect the mood of the text / to add tension / drama / excitement / to show
the desperate situation
• it’s a crucial part (of the story) / it’s the climax (of the story) / (they make) the
‘problem’ stand(s) out
• to create a strong impact / grabs the reader’s attention.

15 Choose the best words below to describe Barney’s character. Tick () two 2
boxes.
Award 1 mark for:
• curious
and 1 mark for:
• imaginative
16 Give one sentence from the last paragraph (lines 35–38) that shows Barney 1
is calm in a serious situation.
• ‘This is what it’s like when the ground gives way,’ thought Barney.
17 What two things happen to soften the final impact of Barney’s fall? 2
• He bumped / bumps into a ledge (of chalk).

• He crashed / crashes through some creepers and / or ivy branches.
• He landed / lands on a bank of moss.
18 The text is an extract from ‘Stig of the Dump.’ 1

From the evidence in this extract which genre do you think the story is?
Tick () one box.
• adventure

The story is told by a narrator, but it is told from Barney’s point of view.
19(a) How do we know it is told from Barney’s point of view? 1
• We know what he is thinking.

• We know his feelings (and what he wants).
• We see everything through his eyes.
19(b) How would the story be different if it were told by Barney? 1
• (use of) 1st person (instead of 3rd person)

• (use of) ‘I’ / ‘me’ instead of Barney / his name.

Section B: Writing
Notes to markers

20 Barney is unhurt after his fall to the bottom of the chalk-pit. As he lies there he sees a
cave in front of him. Read a second extract, describing what else Barney sees:
He lay quiet and looked around. Now that his eyes were used to it he could see further
into the dark part of the cave.
There was somebody there!
Or something!
Something, or somebody, had a lot of shaggy black hair and two bright black eyes that
were looking very hard at Barney.
‘Hello!’ said Barney.
Continue the story.
20 The event described should happen immediately after the extract and should be 8
about Barney. Content, purpose and audience. (Wa)
Spelling (Ws) 3
[Total 25]

Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) 7 marks
Features of the genre, if required, are clearly there is an appropriate build up and resolution of the
established. main event, as a refinement of previous box.
ideas.
reactions during the story. Cohesion within and between paragraphs is achieved
using devices such as connectives.

7–8 6–7
deliberate choices of vocabulary for the task. e.g. signal a change in time, place and / or focus on a
different character or event, where the main idea is
Main features of the genre are evident. usually supported by following sentences.
Characters are well described with actions linked to Logical sequence with evident but not consistent
key events. attempts to link ideas with fitting openings and
closings, i.e. has to be linked to the stimulus.
reader.
Straightforward viewpoint, with a generally appropriate

5–6 4–5
e.g. speech, action and description. grouped together or linked by time sequence.
happens in the pit involving Barney and, usually, the Movement between paragraphs or sections may be
unknown character. 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 simple Some basic sequencing with story ideas evident.
plot, i.e. involves Barney immediately after he fell.

st rd
NB: allow 1 or 3 person as long as viewpoint
consistent (see Box 5/6).
1–2 1
0 0

Sentence structure and punctuation (Wp) 7 marks Spelling (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.
Punctuation is used accurately to demarcate sentences and

for speech – errors may occur where structures are
ambitious.

clauses. 6–7
Some complex sentences are used to create effect, such as Spelling is generally correct throughout. (There may be
using expanded phrases to develop ideas (e.g. noun, occasional phonetically plausible attempts at complex
adverbial, adjectival, and verb phrases), or a range of words.)
Correct spelling of most, not all, polysyllabic words e.g.
Grammar in complex sentences is generally correct in terms appear, information, making, possible, probably, wondering,
of tense and verb form. search.

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 3
compound words, is generally accurate, e.g. friend, another,
Compound sentences use simple connectives to join around, because, anything, something.
clauses, e.g. and, but.
Generally correct grammar, i.e. subject and verb generally generally accurate, e.g. boxes, clothes, told, stopped,
agree. Past and present tense of verbs generally consistent. wanted.
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 2
Some simple sentence structures are used successfully. Spelling of high frequency words is generally correct, e.g.
their / there, when, were, what, some, etc.

capital letters.

nd
simple sentences, begin marking at Box 2 provided 2
descriptor about variation in sentence openings has been
met.

punctuation errors rather than lose marks for essentially
good English.
1 1
No creditable response 0 No creditable response 0

Cambridge International Examinations
ENGLISH 0844/01
Paper 1 April 2018
MARK SCHEME
Maximum Mark: 50
teachers.
IB18 05_0844_01/RP
PRE-STANDARDISATION
Section A: Reading
1 Look at the information in the first paragraph. 1
Where do Emperor penguins live?
Tick () one box.
• Antarctica
2 Give two words from the second paragraph which tell us how penguins 2
move across land?
• waddle
• slide

PRE-STANDARDISATION
3 A penguin has two special features that prevent it from getting too cold. 2
What are the two features?
• (a layer of) fat

• air trapped in their feathers / feathers

PRE-STANDARDISATION
4 Find one word in the third paragraph which tells us the purpose of 1
penguins’ colouring.
• camouflage
5 Look at this sentence: 1

‘They also eat krill (tiny shrimplike animals), squid, shellfish and octopus.’
(Line 17)
Why is ‘tiny shrimplike animals’ in brackets?
• because it gives /adds more/extra/non-essential information (about krill)

• because it explains the meaning of the word krill
• because it explains that krill are tiny shrimplike animals / explains what krill
are
• It is an explanation (of krill).
• because it tells the meaning / definition (of krill)
• because it shows the meaning of the word before it

PRE-STANDARDISATION
6 How does a parent penguin bring fish to its young? 1
• (in its) mouth / beak

PRE-STANDARDISATION
7(a) Look at the subheadings in the text. Write a similar subheading that is 1
suitable for the fourth paragraph.
• Penguin(s’) diet / food / nutrition

• What penguins eat
7(b) What is the purpose of subheadings in a text like this? 1
• to inform the reader of the topic of the paragraph / what the paragraph will
be about
• to help organise the information in the text
• to guide the reader to the right / specific/particular information
• to help the reader find information faster/easier / so you know where to look
for particular information
• to give an overview of the paragraph
• to categorise information
• shows what you will read next
• to show what the paragraph is about

PRE-STANDARDISATION
8 Tick () two boxes that we know are true from the passage 2
• Penguins are finding it harder to locate food.

• Penguins from different places eat different food.

PRE-STANDARDISATION
9 Text A is a non-chronological report. Complete this table of the features of 2

non-chronological reports with examples from Text A.
Award 1 mark for each box completed correctly:
Feature Example from the text

Heading / subheading Penguin families
connectives / conjunctions but, however, likewise
(1 mark)
Accept variations: e.g.
‘connectors’ / ‘linking words’
Passive verb forms (penguins) are found / are declining (in
many areas)
(1 mark)

‘Imagine standing high up on a slope, overlooking an ice-filled bay.’ (Line 1)
What effect is the writer trying to have on the reader?
The writer wants the reader to:
• feel as if they are there / in polar regions / in Antarctica.
• imagine / visualise / feel what it would be like if they were there.
• to feel how stunning it would be to be there.
• to feel they (really) want to be / go there.

‘It really is an ice paradise!’ (Line 8)
Give two ways the writer has emphasised the information in this sentence.
• use of an exclamation mark

• use of ‘really’/ an intensifier
• use of a short sentence
• use of literary devices, e.g. rhyme (ice / paradise) / metaphor / hyperbole /
alliteration

PRE-STANDARDISATION
12 Give an example of each of the following from Text B. 2
Alliteration
• sight and sound
• ice-filled ice-cliffs and deep blue icebergs
• seabirds soaring (and swooping)
• sunsets and sunrises (separated by crimson-streaked skies)
• slippery surfaces
• streaked skies
• ice paradise
• conditions can change quickly
Personification
• ... the wind gently kisses (the surface of the water ...)

PRE-STANDARDISATION
13 Name two things the company supplies to make walking easier. 2
• (trekking / walking / hiking) poles

• snowshoes
14 Give a reason from Text B to explain why it is a good idea to take along the 2
following items when hiking:
extra clothing
extra supplies.
Award 1 mark for each of the following ideas:
• The weather might change unexpectedly / quickly / suddenly (so extra

clothing may be required).
• The weather might suddenly deteriorate/become much colder/worse.
• The expedition might be delayed unexpectedly (so extra food / drink might
be required).
• in case there’s a delay caused by an emergency
• in the event that the hike takes much longer than expected
Text B has five paragraphs. The main purpose of the first and second paragraphs is to persuade
the reader to go to Antarctica.
15(a) What is the main purpose of the third, fourth and fifth paragraphs? 1
• to give (specific) information / details (about the hiking trip)

15(b) Explain why the writer has chosen to use questions for sub-headings in 1
this text.
• because these are the types of questions people thinking of going on the
trip would ask
• It is the information people considering going on the trip need / want to know.
• These are the most commonly asked questions.
• The reader will want to know the answers to these questions.

PRE-STANDARDISATION
Section B: Writing
Notes to markers
16 Text B is a persuasive article, persuading people to go on a trip to Antarctica. Write your

own persuasive article for a school magazine about a leisure-time activity you really
enjoy doing. Try to convince your readers that they would really enjoy doing it too.
The activity could be:
• an individual or team sport
• a creative activity, such as dancing, painting, playing / listening to music
• a game, such as a computer game or board game.
Spelling (Ws) 3
[Total 25]

PRE-STANDARDISATION
8 marks 7 marks
and a wide vocabulary well chosen for the purpose / paragraphs.
text type, i.e. presenting opinion as fact; i.e. use of
exaggerated language. Chronological or logical links between paragraphs
help the development of ideas.
Features of the text type are clearly established, i.e.
conclusion; e.g. rhetorical questions. Cohesion within and between paragraphs is achieved
using devices such as connectives, e.g. moreover, as
Clear viewpoint with a consistent, engaging style a result.
throughout, i.e. clear items that do persuade.
7–8
6–7
Relevant material has ideas and content with some Paragraphs are used to help structure the text where
detail developed with deliberate choices of the main idea is usually supported by following
vocabulary for the purpose / text type, i.e. more than sentences, i.e. paragraphs signal new argument /
one point / argument; i.e. detail of supporting point or opposing view.
statements is clear; e.g. emotive words.
Logical sequence with attempts to link ideas evident
Main features of the text type are evident, i.e. clarity but not consistent, e.g. logical relationship between
of arguments / persuasive attempts clear; i.e. present points.
tense predominates.
Straightforward viewpoint, with a generally subheadings, etc.
appropriate and consistent style, which mostly
sustains reader interest, e.g. good attempts to
convince beyond simple statements; e.g. emotive
statements.
5–6
4–5
Relevant material with attempts to develop basic Paragraphs / sections are evident with related points
information using a simple vocabulary relevant to the grouped together or linked by time sequence.
purpose / text type, i.e. at least one point made with
some elaboration. Some attempt to sequence relevant ideas logically,
e.g. introduction / closing statement may be evident.
General aspects of the text type are evident, e.g.
powerful adjectives intended to persuade. Allow Movement between paragraphs or sections may be
st
generalised 1 person ‘we’. disjointed.
The writer’s attitude to the subject may be conveyed,

with some attempt to engage the reader, e.g. some
familiar tone such as simple imperative ‘you must’;
and / or ‘have you ever…?’ 2–3
3–4
Some material included that is relevant to the task, Some basic sequencing of material grouped by
i.e. some information that attempts to persuade, e.g. content.
‘it’s amazing’.
Some elements of the text type can be seen, i.e. it is

a persuasive text where opening statement is about
the subject. 1
1–2
0 0

PRE-STANDARDISATION
7 marks 3 marks
emphasis, e.g. by positioning of clauses, using a wide
range of connectives (although, meanwhile), varying
word order or detailed expansion of phrases.

text.


clauses.
6–7
At least two complex sentences are used to create Spelling is generally correct throughout. (There may
effect, such as using expanded phrases to develop be occasional phonetically plausible attempts at
ideas (e.g. noun, adverbial, adjectival, and verb complex words.)
phrases), or a range of connectives (e.g. if, so,
because, then). Correct spelling of most, not all, polysyllabic words
e.g. appear, information, making, possible, probably,
Grammar in complex sentences is generally correct in wondering, search.
terms of tense and verb form.

correct.

but other speech punctuation may not be accurate. 3

mark clauses.
4–5
Compound sentences use simple connectives to join another, around, because, anything, something.
Spelling of plurals and some past and present words
Generally correct grammar, i.e. subject and verb is generally accurate, e.g. boxes, clothes, told,
generally agree. Past and present tense of verbs are stopped, wanted.

correct. Commas are often used in lists.
2
N.B. If punctuation is totally lacking and other
2–3
Any simple sentences have generally correct Spelling of high frequency words is generally correct,
grammar. e.g. their / there, when, were, what, some, etc.
Simple sentences are usually demarcated accurately,

i.e. capital letters and full stops.
N.B. Where more ambitious structures are used with 1

nd
provided 2 descriptor here about sentence openings
has been met. 1
0 0

ENGLISH 0844/02
Paper 2 April 2018
MARK SCHEME
Maximum Mark: 50
teachers.
This document consists of 15 printed pages and 1 blank page.
IB18 05_0844_02/RP
PRE-STANDARDISATION
Section A: Reading
1 Look at the first two paragraphs (line 7–12). Which two statements about 2
The Academy for Witches are true?
• It has an outside area.

• It has more than one floor.
‘Sometimes you could see the pupils on their broomsticks flitting like bats …’ (Line 3)
2(a) What is flitting like bats an example of? 1
Tick () one box.
• simile
2(b) Explain in your own words what flitting like bats means. Think about the 2
kind of movement and the imagery.
Award 1 mark for an appropriate explanation of the flitting movement:

• for example: sharp / unpredictable / fast movements.
Award 1 mark for an appropriate explanation of ‘like bats’:

• for example: shadowy / black (like bats) / dark creatures / dark objects.

PRE-STANDARDISATION
3 Look at this phrase: ‘… but usually the place was half hidden in mist, …’ 1
(Lines 4–5). What atmosphere does the writer create with this description?
• a mysterious / creepy / spooky / ghostly / eerie / scary / chilling atmosphere.

• It makes the Academy (look like a) magical (place).
4 What are the main colours of the Academy’s uniform? 1
• grey / gray and black.

• black and grey / gray.

PRE-STANDARDISATION
5 Give two quotations from the first two paragraphs to show that the writer 2
thinks the Academy looked like a depressing place.

• (It looked more) like a prison (than a school)
• (with its) gloomy grey walls (and turrets)
• (Everything about) the school was dark and shadowy.
6 Why do the teachers get angry with Mildred? 1
• She broke / keeps breaking the rules (and annoyed the teachers).

PRE-STANDARDISATION
7 ‘… but things just seemed to happen whenever she was around.’ (Lines 1
15–16)
What does the writer suggest about Mildred’s behaviour in this sentence?
• Mildred wasn’t trying / didn’t intend to cause trouble / accidentally cause

trouble / be naughty / make the teachers angry, (but always did).

PRE-STANDARDISATION
8 In the potion laboratory, why do Mildred’s friends keep their distance (line 1
20)?
Award 1 mark for any answer that suggests Mildred is accident prone and / or /
so could cause an accident / damage without meaning to, e.g.:
• She can mess up spells and can be dangerous.

• (She might use the wrong potion and) It could explode / be dangerous.
• because they are worried / afraid that she might cause an accident
• because she (is clumsy and) might hurt them / cause damage/spill potion on
them
• She is dangerous (without meaning to be).
• They are worried she will cause damage / harm to them.
• They are afraid she will accidentally cast spells on them.
9 Give one word or short phrase from the third paragraph which means the 1
same as scary.
• hair-raising

PRE-STANDARDISATION
10 From the information given in the third paragraph, why should Mildred be 1
happy to have Maud as a friend?
Award 1 mark for answers that recognise one of the following ideas:
• She sticks by her through everything /every situation.

• She is always there for her.
• She is loyal.
• She is always by her side /on her side / supports her.
11 Why was Mildred given a black kitten? 1
• It was a (school) tradition. / To keep tradition (going).

PRE-STANDARDISATION
12 Look at this phrase: ‘it’s just a matter of taste’ (lines 30–31). What does 1
taste mean in this phrase?
Tick () one box.
• personal preference
13 Apart from the black kitten, Mildred was given two other objects in her first 1
year at the Academy. What were they?
• a broomstick and
• a (spell)book / The Popular Book of Spells / (a three-inch thick volume bound
in black leather)
14 Give one sentence from the text that shows the writer is not confident 1
about Mildred’s chances of graduating from the Academy.
• It did not seem likely that Mildred would ever get that far.

PRE-STANDARDISATION
15(a) The headmistress is called Miss Cackle. 1
Do you think the name suggests that she is a nice person?
Award 1 mark for ‘No’ ticked, and any explanation that recognises ‘cackle’ is an
unpleasant sound / a witch’s laugh / makes her sound like a witch / ‘cackle’ sounds
like an evil laugh.
15(b) Find the best word in the text to describe Miss Cackle’s character. 1
• traditional (headmistress)

PRE-STANDARDISATION
16 This story is told by a narrator. 2
Give two ways the story would be different if it was written from the point
of view of Mildred.
• The story would be told in the first person – ‘I’ / the pronouns would change.
• We would know Mildred’s feelings and / or thoughts (including any about
herself) including her opinions.
• We see things through her eyes.
• There would be no description of what Mildred looked like.
• There would be no comments (from other people) about Mildred’s
capabilities.
• There would be no opinions (from other people) about Mildred.

PRE-STANDARDISATION
17(a) Look at these two phrases from the text: 1
‘… their gymslips – a different colour for each house – and the school
badge …’ (Lines 10–11)
‘… which she often chewed absent-mindedly (another thing she was told
off about) …’ (Lines 23–24)
Why have dashes and brackets been used in these phrases?
• to add extra information / to give more detail

17(b) The writer could have used commas ( , ) instead of dashes in the phrase 1
above. What effect does using dashes instead of commas have here?
Award 1 mark for answers that recognise that information is emphasised with
the use of dashes, e.g.:
• They emphasise the information / make it stand out / highlight the
information /make it more visible.
18 What genre of text is The Worst Witch? 1
Tick () one box.
• fantasy

PRE-STANDARDISATION
Section B: Writing

Notes to markers

• 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 paragraph below.
Miss Cackle was very angry with Mildred when she saw that she had broken her
broomstick. Mildred promised her that she could mend the stick, but what happened
surprised everyone!
Now continue the story to explain what happened next to Mildred.
Spelling (Ws) 3
[Total 25]

PRE-STANDARDISATION
8 marks 7 marks
Content is relevant and developed with imaginative Clear structure with well-organised ideas within
ideas.
reactions during the story. Cohesion within paragraphs is achieved using
devices such as connectives.

7–8 6–7
on a different character, where the main idea is
Characters are well described with actions linked to Logical sequence with evident but inconsistent
key events, i.e. there MUST be something attempts to link ideas with fitting openings and
surprising. closings, i.e. has to be linked to stimulus.
A clear relationship between the writer and the reader

is established in parts of the story, which engages the
reader.

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. together or linked by time sequence.
Vocabulary is simple, with some choices to create Some attempt to sequence relevant ideas logically.
interest.
Some opening and closing of narrative may be
At least one event is described, i.e. something evident.
happens as she attempts to mend the broomstick.
Movement between paragraphs or sections may be
General features of the genre, if required, are shown. disjointed.
3–4 2–3
Ideas are mostly relevant to the narrative with a Some basic sequencing with story ideas is evident.
simple plot, i.e. involve Mildred and a broomstick. i.e. does not necessarily match stimulus
The vocabulary is simple and relevant.e.g. narrative

involves Miss Cackle or it involves Mildred (and
Maud) but no broomstick
1-2
0 0

PRE-STANDARDISATION

7 marks 3 marks
phrases.

text.


clauses.
6–7
Some complex sentences (at least 2 accurate
examples) 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.

correct.


mark clauses.
4–5
A mix of simple and compound sentences. Spelling is generally correct throughout. (There may
be occasional phonetically plausible attempts at
Compound sentences use simple connectives to join complex words.)
Generally correct grammar, i.e. subject and verb e.g. appear, information, making, possible,
generally agree. Past and present tense of verbs probably, wondering, search.

correct. Commas are often used in lists.

2–3 3
Any simple sentences have generally correct Spelling of common words, including polysyllabic and
grammar. compound words, is generally accurate, e.g. friend,
another, around, because, anything, something.
Spelling of plurals and some past and present words
Simple sentences are usually demarcated accurately, is generally accurate, e.g. boxes, clothes, told,
i.e. capital letters and full stops. stopped, wanted.
2
N.B. Where more ambitious structures are used Spelling of high frequency words is generally correct,
with NO simple sentences, begin marking at Box e.g. when, were, what, some, etc.
2 provided 2nd descriptor here about sentence
openings has been met. 1 1
0 0

ENGLISH 0844/01
MARK SCHEME
Maximum Mark: 50
teachers.
IB18 10_0844_01/2RP
0844/01 Checkpoint Primary Checkpoint – Mark Scheme October 2018
Section A: Reading
1 What three jobs did Aztec men do? 1
Award 1 mark for all of the following:
• farmer(s) / farming
• craftsmen / craftsman
• soldier(s)
All three needed for one mark.
2 Explain why the writer is surprised that all Aztec children went to school. 1
• Girls weren’t usually educated.

• Girls didn’t usually go to school.
• At that time, many girls were not educated (only boys).

3 In school, children were taught the skills they needed for adult life. What 1
else does the text say they studied?
• religion
4 How were the homes of rich Aztecs different from the homes of ordinary 4
Aztecs?
Complete the table below.

• on the edge of the city (not ‘on
the edge’)

• (were made of) stone (or ‘large
stone houses’) Accept ‘large
stone houses’.
For the 3rd box, award 1 mark for any one of the given examples in either
column.
Only award a further 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 Award 1 mark for one of the
following: following corresponding difference:
• several rooms • one big room (not ‘one big
• separate room for bathing bedroom’)
• had an upstairs / top floor • no room for bathing
• walls were decorated • no upstairs
• no decoration

5 What kind of Aztec people wore feathered cloaks? 1
• (very / most / only) important people / men / women
6 (a) What did the Aztecs think about the colour turquoise? 1
• It was special.
• It was highly regarded / most / highly respected / very important / highly
valued.
6 (b) Give evidence from the text to support your answer. 1
Award 1 mark for:
• Only the emperor could wear a turquoise-coloured cloak.
7 Find an example of an opinion in the fourth paragraph. 1
• ‘(There were) astonishingly strict rules (about clothing in Aztec society.)’

8 Which noun in the fifth paragraph means any food that is eaten regularly?
• (a) staple
9 ‘And the cocoa bean, considered highly valuable by the Aztecs, was made 1
into a chocolate drink.’ (Lines 22–23)
Why are commas used in the sentence above?

Tick () one box.
• to add information

10 In Text A, questions are used as headings. Explain how this helps the 2
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 engage 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.
11 Which country was Columbus from? 1
• Italy

12 Find an example of a passive verb form in the first paragraph. 1
• ‘was taught’.
• ‘was (already) populated’ and ‘is (well-)known’.
• ‘was born’
13 There were people in America before Columbus arrived. Which short 1

phrase shows the writer believes everyone knows this?
• ‘of course’
14 Tick () one box. 1

The Silk Road was
• a dangerous route.

15 ‘He was wrong.’ (Line 9) 1
What is the effect of this short sentence?
• It stresses / emphasises how completely wrong Christopher Columbus was.

• It adds dramatic effect.
16 It took a long time for Christopher Columbus to get help to pay for the trip. 1
Which one word in the third paragraph tells us this?
• ‘finally’

17 ‘At one point, Columbus promised he would turn back in two days if they 1
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.
• 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.
18 The writer thinks it is amusing that Columbus believed he had arrived in 1

Asia. How does the writer show this?
• (by adding an) exclamation mark (at the end of the sentence / information)
• by emphasising the information (with an exclamation mark)
Text B is part of a biography.

19 (a) What is the purpose of a biography? 1
• to tell the reader about someone’s life.

19 (b) Give two features of a biography that are used in Text B. 1
Award 1 mark for any two of the following:
• dates (of specific events)

• (historical) facts
• named person
• chronological order
• past tense
• use of third person
• time connectives

Section B: Writing
Notes to markers
• 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.
Spelling (Ws) 3
[Total 25]

8 marks 7 marks
The response is wholly relevant with content A clear structure with well-organised material in
developed and a wide vocabulary well chosen for paragraphs.
the purpose/text type. e.g. powerful verbs,
some imagery. Chronological or logical links between
paragraphs help the development of ideas.
Features of the text type are clearly established.
i.e. statements based on fact and not a value Cohesion within and between paragraphs is
judgement. achieved using devices such as connectives.
A clear viewpoint with a consistent, engaging

style throughout. i.e. detail sustains interest.
7–8 6–7
A relevant response that has ideas and content Paragraphs are used to help structure the text
with some detail developed with deliberate where the main idea is usually supported by
choices of vocabulary for the purpose/text type. following sentences. e.g. paragraphs may
signal a change in time, place or a new event /
The main features of the text type are evident aspect.
i.e. range of aspects; impersonal language.
A straightforward viewpoint, with a generally A logical sequence with attempts to link ideas
appropriate and consistent style, which mostly evident, but not consistent.
sustains the reader’s interest.
5–6 subheadings, etc.
4–5
Relevant material with attempts to develop basic Paragraphs/sections are evident with related
information using a simple vocabulary relevant to points grouped together.
the purpose/text type. i.e. setting the scene
(what / when / where) with some clear factual Some attempt to sequence ideas logically. e.g.
data. introduction /closing statement may be
evident.
General aspects of the text type are evident. i.e.
3rd person and location clear. Movement between paragraphs or sections may
(Allow up to two uses of first P, but be disjointed.
generalized plural – we,our -is acceptable.)
Present tense desirable
2–3
The writer’s attitude to the subject may be
reader. e.g. choice of material to add interest.
3–4
The response includes some material that is Some basic sequencing of writing which is
relevant to the task. i.e. everyday life today grouped by content.
The vocabulary is simple and relevant.

it must be a report.
1–2 1
0 0


7 marks 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.

and for speech – errors may occur where structures are
ambitious.

clauses.
6–7
At least two complex sentences are used to create effect, Spelling is generally correct throughout. (There may be
such as using expanded phrases to develop ideas occasional phonetically plausible attempts at complex
(e.g.noun, adverbial, adjectival, and verb phrases), or a words.)
range of connectives (e.g. if, so, because, then).
Grammar in complex sentences is generally correct in appear, information, making, possible, probably,
terms of tense and verb form. wondering.



mark clauses.
4–5 3
compound words, is generally accurate, e.g. another,
Compound sentences use simple connectives to join around, because, anything, something.
Generally correct grammar, i.e. subject and verb generally accurate, e.g. boxes, clothes, told, stopped,
generally agree. Past and present tense of verbs are wanted.

NB: if punctuation is totally lacking and other
descriptors are met then give the lower mark here.
2–3 2
Some simple sentence structures are used Spelling of high frequency words is generally correct, e.g.
successfully. their/there, when, were, what, some, etc.
Some correct use of punctuation such as full stops

NB: Where more ambitious structures are used with 1

provided the 2nd descriptor here about sentence
openings, has been met. 1
No creditable response. 0 No creditable response. 0

ENGLISH 0844/02
MARK SCHEME
Maximum Mark: 50
teachers.
IB18 10_0844_02/3RP
PRE-STANDARDISATION
Section A: Reading
1 What does ‘the class assembled’ (line 1) mean? 1

Tick () one box.
• The class came together as a group.
2 What does Miss Honey’s name suggest about her character? 1
• She’s sweet / nice / kind.
3 What two objects did Miss Honey check when she came into the classroom? 1
• A / The jug (of water) and a / the glass (was in its proper place).

PRE-STANDARDISATION
4a What effect does the short sentence create? 1

• (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
4b The word suddenly comes immediately after the short sentence. What 1
impact does this have?

• It creates 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.

PRE-STANDARDISATION
5 Look at lines 5–6. The narrator tells us the children chirruped, which is the 1
pleasant sound birds make. In comparison, we are told Miss Trunchbull
barked. Why does the narrator do this?
• 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 them seem like opposites
• to make the reader have an opposite reaction to the characters
• Miss Trunchbull is loud and the children are soft.

Give two reasons why the children felt uneasy when Miss Trunchbull
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
• because she was staring at them intensely / glaring at them
• because she was frightening / they were afraid of her
• because they expected something bad to happen / her to shout at them

PRE-STANDARDISATION
7 ‘Her expression was one of utter distaste.’ (Line 9) 1

Which word below means the same as utter in the sentence above?
Tick () one box.
• total
Look at the eighth paragraph (lines 12–19).

8a Find an example of a metaphor in the eighth paragraph. 1
• (…to put up with a load of ) garbage like you

8b ‘ … to save myself from going round the bend.’ (Lines 14–15) 1
‘Going round the bend’ is an idiom. What does it mean?
Tick () one box.
• becoming crazy

PRE-STANDARDISATION
9 Which sentence below about Miss Trunchbull is true? 1

Tick () one box.
• She plans to get rid of most of the class.
10 What does the writer compare the sound Miss Trunchbull makes to? 1
• (walk through a riding stable when the) horses being fed / horses eating
11 ‘The Trunchbull began a slow march along the rows of desks inspecting 2
the hands.’ (Lines 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 Trunchbull is like an army officer or someone in charge.

• march(ing)
• rows (of desks)
• inspecting the hands / inspection
• The children are like soldiers.

PRE-STANDARDISATION
12 Give one quote from lines 21–25 that shows the writer is suggesting 1
something unpleasant is about to happen.
• ‘All went well until (she came to a small boy in the second row.)’
Look at lines 25–31.

13a Why is ‘Nigel what?’ written on a new line? 1
• because a new speaker is speaking

• because a new dialogue needs a new line
• because Nigel /he has stopped speaking
• because Miss Trunchbull / she has started speaking
13b ‘That’s it,’ Nigel said. 1
Write the sentence above as reported speech.
• Nigel said that that was it.

PRE-STANDARDISATION

Which sentence below is true?
Tick () one box.
Award 1 mark for correctly identifying:
• The narrator thinks Miss Trunchbull is being unkind.

PRE-STANDARDISATION
15 Give one phrase from lines 31–36 that highlights the difference in size 1
between Miss Trunchbull and Nigel.
• ‘…(by the Gorgon who) towered (above him)’
16 Why does Miss Trunchbull stop at Nigel? 1
• because his hands were filthy / dirty /unclean
17 Look at lines 40–45.

Explain in your own words what causes Miss Trunchbull’s body and face
to start to swell up.
• She is so enraged / angry / furious / cross (with Nigel’s reply). 1

PRE-STANDARDISATION
18 Throughout the text, the narrator refers to the headmistress as ‘the 1

Trunchbull’ instead of ‘Miss Trunchbull’.
What does the use of the imply about the narrator’s attitude towards the
headmistress?
• 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
19 This story is told by a narrator. 2

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 1st 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 / The 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.

PRE-STANDARDISATION
Section B: Writing
Notes to markers

20 Imagine you are a new student at the school where Miss Trunchbull is the Headmistress.
On your first day, you do something that makes Miss Trunchbull very angry.
Write a story about what happened.

Spelling (Ws) 3
[Total 25]

PRE-STANDARDISATION
Content, purpose and audience (Wa) 8 marks Text structure and organisation (Wt) 7 marks
The content is relevant and developed with Clear structure with well-organised ideas within
imaginative detail using a variety of techniques, e.g. paragraphs.
imagery and figurative language.
Paragraphs are used to structure the narrative, e.g.
ideas.
reactions during the story. Cohesion within paragraphs is achieved using devices
such as connectives.

to engage the reader’s interest throughout. 6–7
7–8
on a different character, where the main idea is
Characters are well described with actions linked to Logical sequence with evident but inconsistent
st st
key events, i.e. including 1 meeting and/or 1 day attempts to link ideas with fitting openings and
st
at school. closings, i.e. has to be linked to stimulus (1
meeting / day)
reader.
Straightforward viewpoint, with a generally appropriate 4–5

5–6
e.g. speech, action and description. together or linked by time sequence.
Vocabulary is simple, with some choices to create Some attempt to sequence relevant ideas logically, i.e.
interest. school based
At least one event is described, i.e. something Some opening and closing of narrative may be
happens when characters meet. evident.
General features of the genre, if required, are shown. Movement between paragraphs or sections may be
disjointed.
Some attempt is made 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. involve a child and Miss Trunchbull
rd
(accept 3 person narrative).
Vocabulary is simple and relevant, i.e. school based 1

1-2
0 0

PRE-STANDARDISATION
Sentence structure and punctuation (Wp) 7 marks Spelling (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.
Punctuation is used accurately to demarcate sentences and

for speech punctuation – errors may occur where structures
are ambitious.

clauses. 6–7
Some complex sentences are used to create effect, such as Spelling is generally correct throughout. (There may be
using expanded phrases to develop ideas (e.g. noun, occasional phonetically plausible attempts at complex
adverbial, adjectival, and verb phrases), or a range of words.)
Grammar in complex sentences is generally correct in terms appear, information, making, possible, probably,
of tense and verb form. wondering, search.

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
3
Compound sentences use simple connectives to join another, around, because, anything, something.
Generally correct grammar, i.e. subject and verb generally generally accurate, e.g. boxes, clothes, told, stopped,
agree. Past and present tense of verbs generally wanted.
consistent.
Demarcation of straightforward sentences is usually correct.

There may be evidence of comma splicing.

2–3 2
Some simple sentence structures are used successfully. Spelling of high frequency words is generally correct, e.g.
their / there, when, were, what, some, etc.
Some correct use of punctuation ,e.g. full stops and capital

letters.
N.B. Where more ambitious structures are used with NO

nd
simple sentences, begin marking at Box 2 provided 2
descriptor here about sentence openings has been met.
1
1
0 0

ENGLISH 0844/01
Paper 1 April 2017
MARK SCHEME
Maximum Mark: 50
Published
Teachers.
IB17 05_0844_01/3RP
STANDARDISATION
Section A: Reading
1 Name the places at either side of the narrow part of the English Channel. 1
 Cap Gris Nez and Dover.
Both places to be named for the mark to be awarded.
2 Why do fit athletes in particular have problems with the cold when they are 1
trying to swim across the English Channel?
 Fit swimmers do not have a lot of fat [OR have a lot of muscle and not much
fat] AND get cold more quickly / quicker / quickly / or close synonym
Do not accept answers which just suggest that fit swimmers feel the cold more.
Do not accept: no fat / just not much fat / muscles contain less fat / muscles get
cold.
3 Tick () two boxes to show what problems, according to the text, swimmers 2
may encounter when they attempt to swim across the Channel.
 Ships and ferries

 Waste matter.
Award zero marks if more than two boxes have been ticked or if the marks are
unclear.
Boxes 4 and 5 should be ticked. Award 1 mark for each correct tick/unambiguous
mark.

STANDARDISATION
4 Rewrite the fifth paragraph to include most of the main points, using no 2
more than 25 words.
The summary must contain three of the following points:
 the tides are strong

 the tides change every 6 hours / often / frequently
 the weather changes quickly
 it is hard to give an accurate forecast.
E.g.:
The tides are very strong and change direction every six hours. The weather also
changes very quickly and is therefore hard to predict accurately. (24 words, 2
marks)
OR
The tides here are strong and change direction often. The weather in this part of
the Channel is a problem because it is un predictable (23 words, 2 marks)
OR
The tides change every six hours and the weather is hard to predict because it
changes quickly in this part of the Channel. (23 words, 1 mark)
Award 2 marks for the following:
 A summary of no more than 25 words including 3 or 4 pieces of information.
 A summary of no more than 25 words + only 2 points of information.
Award zero marks for the following:
 a summary over 25 words.

 a summary where there is 1 or 0 pieces of information.
 unintelligible, nonsense.
5 Tick () the best description of the text Swimming the English Channel. 1
 It contains mostly facts.
Award zero marks if more than one box has been ticked.
© UCLES 2017 Page 3 of 12 [Turn over

STANDARDISATION
6 Tick () the text you prefer to read. 1

Explain why you chose that text.
If Text 1 has been ticked, award 1 mark for either of the following:
 a reference to the language as formal

 the style is typical of factual/report writing
 it is very factual which explains what happens clearly
 the language is clear and precise / to the point / concise
 a reference to the language as more adult / less childish.
If Text 2 has been ticked, award 1 mark for either of the following:
 a reference to the language as informal

 uses contractions / it is like a spoken voice / friendly language / chatty /
conversational / personal.
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.
The answer must match what is ticked.
7 (a) Which animal group does the jellyfish belong to? 1
 (Marine) invertebrates.
Don’t accept answers where incorrect information negates a correct answer, e.g.,
reference to them being very old etc.
7 (b) In which part of a jellyfish do you find nematocyst cells? 1
 Their tentacles.

STANDARDISATION
8 Tick () two boxes to show which statements are FALSE. 2
 The outer layer of a jellyfish is called gelatine.

 Jellyfish absorb oxygen through their mouth opening.
Award zero marks if more than two boxes have been ticked or if the marks are
unclear.
Boxes 1 and 4 should be ticked / unambiguously marked.
9 Using the text, explain why the body of a jellyfish collapses as soon as it is 1
removed from water.
 Jellyfish have no skeletons to hold / support them.

 They are 95% water / mostly water and not solid enough to hold their shape.
 They are only 5% solid, which is not enough to support themselves.

STANDARDISATION
These questions refer to both texts.
10 (a) What is the purpose of the sub-headings in the text Facts about jellyfish? 1
Award 1 mark for an answer that conveys the idea of organisation / presentation,
e.g.:
 So you know where to look for particular/specific information.

 To divide / organise / separate information so it is easier to see/find
 To find answers to particular/specific questions
 To show what the paragraph is about
 So you know what you are going to read next / what the next paragraph is
about
 So you can find information easily / more quickly.
10 (b) In the text Swimming the English Channel paragraphs are also used. 1
Draw lines to link each paragraph with its main topic.
Award 1 mark for all 6 lines drawn correctly:
1st What is the English Channel

paragraph swim?
What is the main problem you

2nd
face when swimming across
paragraph
the Channel?
3rd
Why is the cold a problem?
paragraph
4th What other factors make it

paragraph difficult to swim the channel?
Why can the tides and

5th
weather conditions also make
paragraph
the swim difficult to complete?
6th Who are the world record

paragraph holders?
Accept a clear, unambiguous indication of the correct answers, e.g.: numbers 1,

2, 3, 4, 5 and 6 written in boxes.

STANDARDISATION
Section B: Writing
Notes to markers
 Marking should always begin from the lowest mark in each column. i.e. from 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 fails to achieve and award the
mark in the box below.
Swimming the English Channel and Facts about jellyfish are both articles taken from
information books.
Write your own article for an information book, about a topic or an object that you know
something about.
11 Purpose and audience. 6
Text structure. 5
Sentence structure. 5
Punctuation. 2
Spelling. 2
[Total 20]
See table on the next page.

STANDARDISATION
Purpose and Audience Text Structure Sentence Structure Punctuation Spelling
Wa Wt Un Wp Ws
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 Well – crafted paragraphs Some complex sentences
consistently e.g. features contribute to control of the show control, including
of report are clear and text e.g. clear logical links the position of clauses to
appropriate to purpose. between paragraphs. focus attention.
Relevant ideas and AND/OR Range of connectives
content chosen to interest may be developed, e.g.
the reader e.g. details Each section with content although, meanwhile.
developed. logically organised.
The order of the
questions if used is logical
and supportive to the
reader.
5 5 5
The text type is largely Paragraphs are used to Some complex sentences
sustained e.g. features of help structure the text and are used to create effect,
report writing clear. there may be evidence of using expanded phrases
appropriate links / sub- to develop ideas, e.g.
The writer gives sufficient headings between noun, adverbial,
information for a reader to paragraphs or questions adjectival, and verb
understand the contents and answers. phrases.
e.g. some detail with
adverbials and expanded A wider variety of
noun phrases. connectives is used
appropriately, e.g. if, so,
because, then.
nd
2 person must be limited
and used sparingly. Sentences are mostly
grammatically correct.
4 4 4
Text type is used to Paragraphs sometimes Some complex sentences
convey writer's attitude to used to sequence ideas. are used to extend
the chosen subject e.g. meaning but not always
knowledge and Balance of coverage of successfully.
enthusiasm for subject ideas is appropriate, ie
matter. more than one Use of past and present
idea/aspect chosen AND tense is generally
Some awareness of chosen ideas covered consistent.
audience, e.g. language fittingly with appropriate
used is appropriate. weighting. Subject and verb
generally agree
throughout.
3 3 3
General features of text Some attempt to Some variation in Sentences are Correct spelling of
type are evident e.g. some sequence ideas logically, sentence openings e.g. demarcated accurately common words with more
appropriate features of an e.g, no information is not always starting with throughout the text. than one syllable,
information text. assumed in one place noun or pronoun or other including compound
before it has been given word. Commas used in lists and words.
Reader given basic in another. to mark clause divisions.
information relevant to Compound sentences are
their stated topic. Each section has an used but connectives are There may be the
st
Allow up to two 1 person opening statement. simple e.g. and, but, so. occasional capitalisation
st
references; generalised 1 error.
P (our) is acceptable.
2 2 2 2 2
Some elements of the text Evidence of grouping of Simple sentences are Straightforward sentences Correct spelling of high
type can be seen e.g. it is ideas. generally grammatically usually demarcated frequency words eg,
an information text (and correct. accurately, e.g. full stops, because, there, their.
not a recount) capital letters, question
'and' may be used to and exclamation marks.
If ‘off topic’ a max of 1 connect clauses.
mark is available.
1 1 1 1 1
Award 0 where performance fails to meet the lowest description.

Stop marking at the first statement in a column that the student fails to achieve and award the

STANDARDISATION
Section C: Grammar, Punctuation and Vocabulary
12 Join the underlined word in each of these sentences to match the correct 2
word class.
Award 2 marks for all 4 lines correctly drawn:
They have no brain,

conjunction
heart or bones.
There are external

horrors to adjective
contemplate
Weather conditions
are hard to forecast adverb
accurately
Only 5% of the body

of the jellyfish is noun
solid matter.
Award 1 mark for 2 or 3 lines correctly drawn.
Award zero marks for fewer than 2 lines correctly drawn or more than 4 lines
drawn.
Accept an unambiguous indication of the correct response in lieu of lines, e.g.,

numbers 1,2,3 and 4 written in boxes.
13 (a) Underline the main clause in this sentence. 1
Award 1 mark for the correct underlining as shown:
 The current world holder for fastest Channel swim is Christof

Wandratsch, a German athlete, who completed his swim in just over seven
hours in 2005.
No other words should be underlined.
13 (b) Rewrite this sentence. 2
 David Walliams, who is a famous actor, completed the crossing in 10 hours

and 34 minutes.
Award 1 mark for the correctly embedded clause.
Award a further mark for correctly placed parenthetical commas, the final full
stop and correct capitalisation.
Don’t accept brackets or dashes.
There should be no additional/omitted words.

STANDARDISATION
14 (a) Change this sentence from the past to the present. 1
 The swimmers are crossing the centre of the Channel when they suddenly
see a shoal of fish ahead.
No other words should be changed.
Don’t accept any answer where any other words have been added / omitted.
Verbs must be correctly spelled.
14 (b) Complete the sentences by writing the passive forms of the verbs given in 2
the brackets.
Award 2 marks for three correct sentences:
 In 2004, the world record was broken by a 70-year-old woman.

 A jellyfish’s body is made of 95% water.
 The swimmers were supported by people in boats.
Or
 The swimmers are supported by people in boats.
Or
 The swimmers will be supported by people in boats.
Award 1 mark for two correct sentences.
Verbs must be correctly spelled.
15 Correct two mistakes in this sentence. Do not change the meaning. 1
Award 1 mark for both corrections:
 Some jellyfish are transparent which keeps them hidden from hungry turtles.
Award 0 marks if any other changes are made, e.g., words/punctuation added or
omitted.
Spelling must be correct.

STANDARDISATION
16 Choose from simple, compound or complex to describe these sentences. 1
Award 1 mark for both correct:
sentence type of sentence
It was a really challenging swim but

compound
he enjoyed it.
Due to the terrible weather conditions,

the swimmer ended up swimming complex
56km to avoid swells.
17 Add two apostrophes to this sentence. 1
Award 1 mark for two correctly placed apostrophes:
 The swimmer’s arms and legs were aching so much he didn’t see the jellyfish
with its tentacles spread out.
Award zero marks if extra apostrophes or other marks are placed.
18 Add the missing punctuation to these sentences. 2
The question mark, the first comma and the full stop must be inside the speech
marks as shown:
 “Did you get stung by that jellyfish?” asked the man in the boat.
 “Yes,” said the swimmer, “and it really hurts.”
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 zero marks if there are 10 or more punctuation marks.
Accept an exclamation mark after ‘hurts’. Accept an exclamation mark after ‘Yes’
provided there is a full stop after ‘swimmer’ and ‘and’ is capitalised.

STANDARDISATION
19 Re-read this extract from Swimming the English Channel. 2
Write other words or phrases that mean the same as the underlined words.
Your new words must keep the meaning and make sense in the sentence.
Award 1 mark for any of the following for factors:
 circumstances
 things
 influences
 features
 aspects
 reasons
 issues
 conditions.
Award 1 mark for any of the following for hurdle:
 obstacle
 problem
 difficulty
 challenge
 barrier.
Award 0 marks where an incorrect suggestion negates a correct one, e.g.,

difficulty, trouble.
Award 1 mark for each appropriate word or phrase that retains the sense of the
sentence.

ENGLISH 0844/02
Paper 2 April 2017
MARK SCHEME
Maximum Mark: 50
Published
Teachers.
IB17 05_0844_02/2RP
STANDARDISATION
Section A: Reading
1 Tick () two boxes that we know are TRUE about him from the passage. 2
 He had untidy hair
 He smelt of natural things.
Award 1 mark for each correct tick / unambiguous mark.
Boxes 2 and 5 should be ticked.
Award zero marks if more than two boxes are ticked or marks are unclear.
2 What did Mary think was the most unusual thing about Dickon’s appearance? 1
 His (very) round, blue eyes.
Accept a longer quote but only from ‘Never before…’
The words ‘round’ and ‘blue’ are both required for the mark.
Do not accept responses where the correct answer is negated:

e.g. ‘His cheeks as red as poppies and he had round blue eyes.’

STANDARDISATION
3 When Mary first saw Dickon under the tree, playing his pipe, what was 1
surprising about the scene?
 There were (wild) animals around him (which were very still / listening to /
watching him playing).
Accept answers which refer to the wild animals around or near him.
Answers which refer to anything other than the animals are awarded zero marks.
Accept either ‘squirrel’ or ‘rabbits’.
Do not accept answers which do not say that the animals were around or near him.
4 Why did Dickon speak to Mary in a low voice when he first saw her? 1
 So as not to ‘startle’ or frighten the wild animals (squirrel, rabbits) away.
Award 1 mark for the idea that the wild animals will be scared if he speaks loudly.
Do not accept answers that are either incorrect or imprecise, e.g.:

 because of the animals.
 it startles them (who?).
 disturbs the animals.
 so the animals would not run (‘away’ is needed here).

STANDARDISATION
5 Was Dickon expecting to meet Mary? Give a reason from the text to support 1
your answer.
Accept “yes” as an answer – this must be ticked.
Do not accept “no”.
 He had gone to see her.

 He was waiting for her. / He was playing his pipe whilst waiting for her.
 He had brought a bag of garden tools for her (so he was expecting to meet her).
 He had received a letter from Martha.
 He knew who she was.
 ‘I know you’re Miss Mary.’
Do not accept incorrect ideas, e.g.:

 he did not speak to her as if he knew her quite well.
 he did not speak to her as if it was the first time they had met.
6 The wild animals were not frightened of Dickon. What does this tell you about 1
Dickon?
 That he likes / is kind towards animals.

 That he is familiar / at home with nature and wild animals.
 That he has a gentle nature himself.
 He is good with animals.
 He is a calm and gentle person.
 He is close to nature.
 He is an animal lover
Do not accept answers that refer to the animals’ reaction.
Do not accept incorrect or imprecise answers, e.g.:

 he takes care of animals.
 he gets on with animals.
 he was outside a lot and the animals are used to him (animal reaction).
 he is a friendly boy / he is kind.

STANDARDISATION
7 Do you think Dickon is a confident boy? Explain your answer, with words and 2
phrases from the text to support your answer.
Award 1 mark for a correct explanation and 1 further mark for a correct supporting
quotation:
Do not accept “No”. There is no mark for the first part of the question but answers
must agree with the choice “Yes”.
Explanation Quotation
He spoke straight away to
Mary. ‘He did not speak to her as if they had never
seen each other before, but as if he knew her
He was immediately friendly quite well.’
and familiar. OR
He was not shy or awkward. ‘His speech was so quick and easy.’
OR
‘I’m Dickon … you’re Miss Mary’.
He spoke boldly to Mary. OR
‘It sounded as if he liked her’
OR
He assumed / expected that
‘..was not the least afraid she would not like
they would get on well.
him,’
He spoke fluently. ‘His speech was so quick and easy.’
Accept other suitable reasons, but it is important that explanations and quotations
‘match’ each other.
8 What made Dickon go to the shop to buy the gardening tools for Mary? 1
 He had received a letter from someone (called Martha) informing him to buy
some garden tools.
 Martha had asked him to.
 Martha’s letter (answers ‘what made’).

STANDARDISATION
9 During this meeting between Mary and Dickon, how do Mary’s feelings 2
towards Dickon change? Explain your answer in your own words, with
evidence from the text to support your explanation.
Award 1 mark for a correct explanation and 1 further mark for correct supporting
evidence:
Explanation Quotation
At first she was wary / nervous /
shy and she became more ‘…spoke to him a little stiffly because she felt
confident at the end. rather shy.’
OR Allow evidence that includes she knew nothing
She wasn’t shy anymore. about boys but NO MORE.
(implies ‘change’)
OR OR
Mary becomes less shy and
feels like she can talk to him ‘…she forgot that she had felt shy.’
easily. Allow evidence from ‘…when she looked into
OR his funny face…she had felt shy’ but NO
She becomes less shy.(implies MORE.
‘change’)
It is important that the explanations and the evidence match each other.
10 Who is the point of view character in the story? Explain how you know. 2
Award 1 mark for identifying the correct character:
 Mary.
Award 1 further mark for a correct explanation, e.g.:
 We know what she is thinking.

 We know how she is feeling.
 We see everything from her perspective/eyes.
 We see what she sees.

STANDARDISATION
11 (a) Tick () one box to say what technique is being used here. 1
 Metaphor.
Box 2 should be ticked.
11 (b) Explain what the underlined phrase means and why it is appropriate. 2
Award 1 mark for each of the following two ideas:
 She stood (completely) still.

 Frozen things do not move.
Although the second part adds detail to the first, it is still eligible for a mark in its
own right. Thus parts of the answer can be marked independently.
12 (a) From the evidence in this extract, which genre do you think the story is? 1
 Adventure.
Box 4 should be ticked.
12 (b) Name two features of the genre you chose for 12 (a). 2
 characters (often children) encounter situations that need quick thinking.

 problem solving.
 obstacles to get over / around.
 inner strength.
 exciting plot.
 action.
 a hero / heroine.
 (creates) suspense
Where the incorrect genre has been ticked in part 12 (a), award 1 mark for two
correct features of the chosen genre.

STANDARDISATION
13 Notes to markers: 30
Marking should always begin from the lowest mark in each column, i.e. from 1
mark and work upwards. Award zero if 1 mark is not achieved.
All the statements (descriptors) should be achieved for a student to achieve the
mark i.e. if there are two descriptors to describe a mark, both descriptors must be
achieved before the mark can be given.
Stop marking at the first descriptor in a column that the student fails to achieve and
award the mark in the box below.
IMPORTANT NOTE:
Where further information is given with a descriptor, either ‘i.e’ or ‘eg’ is
used.
i.e is given in plain text as it is a requirement to achieve that descriptor.

e.g. is given in italics as a suggestion

STANDARDISATION
Section B: Writing
13 Read a second extract adapted from The Secret Garden. It is the moment Mary shows a disbelieving Dickon a door to a secret
garden. Now continue the story yourself.
EXAMINERS NOTE: MARK SCHEME SPREAD OVER TWO PAGES
CONTENT AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING
Imaginative details Paragraphs are used Some use of complex

developed using a variety effectively to structure sentences is controlled
of techniques including the narrative, i.e.: they including the position of
imagery. successfully signal the clauses to focus attention.
build-up and resolution
During the course of the of the main event. Range of connectives may be
story, the development of developed, e.g. ‘although’,
the character(s) is shown Dialogue (if used) is laid ‘meanwhile’.
through actions and out correctly with a new
reactions. line for each speaker.
5 5 5
Character is well described A clear, consistent Paragraphs are used to Some complex sentences Punctuation is used Spelling is mostly accurate,
with actions linked to key relationship between writer help structure the used to create effect using accurately, including including words with
events. and reader is established narrative, e.g.: signalling expanded phrases and speech punctuation. NB: complex regular patterns.
and controlled, e.g.: a change of time or clauses to develop ideas; layout marked in TS
Suspense, or excitement, manipulation of language place and /or focus on a e.g.: noun, adverbial, Allow plausible attempts at
where used, is well-built. for effect different character. adjectival and verb phrases. Clauses are generally tricky polysyllables, e.g.:
marked accurately by realised, interesting,
There may be A wider variety of connectives commas. wonderful, position,
appropriate links is used appropriately, e.g.: ‘if’, immediately.
between paragraphs, ‘when’, ‘because’. There may be some
e.g.: good use of mistakes where certain
connectives. more complex devices are
used, e.g. colons, semi-
colons, ellipses, brackets.
4 4 4 4 4 4
Story shows a good Narrative viewpoint must Paragraphs used to Some complex sentences are Commas are always used Writing characterised by Correct spelling of
balance of content, e.g.: be clear and consistent, sequence ideas but not used to extend meaning but in lists and sometimes to the use of adventurous and polysyllabic words that
rd st
speech, action and i.e.: either 3 or 1 person. consistently. not always successfully. mark clauses. precise vocabulary, confirm to a regular
description including the use of pattern, e.g.: making,
The reader’s response to Ideas need to be mostly Use of past and present Speech marks, if used, are figurative language where probably, clapped,
The narrative must focus different parts of the story coherent. tense is generally consistent. accurately placed around appropriate. possible, possibly.
on character which must is well controlled, e.g.: the words spoken, although
be Mary or Dickon, or pacing is good Ideas are organised Subject and verb generally other speech punctuation Vocabulary is used
action, simply with a fitting agree. may not be accurate. effectively to create a
e.g.: characters must face The reader is engaged by opening and closing that strong image, e.g.: simile
a problem of some kind the inclusion of appropriate are mostly logical. Pronouns are consistent. Sentences always and metaphor.
detail. i.e. with M and D in i.e.: has to match demarcated including
the garden (at beginning at stimulus to be ‘logical’. capitalisation.
least)
3 3 3 3 3 3 3

STANDARDISATION
CONTENT AUDIENCE TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION VOCABULARY SPELLING
Setting is established in Some attempt to engage Some attempt to Some variation in sentence Sentences nearly always Some evidence of specific Spelling of common
the Secret Garden (at reader through sequence ideas openings, e.g.: not always demarcated accurately / expressive vocabulary words with more than one
first) establishment of mood logically, e.g.: content starting with the same noun, with full stops, capital choices used accurately, syllable, including
and feeling. clear. pronoun or other word. letters, question and e.g.: powerful verbs. compound words, is
At least one event is exclamation marks. generally accurate, e.g.:
described. The writer gives sufficient Openings and closings Compound sentences are anything, something,
information for a reader to sometimes evident. used with grammatically Speech marks, if used, yesterday
understand the contents / correct clauses but may not be accurate.
events described. connectives are simple, e.g.:
‘and’, ‘but’, ‘so’. There may be the
occasional capitalisation
error.
2 2 2 2 2 2 2
The story has a simple The reader is given basic Story ideas are evident. Simple sentences are Some demarcation of basic Simple generally Spelling of high frequency
plot, i.e.: involving information that is generally grammatically sentence structures evident appropriate vocabulary words is generally correct.
children. relevant to the narrative, correct. e.g.: full stops, capital used – limited in range e.g.: because, there, their
i.e.: some idea of what is letters, question and but relevant,
happening. ‘and’ may be used to exclamation marks. i.e.: must relate to the
connect clauses. stimulus.
1 1 1 1 1 1 1

Stop marking at the first statement in a column that the student fails to achieve and award the mark in the box below – see important
note on page 11

ENGLISH 0844/01
Paper 1 April 2016
MARK SCHEME
Maximum Mark: 50
IB16 05_0844_01/RP
2
Section A: Reading
Question number 1
What is the dawn chorus?
Part Mark Answer Further Information
Answers must include the

1 (A lot of) birds singing (together) in the
information:
early morning / first light .
• ‘birds singing’
Where a quote is given it should be no AND
more than ‘(In spring, as the days • ‘first light’ or ‘early’.
lengthen) birds burst into song around NB: answers must show an
first light… understanding of when ‘dawn’
OR is.
‘…birds burst in to song around first
light (in a phenomenon that is known Accept:
as the ‘dawn chorus’.)’ Birds singing in harmony at first
BUT NOT BOTH light – harmony is neutral where
two required pieces of info are
given.
However, birds singing in
harmony is insufficient.
The same is true for ‘amazing
symphony’.
Do not accept:
• any reference to ‘spring’ or
‘days lengthen’ on their own.
• birds sing throughout the
day – this does not answer
the question.
• ‘bird’ singular
Total 1
© UCLES 2016 0844/01/A/M/16

3
Question number 2
How long in the morning can the dawn chorus go on for?
1 (around / up to) two hours Accept the entire first sentence

of paragraph 2 (or a
paraphrase) but no more.
‘hours’ is essential for the mark.

Do not accept: ‘before sunrise
and afterwards’; the time is
essential for the mark.
Total 1
Question number 3
Tick () two boxes to show which statements below are true.
Bird song can be heard over a greater Boxes 3 and 5 should be

2
distance in the early morning. ticked.
Blackbirds start to sing before wrens. Award 1 mark for each correct
tick / unambiguous mark.
Award 0 for more than two

ticks or unclear marks.
Total 2
© UCLES 2016 0844/01/A/M/16 [Turn over

4
Question number 4
Rewrite the last paragraph to include the main points using no more than 30 words.
The summary must contain 3 or 4 key Award 2 marks for:

2
pieces of information from the • A summary no more than 30
following: words + 3 or 4 pieces of
• songs are learned / not inherited. required information.
• (young) birds refine a basic song
in the first year / over the next Award 1 mark for:
year by listening to adult/mature • A summary no more than 30
birds. words + only 2 pieces of
• some birds / sparrows have one information.
song.
• some birds / thrushes/nightingales Award 0 marks for:
have several songs. • A summary over 30 words.
OR
e.g.: Songs are learned. Young birds • A summary where there is 1
refine their song over the next year by or 0 pieces of information.
listening to adult birds. Some birds OR
like sparrows only have one song. • Unintelligible, nonsensical
(25 words / 3 pieces of info – 2 marks) responses.
Or:
e.g.: Two months after they hatch, Note: Summary must have
young birds start by practising a basic grammatically correct sentence
song. Different birds have different structures (allow 1
numbers of songs. A sparrow has one grammatically incorrect
song and a thrush has several. sentence).
(30 words / 2 pieces of info – i.e.
sparrow is one, a thrush is another – 1 There may be punctuation /
mark) spelling errors.
Or:
e.g.: Young birds do not inherit songs. ALSO: award 1 mark where
They have to learn them by listening candidates have included ALL 4
to adult birds. It can take a year to pieces of information in either
refine a basic song. Thrushes and bullet points or note form within
nightingales learn several songs. the word limit.
(32 words / exceed limit – 0 marks)
Or:
e.g.: Birds learn a basic song which
they improve by listening to adults.
This can take a year.
(17 words / 2 pieces of info – 1 mark)
Or:
• Birdsong is learned by listening to
adult birds.
• Takes about a year to refine.
• Sparrows have one song.
(18 words / bullet points – 1 mark)
Total 2
© UCLES 2016 0844/01/A/M/16

5
Question number 5
Tick () the best description of the text The dawn chorus.
1 It contains mostly facts.
Total 1
Question number 6
Tick () the text you prefer to read. Explain why you chose that text.
If Text 1 is If Text 2 is Do not award the mark if the

1
ticked: ticked: answer refers to the amount of
information given – there is no
EITHER: EITHER: distinction.
• a reference to • a reference to
the language language as Answers must match the tick
as ‘informal’ / ‘formal’. given.
‘personal’ /
‘chatty’ / OR: Answers must refer to the style
‘friendly’ / • it is very of the language.
conversational. factual.
Do not accept just ‘more
OR: OR: interesting’ or ‘more exciting’ or
• the words are • the style is ‘simple’, ‘easy to read’ /
very descriptive typical of ‘understand’ on its own without
and fun to read factual / report further explanation.
(not just ‘fun writing.
to read’). Do not accept: ‘It is just facts’ -
OR: this refers to content not style.
OR: • the language is
• create a picture clear, precise Do not accept references to
in my mind and and to the punctuation on their own,
make it easier point. without reference to one of the
to understand. given descriptors.
OR:
OR: • a reference to NOTE: ‘reader friendly’ is not
• it uses the language equivalent to informal, whereas
questions to as more adult / ‘friendly language’ is.
involve the less childish.
reader / sound NB incorrect information can
like a negate a correct answer, e.g. ‘it
conversation. is more formal and has more
information’ gains no marks.
Total 1

6
Question number 7
(a) Why was the nightingale given its name?

(b) Nightingales are three colours. Name two of them.
Accept one of: Do not accept ‘they only sing at

(a) 1
• (The word) nightingale means night’.
night songstress.
• Nightingales sing at night /mostly

at night / overnight.
If all 3 answers are given,

(b) 1 Any 2 of the following colours:
accept the third one as neutral
(drab) brown, chestnut, sandy. provided it is correct, so ‘brown,
chestnut, red’ = 0 (incorrect ‘red’
negates).
Do not accept simply writing out

the whole sentence: ‘They have
a drab…underbelly.’ as the
question asks for the colours to
be named.
Accept a truncated version, e.g.
‘…brown’ on
However, a list such as: ‘brown

plumage, chestnut-coloured tail,
sandy underbelly’, is acceptable
as this shows some selection by
the candidate.
Total 2
Question Number 8
Tick () two boxes to show which statements are FALSE.
Part Mark Answer Further information
Nightingales only sing at night. Boxes 1 and 3 should be ticked.

2
Nightingales are admired because
Award 1 mark for each correct
they are such beautiful-looking birds.
Award 0 for more than two ticks

or unclear marks.
Total 2
© UCLES 2016 0844/01/A/M/16

7
Question Number 9
Suggest a reason why the male nightingale wants to avoid attracting unnecessary attention to its
nest.
Accept one of the following: Award one mark for responses

1
• they don’t want predators to find that match one of the points.
their nest.
• to stop the eggs/chicks/baby However, do not accept
birds/offspring being eaten. imprecise / insufficient answers,
• to stop eggs being e.g:
stolen/destroyed. • the eggs might get hurt
• to keep eggs / young safe (from • birds might get scared
predators). • protecting territory.
Note: an incorrect response

negates a correct one:
• a predator might come or
another mate.
Do not credit lengthy quotes

where the correct answer may
be given alongside incorrect
information.
Total 1

8
Question Number 10
(a) What is the purpose of the sub-headings in the text The dawn chorus?
(b) Draw lines to link each paragraph with its main topic described in the boxes.
Organisation / presentation, e.g.: Do not accept generalisations

(a) 1
• so you know where to look for on their own:
specific information. • ‘to organise the text’
• divides / organises / separates • ‘so it is easier to see / read /
information into parts so it is follow,’ on its own.
easier to see. • vague / general answers,
• so you can quickly find information e.g.: ‘so we know what it is
/ find information more easily. about’ or ‘so we know what
• to say what the next section / next we are going to read’ or ‘so
paragraph / each paragraph OR we know what they are
section (NOT text) is about. talking about’ (these could
• so you know what you’re going to refer to the whole text not a
read next. particular section).
• ‘to look for the information’
=0 need ‘specific’
• ‘to find information’=0 need
‘quickly’ / ‘more easily’.
1st paragraph: The nightingale’s

(b) 1 Award 1 mark for all three lines
name.
drawn correctly. Accept a clear
unambiguous indication of the
2nd paragraph: The nightingale’s
correct answers, e.g. numbers
song.
1, 2 and 3 written against each
3rd paragraph: The symbolism of topic.
the nightingale.
Total 2
© UCLES 2016 0844/01/A/M/16

9
Section B: Writing
11 The reading texts The dawn chorus and The Nightingale are both reports taken from
information books.
Write your own report for an information book.
It could be about:
something that changes with the seasons in your country, e.g:

• trees
• weather
• animals
something or someone that is inspired by nature, e.g:

• a piece of music
• a poem
• painting / sculpture
• a book.
Notes to markers
• Marking should always begin from the lowest mark in each column (i.e. from 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 fails to achieve and award
the mark in the box below.

10

Wa Wt Un Wp Ws
Writing is well-shaped
and wholly appropriate to
purpose.

relationship between
writer and reader
established and
controlled.
6
The text type is used Well-crafted paragraphs Some use of complex
consistently, e.g.: features contribute to control of the sentences is controlled
of report are clear and text, i.e.: clear logical links including the position of
appropriate to purpose. between paragraphs. clauses to focus attention.
Relevant ideas and AND / OR Range of connectives may be

content chosen to interest developed e.g. 'although'
the reader, e.g.: details Each section with content 'meanwhile'.
developed appropriately. logically organised
The order of the given

information is logical and
supportive to the reader.
5 5 5
The text type is largely Paragraphs are used to Some complex sentences are
sustained, i.e.: features of help structure the text and used to create effect, using
report writing clear. there may be evidence of expanded phrases to develop
appropriate links / sub- ideas, e.g.: noun, adverb,
The writer gives sufficient headings between adjective, and verb phrases.
information for a reader to paragraphs.
understand the content, A wider variety of connectives
e.g.: some engaging is used appropriately, e.g.: if,
detail. 2nd person used because, then.
sparingly. Link to
seasons/nature/given Sentences are mostly
stimulus evident. grammatically correct.
4 4 4
Text type is used to Paragraphs used to Some complex sentences are
convey writer’s attitude to sequence ideas but not used to extend meaning but not
the chosen subject, e.g.: consistently. always successfully.
knowledge and
enthusiasm for the Balance of coverage of Use of past and present tense
subject matter. ideas is appropriate, i.e.: is generally consistent.
more than one
Some awareness of idea/aspect chosen AND Subject and verb generally
audience, e.g.: language chosen ideas covered agree.
used is appropriate. fittingly with ‘appropriate
weighting’.
3 3 3
General aspects of text Some attempt to order Some variation in sentence Sentence divisions Correct spelling of
type are evident, e.g.: 3rd and sequence ideas openings, e.g.: not always marked accurately common words with
person (allow up to two 1st logically, e.g.: no starting with same noun or almost always more than one syllable,
person references), 2nd information is assumed in pronoun or other word. throughout the text. including compound
person is allowed. one place before it has words, e.g.: anything,
been given in another. Compound sentences are used There may be the something, yesterday.
Reader given basic but connectives are simple, occasional
information, e.g.: Each section has an e.g.: ‘and’, but’, ‘so’ with capitalisation error.
statements relevant to opening statement. generally grammatically correct
what has been introduced clauses. Commas always used
in Box1. in lists and sometimes
to mark clause
divisions.
2 2 2 2 2
Some elements of the text Evidence of grouping of Simple sentences are generally Demarcation of basic Generally correct
type can be seen, i.e.: it is ideas. grammatically correct. 'and' sentence structures is spelling of high
a report / not a recount + may be used to connect usually accurate, e.g.: frequency words, e.g.:
sufficient information to clauses. full stops, capital because, there, their.
identify the letters, question and
purpose/stimulus/topic, exclamation marks.
e.g. weather, seasons. 1
1 1 1 1

Stop marking at the first statement in a column that the student fails to achieve and award the mark in the
box below.
© UCLES 2016 0844/01/A/M/16

11
Question Number 12
Join the underlined word of these sentences to match the correct word class.
long: preposition Award 2 marks for all four lines

2
correctly drawn.
light: noun
Award 1 mark for two or three
complex: adjective lines correctly drawn.
during: adverb Award 0 marks for less than 2

or more than 4 lines drawn.
Accept an unambiguous
indication of the correct
response.
Total 2
Question Number 13
(a) Underline the main clause in this sentence.

(b) Rewrite this sentence. Include this clause.
(a) 1 Male robins are distinct from other Add 1 mark for the correct
birds as they have a bright red belly. underlining as shown. No other
words should be underlined.
(b) 2 Harike Lake, which is in India, is a Award 1 mark for a correctly

brilliant place to go birdwatching. embedded clause.
Award a further 1 mark for
correctly placed parenthetical
commas.
No brackets or dashes.
There should be no additional
punctuation.
There should be no
additional/omitted words.
Allow one spelling or copying

error.
Total 3

12
Question Number 14
(a) Change this sentence from past to present.

(b) Complete the sentences by writing the passive forms of the verbs given in brackets.
Some poets think that the Award 1 mark for both correct
(a) 1
nightingale’s song is a love song. verbs.
Verbs must be correctly spelt.

Allow one error in other words,
e.g. incorrect apostrophe.
No words should be added or

omitted or re-ordered.
Note: No auxiliary verbs, e.g.:

are thinking.
Worms are eaten / were eaten / will Award 2 marks for all 3 correct
(b) 2
be eaten by birds. verbs.
Ravens have been kept in the Tower Award 1 mark for two 2 correct
of London since the 17th century. verbs.
This coming summer Japan will be Tenses must be correct as

visited by many migrant birds. given here.
Verbs must be correctly

spelled.
Total 3
Question Number 15
Correct two mistakes in this sentence. Do not change the meaning.

Award 1 mark for both
1 It was the most wonderful sound that
corrections.
he had ever heard.
Award 0 marks if any other
changes are made, e.g.: words
/ punctuation added or deleted.

Total 1
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13
Question Number 16
Choose the type from simple, compound or complex to describe these sentences.

1 He wanted to get up at dawn but he
sentence types correctly
was too tired. (compound)
identified.
The colourful, exotic bird of paradise
sat proudly on the branch of the tree.
(simple)
Total 1
Question Number 17
Add two apostrophes to this sentence.
A bird ’ s song is different from its call

1 Award 1 mark for two correctly
because it ’ s longer and has more
placed apostrophes.
complex sounds.
Award 0 marks if extra
apostrophes or other marks are
included.
Total 1

14
Question Number 18
Add the missing punctuation to these sentences.
“ Wow ! What a beautiful piece of The commas must be within the

2
music , ” he said . speech marks.
“Yes , ” she replied. “The flute Allow an exclamation mark

represents the nightingale.” after ‘music’, but no
capitalisation of ‘he’.
Do not allow a full stop after

‘Wow’.
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
basic: simple, initial, first, easy, Award 1 mark for each

2
preliminary, elementary, rudimentary, appropriate word that retains
uncomplicated, plain. the sense of the sentence.
refine: improve (upon/on), develop, Award 0 marks where an

extend, make better, elaborate (on), incorrect suggestion negates
adapt, enhance, polish, perfect (as a an acceptable one, e.g.: simple,
verb). original.
Allow a list if both words

correct, e.g.: easy, simple.
Do not accept:
• for ‘basic’: original,
straightforward.
• for ‘refine’: change, correct,
remake, upgrade, practice.
Total 2
© UCLES 2016 0844/01/A/M/16

ENGLISH 0844/02
Paper 2 April 2016
MARK SCHEME
Maximum Mark: 50
IB16 05_0844_02/RP
2
Section A: Reading
Question number 1
Tick () two boxes that we know are TRUE from the passage.
2 Michael misses his family. Award 1 mark for each correct

tick/ unambiguous mark.
Michael does not want to upset
Kensuke. Boxes 1 and 3 should be ticked.
Award 0 for more than two ticks

or unclear responses.
Total 2
Question number 2
How long does Michael take to make up his mind about sending the message?
1 Accept one of: Do not accept responses that

indicate a longer timeframe.
• some days
e.g. a week
• a few days
Do not accept responses that
• several days indicate a shorter timeframe.
e.g.
• a day
• a few hours
• until nighttime
Do not accept vague answers:
e.g.
• not long
• a while
Total 1
© UCLES 2016 0844/02/A/M/16

3
Question number 3
At first, Michael hides the Coke bottle. Why?
1 Award 1 mark for one or no more

than two of the following ideas:
Do not accept direct quotes as
• so he has time to think (whether this would have the wrong
pronoun and not answer the
sending a message is the right
question.
thing to do)
• he doesn’t want Kensuke to see it Do not accept the whole of the
first sentence as a direct quote.
/ know about it / find it
• because he wasn’t sure if he really
wanted to do it or not
• He was wrestling with his
conscience.
• He was trying to justify/ justifying
what he wanted to do.
• He doesn’t want to upset Kensuke
/ make him sad.
Total 1
Question number 4
What lie does Michael tell Kensuke?
1 Michael told Kensuke he was (shell) Accept: ‘I had stayed behind to

painting. finish the shell painting – or so I
told him’, but no more.
Total 1

4
Question number 5
When Michael is on his way to send the message, does he meet Kensuke? Tick () one box.
Give a reason from the passage to support your answer.
1 Accept ‘no’ as an answer with There is no mark for the first

one/both of the following part of the question.
phrases/ideas:
Do not accept answers where
• ‘I ran the entire length of the ‘yes’ has been ticked.
island keeping always to the
forest.’ Accept ideas that combine both
bullets: e.g. ‘He kept to the
• 'There was no chance that
forest so there was no chance
Kensuke could see where I was
Kensuke could see him.’
going (or what I was up to).’
This could be a quote of the
whole of the first sentence in the
relevant paragraph.
Do not however accept answers

where the candidate quotes
from ‘The gibbons…’ onwards.
e.g.
• He tried to hide from

Kensuke
• Because he went through

the bush
Total 1
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5
Question number 6
Why does Michael hurl the bottle out to sea?
Accept one or more of the following:

1 The focus of this question is
about the distance out to sea
so it won’t be swept in again by the
and not about him sending the
waves
bottle in the hope that it would
OR be found.
Do not accept imprecise
so it goes a long way answers:
e.g.
OR
• So that it will go far out to
so the bottle wouldn’t smash against sea.
the rocks below
• So his family will find it
• Because he hoped it would

be found.
However, if these are given

alongside a correct response,
they may be regarded as
neutral.
Total 1

6
Question number 7
Does Michael have mixed feelings after he has sent the message? Tick () one box.
Explain your answer in your own words.
Explanation Quotation There is no mark for the first

2
1 mark 1 mark part of the question but answers
must agree with the choice
Yes: He wants to Any of these ‘yes’.
go but doesn’t quotes can be
want to upset used to support Do not accept answers where
Kensuke. all of the ‘no’ has been ticked.
explanations:
Award one mark for a suitable
‘I lay all night in explanation mostly in the
Yes: He feels deep torment, candidate’s own words, that
guilty at what he racked by guilt, describes the mixed feelings.
has done, but still (yet at the same
wants the bottle time still hoping Award a further mark for a
to reach his against hope that matching quote which must be
parents. my bottle would accurate.
be picked up.)’
Yes: He felt kind
A quote on its own is not
of relieved and
Or creditworthy. However, an
guilty at the same
explanation on its own can gain
time. ‘Whilst I wrestled credit.
with my
conscience.’ Important note:
Yes:He was If, when giving a quote, some
guilty but still full Or ‘own words’ are used, the
of hope. selected words for the quotation
‘racked by guilt, must be within quotation marks
yet at the same or underlines, i.e. highlighted
time still hoping’ a clearly.
succinct version
Yes:because he of the 1st quote Allow one copying error in
was distressed, quotes.
tortured and had
hope
Yes: He misses
his family and
likes the old man.
Total 2
© UCLES 2016 0844/02/A/M/16

7
Question Number 8
Stella returns with the Coke bottle. Why is she ‘pleased with herself’?
Accept one of:

1 If more than one of the
• She thinks she has brought acceptable responses are
something special back. given, the additional information
is neutral.
• She thought she was being clever /
helping. A quote of any kind is not
acceptable here.
• She thought it was a game / she
thought it had been thrown for her
(to collect).
• She might have thought it was like

a small animal.
• A Coke bottle would be unusual on

the island, so something of a ‘find’.
• She thought Michael wanted it.
Total 1
Question Number 9
Does Kensuke know what is in the bottle? Select evidence from the passage to support your
answer.
yes Award 1 mark for ‘Yes’. N.B.

2
This must be focused on
Evidence: Kensuke.
‘By the way he looked at me I was Award a further mark for the
quite sure he knew at once what it evidence. N.B. evidence does not
was.’ have to be a direct quote.
Do not accept: he knew there

was something in the bottle –
this just repeats the question.
Total 2

8
Question Number 10
How does Kensuke feel about Michael’s deception? Explain how you know.
2 Answer Explanation
Award 1 mark for Kensuke’s
He feels He was hurt to the soul. feelings.
hurt / pain / OR
upset. long and aching silence Award a further mark for
supporting evidence.
He feels He was hurt to the soul.
deep OR Accept verbatim quotations as
emotion. long and aching silence evidence.
He feels They are unnaturally For both marks, answers and

distant / polite. evidence must match.
alienated. OR
not really like friends Evidence on its own is not
OR creditworthy. However, an
They are in separate answer from the first column on
cocoons. its own can gain credit.
OR
long and aching silence Do not credit incomplete /vague
OR answers:
not together anymore e.g: he knew he’d hurt Kensuke
Total 2
© UCLES 2016 0844/02/A/M/16

9
Question Number 11
(a) Look at the underlined phrase. Tick () one box to show what technique is being used here.
(b) Explain what you think the underlined phrase means.
(a) 1 metaphor.
The two ideas here are: Award 1 mark for each of the
(b) 2
• (Michael’s) guilt/ confusion two ideas.
• the anger / disapproval (of
Kensuke) Award 2 marks for answers
as shown by the animals of the forest. which combine both ideas
e.g.
• The animals are/forest is showing
disapproval (of Michael). (1 mark)
• The loud noise of the
animals/forest represents
Michael’s confusion/guilt. (1 mark)
• The animals are/forest is making
a lot of noise, showing that they
are angry (with Michael). (1 mark)
• The animals’/forest’s loud noise
describes Kensuke’s feelings
towards Michael. (1 mark)
• Michael is feeling guilty and the
loud noise makes him feel as if
he’s getting told off. (2 marks)
• (It seems) Everything is against
Michael. This makes him feel
more guilty / adds to his
confusion. (2 marks)
Total 3

10
Question Number 12
(a) From the evidence in this extract, which genre do you think the story is?
(b) Name two general features of the genre you chose for 12 (a).
(a) 1 real life story
Features of real life stories include: Award 1 mark for each correct
(b) 2
answer.
• the characters could all be real
people Answers which are correct in
• the events could actually happen addition to those suggested can
• the story has a contemporary be awarded the mark.
setting
• the plot is a familiar theme for a If a wrong answer is given in 12
real life story (a), award 1 mark for 2
• the setting could be in a real appropriate features of the
place. genre identified.
Please note:
‘features of the genre’ does not
mean from the story.
The story may ONLY be
referred to as an example
alongside a correct general
feature.
Statements like:
‘Characters are real’ are not
creditworthy as they need to be
described as ‘could be real’.
The same is true about events

– ‘could take place’ and
settings – ‘could be familiar’
Allow: Setting can exist/ events

can or may happen.
Do not accept: (it) can be real
Total 3
© UCLES 2016 0844/02/A/M/16

11
Section B: Writing
13 Write a story in which there is a difficult decision involved. This story might include
owning up to something, revealing the truth about a friend, making the decision to move
to a different place or school. Such sorts of decisions will involve mixed feelings.
Ideas to help you:
Character How many characters will you have? What will their role be in the story?
Will you be writing as if you are the main character – that is, in the first
person?
Setting Has the place where the story is set got any significance?
How will you bring it into the story?
Plot Which part of the story will be the most exciting?

How will you end it?
Notes to markers
• Marking should always begin from the lowest mark in each column (i.e. from 1 mark and
work upwards. Award 0 if 1 mark is not achieved).
statements to describe a mark, both statements must be achieved before the mark can be
given).
• Stop marking at the first statement in a column that the student fails to achieve and award
NB: MARK SCHEME FOR WRITING IS SPREAD ACROSS 2 PAGES.

12
CONTENT AUDIENCE TEXT STRUCTURE SENTENCE PUNCTUATION VOCABULARY SPELLING

STRUCTURE
Wc Wa Wt Wn Up Ul Us
Imaginative details Paragraphs are Some complex
developed using a used to structure the sentences show
variety of techniques narrative, e.g.: they control, including the
e.g. imagery. successfully signal position of clauses
the build up and to focus attention.
During the course of resolution of the
the story, the main event. Range of
development of the connectives may be
character(s) is Dialogue (if used) is developed, e.g.:
shown through laid out correctly, ‘although’,
actions and with new line for ‘meanwhile’.
reactions. each speaker.
5 5 5
Characters are well A clear, consistent Paragraphs are Some complex All end of sentence Spelling is mostly
described with relationship between used to help sentences used to punctuation is used accurate, including
actions linked to key writer and reader is structure the create effect using accurately, including words with complex
events. established and narrative, e.g.: expanded phrases speech punctuation. regular patterns.
controlled, e.g.: signalling change of and clauses to N.B. Actual layout is
Suspense, or manipulation of time, place and/or develop ideas; e.g.: marked in TS. Allow plausible
excitement, where language for effect. focus on a different noun, adverbial, attempts at tricky
used, is well built. character. adjectival and verb Clauses are nearly polysyllables, e.g.:
phrases. always marked realised, interesting,
The decision There may be accurately by wonderful, position,
involved needs to appropriate links A wider variety of commas. immediately.
have an element of between connectives is used
difficulty expressed paragraphs, e.g.: appropriately, e.g.: There may be some
in terms of a good use of time ‘if’, ‘when’, errors where certain
dilemma / mixed connectives. ‘because’. more complex
feelings. devices are used,
e.g.: colons, semi-
colons, ellipses.
4 4 4 4 4 4
© UCLES 2016 0844/02/A/M/16

13
Story shows a The reader is Paragraphs Some complex Sentences nearly Writing is Correct spelling of
good balance of engaged by the sometimes used to sentences are used to always demarcated characterised by the polysyllabic words
content, e.g.: inclusion of sequence ideas but extend meaning but accurately including use of adventurous that confirm to a
action, speech appropriate detail not consistently. not always capitalisation. and precise regular pattern, e.g.:
(not essential) (i.e. about a successfully. vocabulary, making, probably,
and description. decision) with some Ideas are organised Commas are used in including the use of clapped, possible,
control. simply with a fitting Use of past and lists and sometimes to figurative language possibly.
Narrative is opening and closing present tense is mark clauses. where appropriate.
established Narrative viewpoint that are mostly generally consistent.
comfortably must be clear and logical. Speech marks, if used, Vocabulary is used
within the chosen consistent, e.g.: Subject and verb are accurately placed effectively to create
genre, e.g.: not narrator as generally agree. around words spoken, a strong image,
given so needs to onlooker (first or although other e.g.: use of simile or
be an third person). punctuation may not metaphor.
identifiable be accurate.
genre. 3 3 3 3 3 3 3
The story is well Some attempt to Some attempt to Some variation in All sentences mostly Some evidence of Spelling of common
placed in its engage reader sequence ideas sentence openings, demarcated accurately specific/expressive words with more
setting. through logically, e.g.: e.g.: not always with full stops, vocabulary choices than one syllable,
establishment of content clear starting with the same question and used accurately. including compound
At least one mood and feeling. noun, pronoun or other exclamation marks, e.g. powerful verbs words, is generally
event is Openings and word. i.e.: at least half of accurate, e.g.:
described. The writer gives closings sometimes possible opportunities anything, something,
sufficient evident. Compound sentences yesterday.
information for a are used but Speech marks, if used,
reader to connectives are may not be accurate.
understand simple, e.g.: ‘and’,
contents /events ‘but’, ‘so’, with There may be the
described. generally occasional
grammatically correct capitalisation error.
2 2 2 clauses. 2 2 2 2
The story has a The reader is given Story ideas are Simple sentences are Some demarcation of Simple generally Spelling of high
simple plot, i.e.: basic information evident. generally basic sentence appropriate frequency words is
involving a that is linked to the grammatically correct. structures evident, vocabulary used – generally correct,
(difficult) narrative (even if it e.g.: full stops, capital limited in range but e.g.: because, there,
decision. is not about a ‘and’ may be used to letters, question and relevant, i.e.: their.
decision). connect clauses. exclamation marks. specific to the
content of the story.
1 1 1 1 1 1 1
Stop marking at the first statement in a column that the student fails to achieve and award the mark in the box below.

ENGLISH 0844/01
Paper 1 October 2016
MARK SCHEME
Maximum Mark: 50
IB16 10_0844_01/3RP
2
Section A: Reading
Question number 1
According to the text, how old is the freshwater Lake Baikal thought to be?
The lake was created more than twenty-five Answers must be more than / over
1
million years ago / is over 25 million years twenty-five million years NOT just
old. twenty-five million years.
Where a quote is given it can

include ‘it is estimated that’ this lake
was created more than twenty five
million years ago.’ BUT no more
than this.
Accept numbers but ‘more than’ or

‘over’ is essential for the mark, i.e.:
‘over 25,000,000 years.’
‘Years’ is essential for the mark as

well.
Where numbers have been used,

there must be the correct amount of
zeros.
Total 1
© UCLES 2016 0844/01/O/N/16

3
Question number 2
What is special about Lake Baikal that allows so many plants and animals to survive in such deep
water?
(The lake has unusually) high levels of Do not accept just ‘oxygen levels’ /
1
oxygen. ‘because of the oxygen’.
Do not accept long quotes.
Allow a quote: ‘This is because of

the lake’s unusually high oxygen
levels.’ but no more.
Accept answers that include the

stem of the question, e.g.: ‘so many
animals and plants survive’.
Do not accept answers that go

beyond the question, e.g.: ‘the
much wider variety of plants and
animals’.
Total 1
Question number 3
Tick () two boxes to show which are true statements about Lake Baikal.
2 It is in a very mountainous area.  Boxes 2 and 4 should be

ticked.
It holds more fresh water than any other lake in
the world. 
Award 0 marks if more than

two boxes are ticked /
unclearly marked.
Total 2
© UCLES 2016 0844/01/O/N/16 [Turn over

4
Question number 4
Rewrite the last paragraph to include the main points, using no more than 30 words.
The summary must contain 3 of the 4 pieces of Award 2 marks for:

2
information: • A summary no more than 30
• some unique or unusual species live in the words + 3 or 4 of the required
lake (not ‘rare’) information.
• one of these is the only freshwater seal in the
world Award 1 mark for:
• these seals / nerpa have more blood than • A summary no more than 30
other seals / they can store more oxygen words + only 2 points of
than other seals information.
• they (nerpa) can stay under water for 70
minutes/longer than other seals/a very long Award 0 marks for:
time/dive to 300 metres/dive deeper than • A summary over 30 words.
other seals/dive to great(er) depths.
OR
E.G.:
The lake has some unique creatures living in it. • A summary where there is 1
These include the world’s only freshwater seals. or 0 pieces of information.
They have more blood than normal seals
allowing them to stay underwater for longer. OR
(2 marks – 30 words – 4 points of info)
• Unintelligible, nonsensical
OR responses.
The lake’s remarkable qualities have made it
home to a number of unusual and unique NOTE: The summary must be in
creatures. These include nerpa. These seals sentences that are
have two more litres of blood than other seals. grammatically correct (allow one
(1 mark – 30 words – 2 points of info) error).
OR There may be punctuation /

Nerpa live in Lake Baikal. They are the only spelling errors.
freshwater seal in the world. They have more
blood and live underwater. ALSO: award 1 mark where
(0 marks – 21 words – 1 point of info – the rest candidates have included ALL
is incomplete) FOUR pieces of information in
bullet points within the word
limit.
Allow ‘freshwater’ as one word

even where the candidate has
split it into two. Count ‘300’ as
one word, but ‘three hundred’ as
two words.
Total 2
© UCLES 2016 0844/01/O/N/16

5
Question number 5
Tick () the best description of the text Lake Baikal.
1 It contains mostly facts. 
Total 1

6
Question number 6
If Text 1 is ticked: If Text 2 is Do not award the mark if the

1
ticked: answer refers to the information
given – there is no distinction.
EITHER: EITHER:
• a reference to the • a reference to Answers must match the tick
language as ‘informal’ / the language given.
‘chatty’ / ‘personal’ / as ‘formal’
‘friendly’ / ‘conversational The answer must refer to the
OR: style of the language.
OR: • it is very factual
• the words are very which explains Do not accept just ‘more
descriptive and fun to what happens interesting’ or ‘more exciting’ or
read (not just ‘fun to clearly ‘easy to understand / read’ on
read’) its own without further
OR: explanation.
OR: • the style is
• Uses contractions / typical of Do not accept: ‘It is just facts’ –
rhetorical question so it is factual / report this refers to content not style.
like a spoken voice writing
Do not accept references to
OR: OR: punctuation on their own,
• uses conversational type • the language is without reference to one of the
fillers. clear, precise give descriptors.
and to the point
NB: ‘reader friendly’ is not
OR: equivalent to ‘informal’ whereas
• a reference to ‘friendly language’ is.
language as
more adult / NB: Incorrect information can
less childish. negate a correct answer, e.g.: ‘it
is more formal and has more
information’ gains no marks.
Total 1
© UCLES 2016 0844/01/O/N/16

7
Question number 7
(a) What is special about the body of the golomyanka that allows it to swim in deep water?
(b) Why is it difficult to catch the golomyanka in large numbers?
Accept one of: Do not accept imprecise or

(a) 1
• (nearly) 40 % of their body weight is oil incorrect answers:
• nearly half of their body weight is oil. e.g.:
• just ‘oily’
• its body weight is oil
• 40% of its body is oil
• ‘A lot’ of their body weight…’

incorrect detail negates a
correct answer:
e.g.:
• any reference to pressure
• any reference to length of the
fish.
Do not credit long quotes even if

the correct info is given.
Accept one of the following:

(b) 1 Do not accept a response that
• golomyankas swim individually and / or not in only refers to the depth;
shoals/groups however, accept as neutral if
• they are solitary / swim on their own. given alongside the correct
answer.
Allow the use of the whole

sentence beginning ‘Although
there are…’. Allow use of the
question’s stem.
Total 2

8
Question Number 8
Tick () two boxes to show which statements are FALSE.
The golomyanka is not hunted by any other Boxes 2 and 5 must be ticked.
2
animals in Lake Baikal. 
After giving birth, the golomyanka takes care of tick / unambiguous mark.
its young. 
Award 0 marks for more than
two ticks or unclear marks.
Total 2
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9
Question Number 9
Suggest a reason why the golomyanka stays in deep water during sunlight.
Answers need to link these 2 ideas: Do not accept imprecise /

1
insufficient answers,
1. The sunlight makes the water warm /more e.g.:
than 5 degrees/ too hot at the surface. • sunlight melts the fish – no
reference to temperature
2. The golomyankas melt in the water / die in • they melt if the temperature
such water. is more than 5°C – no
reference to sunlight.
Eg: ‘The water at the top is warm during To award the mark, both ideas
sunlight so the golomyanka melts if it ascends need to be present.
too near the surface.
Do not accept answers that
only use the quote ‘if the water
becomes any warmer than 5
degrees Celsius’ without
relating the increase in
temperature to the sun.
Total 1

10
Question Number 10
(a) What is the purpose of the sub-headings in the text Lake Baikal?
(b) In the text The golomyanka, paragraphs are used. Draw lines to link each paragraph to its
sub heading.
Organisation / presentation, e.g.: accept one Do not accept generalisations

(a) 1
of: on their own:
• so you know where to look for specific e.g.:

information • to organise the text
• to divide / organise / separate information so • so it is easier to see /
it is easier to see use/read.
• so you can quickly find information / find
information more easily Also, do not accept vague /
• to show what each / next section / paragraph general answers:
is about (NOT text)
• so you know what you’re going to read next. e.g.:
so we know what it is about / so
you know what you’re going to
read / so we know what they
are talking about (these could
refer to the whole text not a
particular section).
1st paragraph Beating pressure Award 1 mark for all 4 lines

(b) 1
drawn correctly.
2nd paragraph Staying cool
Accept a clear unambiguous
indication of the correct
3rd paragraph Giving birth answers:
4th paragraph Swimming alone e.g.: numbers 1, 2, 3 and 4

written in boxes.
Total 2
© UCLES 2016 0844/01/O/N/16

11
Section B: Writing
11 The reading texts Lake Baikal and The golomyanka are both reports taken from
information books. Write your own report for an information book about a place of
geographical or historical interest.

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 Well–crafted paragraphs Some use of complex
consistently, e.g.: features of contribute to control of the sentences is controlled
report are clear and appropriate text, e.g.: clear logical link including the position of
to purpose. between paragraphs. clauses to focus attention.
Relevant ideas and content AND / OR Range of connectives may be

chosen to interest the reader, developed, e.g.: 'although',
e.g.: details developed Each section with content 'meanwhile'.
appropriately. logically organised.
The order of the questions if

used is logical and supportive
to the reader.
5 5 5
The text type is largely Paragraphs are used to help Some complex sentences are
sustained, e.g.: features of structure the text and there used to create effect, using
report writing clear. may be evidence of expanded phrases to develop
appropriate links / sub- ideas, e.g.: noun, adverbial,
The writer gives sufficient headings between adjectival, and verb phrases.
information for a reader to paragraphs.
understand the contents, e.g.: A wider variety of connectives
some engaging detail. is used appropriately, e.g.: if,
because, then.
2nd person must be limited and
used sparingly. Sentences are mostly
4 4 4
Text type is used to convey Paragraphs used to Some complex sentences are
writer's attitude to the chosen sequence ideas but not used to extend meaning but
subject, e.g.: knowledge and consistently. not always successfully.
enthusiasm for subject matter.
Balance of coverage of ideas Use of past and present
Text type is used to convey is appropriate, i.e. more than tense is generally consistent.
material in relation to a named one idea / aspect chosen
place. AND chosen ideas covered Subject and verb generally
fittingly with ‘appropriate agree throughout.
Some awareness of audience, weighting’.
e.g.: language used is
appropriate.
3 3 3
General aspects of text type are Some attempt to sequence Some variation in sentence Sentence divisions marked Correct spelling of common
rd
evident, e.g.: 3 person. ideas logically, e.g.: no openings, e.g.: not always accurately almost always words with more than one
information is assumed in one starting with noun or pronoun throughout text. syllable, including
Allow up to two 1st person place before it has been or other word. compound words, e.g.:
references; generalised 1st given in another. Commas used in lists and anything, something,
person (our) is acceptable; 2nd Compound sentences are sometimes to mark clause yesterday.
person is allowed. Each section has an opening used but connectives are divisions.
statement. simple, e.g.: 'and', 'but', 'so',
Reader given basic information, with generally grammatically There may be the occasional
e.g. relevant statements – must correct clauses. capitalisation error.
be about one of the given
topics.
2 2 2 2 2
Some elements of the text type Evidence of grouping of Simple sentences are Demarcation of basic Spelling of high frequency
can be seen, e.g.: it is a report / ideas. generally grammatically sentence structures is usually words is generally correct,
not a recount. correct. accurate, e.g.: full stops, e.g.: because, there, their.
capital letters, question and
If ‘off topic’ a maximum of 1 is 'and' may be used to connect exclamation marks.
available. clauses.
1 1 1 1 1


12
Question Number 12
Join the underlined word in each of these sentences to match the correct word class.
2 The lake has a much wider Award 2 marks for all 4 lines
variety of plants than most other → noun correctly drawn.
lakes.
Award 1 mark for 2 or 3 lines
Native Siberians use the fish oil
→ adverb correctly drawn.
medicinally.
Award 0 marks for less than 2
In winter, Lake Baikal can remain
→ verb or more than 4 lines drawn.
frozen for more than five months.
Accept an unambiguous
The golomyanka is a type of indication of the correct
→ adjective
freshwater fish.
response.
Total 2
Question Number 13

(b) Rewrite this sentence. Include this clause.
(a) 1 As the golomyanka’s body is translucent, it sparkles Award 1 mark for correct
in the sunlight. underlining.
No other words should be

underlined.
(b) 2 The omul, which is caught in Lake Baikal, is a Award 1 mark for a correctly
popular fish on all the local menus. embedded clause.
Award a further mark for

commas and the final full-
stop.
There should be no additional

/ altered words. No brackets
or dashes.
Allow one spelling or copying

error, including using capitals.
Total 3
© UCLES 2016 0844/01/O/N/16

13
Question Number 14
(a) Change this sentence from the present to the past.

(b) Complete the sentences below by writing the passive form of the verb given in brackets.
Award 1 mark for both correct

(a) 1 Local people caught golomyanka so that they
verbs.
could use the oil to fuel their lanterns.
Allow one error in other words,

e.g.: incorrect spelling of
golomyanka or lanterns.

any other words have been
changed, added or omitted;
e.g.: used to catch.
Still today, nerpa seals are hunted/are being Answers must be correctly
(b) 2
hunted for their fur and meat. spelt.
A railway line was built around the lake in the Award 2 marks for all 3 correct
1890s. verbs.
The oil from the golomyanka has been used by Award 1 mark for 2 correct
local people for hundreds of years. verbs.
Verb forms must be correct as

given here.
Total 3

14
Question Number 15
The fish known as the golomyanka is unusually Award 1 mark for both
1
beautiful because of the way it sparkles in the corrections.
sunshine.
changes are made:
e.g.: words / punctuation added

or deleted.
Total 1
Question Number 16
As Lake Baikal is situated far Complex Award 1 mark for both

1
sentence types correctly
inland, it is a mystery how seals identified.
got there.
The nerpa seal is also known as Simple
the Lake Baikal seal.
Total 1
© UCLES 2016 0844/01/O/N/16

15
Question Number 17
In the frozen landscapes of Siberia, there ’ s one Award 1 mark for both correctly
1
of the world ’ s most diverse areas of natural placed apostrophes.
beauty.
placed.
Total 1

16
Question Number 18
“Did you see any nerpa seals when you visited Award 2 marks if 6 – 7 of the
2
Lake Baikal ? ” I asked my friend. missing punctuation marks are
“No , ” he replied , “ they are apparently very
shy creatures . ” Award 1 mark if 3 – 5 of them

Accept “No.” he replied. “They

are apparently very shy
creatures.”
Accept an exclamation mark

after “no”.
However, if a full stop is used

then the “t” must be capitalised
as well to gain credit.
If the “t” is capitalised there

must be a full stop after
“replied.” even if there is a
comma after no,”
The question mark, comma and

full stop must be inside the
speech marks.
Total 2
© UCLES 2016 0844/01/O/N/16

17
Question Number 19
Write other words or phrases that mean the same as the underlined words
due to: thanks to / owing to / because of / as a Award 1 mark for each

2
result of / down to / a consequence of / caused appropriate word or phrase that
by retains the sense of the
sentence.
colossal: huge / enormous / giant / gigantic /
humongous / vast / massive / monstrous / very Do not accept ‘big’ on its’ own.
big / extremely large It is insufficient.
Award 0 marks where an

incorrect suggestion negates
an acceptable one:
e.g.:
amazing, huge
OR
huge, big
Allow a list if all words are

correct.
Total 2
© UCLES 2016 0844/01/O/N/16

18
BLANK PAGE
© UCLES 2016 0844/01/O/N/16

ENGLISH 0844/02
MARK SCHEME
Maximum Mark: 50
IB16 10_0844_02/5RP [Turn over

© UCLES 2016
2
Section A: Reading
Question number 1
Read these statements about Lucy.
1 She had a bedroom in the attic. Boxes 1 and 3 should be ticked.

1 She thought she saw a seal.
Award 0 marks if more than two
boxes are ticked or unclear
responses.
Total 2
© UCLES 2016 0844/01/O/N/16

3
Question number 2
What made the girl in Lucy’s nightmare look so dreadful?
1 Award 1 mark for one of the following: Any quotes must be specific and
from the 6th paragraph:
• She was covered in (slimy • (at first) she thought it

shiny) black oil. was a seal
• She looked like a seal. OR
• She had black, shiny eyes. • it looked like a seal
covered with black, shiny
oil.
Do not accept quotes longer
than this.
Accept both quotes provided

‘But how could it be real?’ is
excluded.
Any mention of ‘hand’ is neutral:

e.g. ‘Hand was slimed with black
oil’.

e.g.
• she looked horrible

• she was scary
• it was black (insufficient)
• it was oil (insufficient).
Total 1

4
Question number 3
How did Lucy know that the ‘dreaded thing’ was not a seal?
1 Award 1 mark for one of the following:

• (she saw) it was a human
hand
• (she saw) it wasn’t a flipper
• a human hand was on her

shoulder.
Total 1
Question number 4
Why was it ‘almost impossible’ to open Lucy’s bedroom door?
1 Award 1 mark for one of the following: Do not accept:

• it was a stiff latch ‘If you didn’t know the trick, it
• you had to know a trick to was almost impossible to open
open it. the door’ – repeats the stem of
the question.
Also accept an answer which
describes the trick:
e.g. You had to pull the door towards

you before you pressed the latch.
Total 1
© UCLES 2016 0844/01/O/N/16

5
Question number 5
Was Lucy frightened when she woke up?

Tick () one box.
1 Accept ‘Yes’ as an answer with the There is no mark for the first
following evidence: part of the question.
• She sat up in bed, panting.
Allow: ‘No’ has been ticked.
• Lucy had had a nightmare / NB. ‘evidence’ does not have to
horrible dream be a direct quote.
• she was woken by a
Answers must be taken from the
scream/loud noise
text.
• she pulled the bedclothes
around her Do not accept imprecise
• (she saw) the door was open. responses:
e.g. ‘the girl cried words so loud
it was almost a scream’ moves
away from the focus of the
question.
Total 1
Question number 6
What was it that stopped Lucy whimpering?
1 Award 1 mark for one or more of the Where a quote is given it should
following: be no more than ‘Then the latch
gave a loud clack, and the door
• she heard the sound of the
swung open.’
door/latch opening
and/or Do not accept imprecise
• the door (suddenly) swung answers: e.g. she was scared.
open The focus of the question is
• the door opened unexpectedly. what happened to make Lucy
stop whimpering. However, if
this is given alongside a correct
response, regard it as neutral.
Total 1

6
Question number 7
Do you feel sorry for the girl in Lucy’s dream?

Tick () one box.
Explain your answer using words and phrases from the passage to support your explanation.
2 Explanation Quotation There is no mark for the first

part of the question but answers
1 mark 1 mark
must agree with the choice ‘yes’
Yes: She was (the girl’s face) or ‘no’.
upset / sad. began to cry.
Award one mark for each part of
Yes: She was (the hand)(her the answer.
dirty. hand) was slimed
with black oil. Accept other suitable reasons
and supporting quotes but it is
Yes: It sounded (Wake up! Oh, important that explanations and
as though she wake up!) ‘Oh, quotations match each other.
was in trouble. please wake up!’
ONLY Award one mark for a
Wake up! On its
suitable explanation mostly in
own is not
the candidate’s own words.
enough.
i.e.Award 0 marks for an
Yes: She was (Wake up! Oh, example such as:
desperate for wake up!) ‘Oh, Exp: I feel sorry for her because
Lucy to wake up please wake up!’ she began to cry (not enough
because she original words)
Wake up! On its Quote: the girl’s face began to
wanted help / she
own is not cry
was asking for
enough.
help
If the explanation is acceptable,
award a further mark for a
Yes: She (Wake up! Oh,
matching quote which must be
sounded wake up!) ‘Oh,
accurate.
frightened or please wake up!’
desperate. A quote on its own is not
Wake up! On its
own is not creditworthy.
enough.
However, an explanation on its
AND/OR own can gain credit.
She cried (those
words) so loud it
was almost a
scream.
Continued overleaf
© UCLES 2016 0844/01/O/N/16

7
No: She shouldn’t The hand began

Important note:
have tried to to shake her /
If, when giving a quote, some
wake Lucy. ‘Wake up! Oh,
‘own words’ are used, the
wake up!’
selected words for the quotation
No: Because she What a horrible must be within quotation marks
wasn’t real. dream. or underlined, i.e. highlighted
clearly.
No: Because she A dreadful thing
is scary bending over her Allow one copying error in
quotes.
Total 2
Question number 8
Why would Lucy have needed binoculars to see the lark?
1 Because the lark was (flying) high / Do not accept:

high up / far up / far away / too high / • because it was dark./
so high in the sky. high in the darkness
• because it was up in the
sky
A long quote, eg.’ Glowing
flickering body of the lark, far up
there, catching the first rays of
the sun…’ has irrelevant detail
that negates.
Total 1

8
Question number 9
The writer builds suspense by telling you what Lucy hears, sees and feels. Which do you think is
the most important?
Tick () one box.
Explain your answer in your own words.
2 Sense Explanation Quotation There is no mark for the first

1 mark 1 mark part of the question but answers
must agree with the choice ‘yes’
Hearing The sounds 'Creaky or ‘no’.
Lucy hears stairs', or
in her any noise Award one mark for each part of
dreams are quote the answer.
scary.
Accept other suitable reasons
Hearing The sound Almost a but it is important that
Lucy hears scream explanations and quotations
gets match each other.
louder.(not
just ‘more’) ONLY Award one mark for a
suitable explanation mostly in
Sight She sees Dreadful
the candidate’s own words.
something thing
i.e.Award 0 marks for an
scary. bending
example such as:
over her
Exp: Lucy felt a hand on her
shoulder (not enough original
words)
OR
Quote: a hand was laid on
not a
Lucy’s shoulder
flipper but
a human If the explanation is acceptable,
hand award a further mark for a
matching quote which must be
accurate.
OR
black A quote on its own is not
shining creditworthy.
eyes
However, an explanation on its
own can gain credit.
Continued overleaf
© UCLES 2016 0844/01/O/N/16

9
Feeling Something Hand on Important note:

scary is her If, when giving a quote, some
touching shoulder ‘own words’ are used, the
Lucy when OR selected words for the quotation
she is shook her must be within quotation marks
asleep. OR or underlined, i.e. highlighted
the hand clearly.
began to
shake her Allow one copying error in
quotes.
Total 2

10
Question number 10
Who is the point of view character in this story?

Explain how you know.
2 Award 1 mark for: Accept other appropriate

reasons.
Lucy
Do not accept:
Award a further mark for one of: • because it is about her
• we can see what is happening in • she is the main character /
her dream / tells about her dream most mentioned
(what she sees/feels) • Lucy is the only character
• we can see what she sees in her • mostly talks about her
dream • tells about her movements.
• we know what she is thinking and
/or feeling.
Total 2
© UCLES 2016 0844/01/O/N/16

11
Question number 11
(a) Tick () two boxes to show what techniques are being used here.
(b) Explain what ideas you think are being described by the underlined words.
(a) 1 imagery Award 1 mark for both boxes

personification ticked.
boxes are ticked or more than 2
boxes are ticked.
(b) 2 There are two main ideas: Marks can be awarded

separately for each of the two
• ‘catching the first rays of the sun’ ideas.
means that it is (nearly) dawn
• ‘peered from behind the world’ Award 2 marks for answers that
recognises that during the night combine these ideas.
the sun has been shining on the
other side of the world. Do not accept vague answers or
answers which are taken directly
Award 2 marks to answers which from the text without
give an explanation including both explanation:
ideas. e.g.
e.g. It is nearly time for the sun to rise • it is morning
and it looks as though it has been • the sun is shining.
hiding behind the world as it begins to • the lark catches the first rays
come up. of the sun
OR
It is nearly the end of the night and at Do not award 2 marks for
night time the sun shines on the other answers that are insufficient:
side of the world so it now begins to e.g. The first sunshine of the
appear. morning is shining on the bird
OR from behind the world. – this = 1
The birds are up high and catch the mark for the 1st point.
first rays of the sun as it comes
around from the other side of the
world.
Award 1 mark for answers which only

include one idea.
e.g. It is time for sunrise.
OR
The lark was flying towards the
rising sun.
OR
Early morning light shining on the lark.
OR
The sun has been shining on the
other side of the world.
Total 3

12
Question number 12
(a) From the evidence in this extract, which genre do you think the story is?
Tick () the correct answer.

(b) Name two general features of the genre you chose for 12 (a).
(a) 1 horror
(b) 2 Features of horror stories include: Award 1 mark for each correct
• a familiar setting often becomes answer.
unfamiliar/scary
Answers which are correct in
• characters could be frightening addition to those suggested can
• an element of shock (not just be awarded the mark.
surprise)
• the story often scares its readers If candidates give the wrong
• the plot may involve nasty answer for 12 (a), award 1 mark
characters and/or monsters etc for two appropriate features of
which need to be overcome the genre they identified.
• it could be terrifying
• there may be gory details, e.g.
blood
• there could be scary sounds /
voices
• nightmares
• ghosts (as a generic feature).
Total 3
© UCLES 2016 0844/01/O/N/16

13
Section B: Writing
13 You have read about Lucy’s dream.

Write a fantasy story where the main character has a dream.
Ideas to help you:
Character You could be the main character or it could be an imaginary person.

Who else or what else is in the story?
Plot What is the main character doing when the story begins?
Does something exciting or interesting happen?
How are the other characters (if there are any) linked to the events?
Setting Dreams are often set in strange places.

What’s odd or interesting about the setting of your dream?
Notes to markers:
• Marking should always begin from the lowest mark in each column, i.e. From 1 mark and
work upwards. Award 0 if 1 mark is not achieved.
statements to describe a mark, both statements must be achieved before the mark can be
given).

14
Content Audience Text Structure Sentence Structure Punctuation Vocabulary Spelling
Wc Wa Wt Un Up Uv Us
Imaginative detail is Paragraphs are Some complex

developed using a used to structure the sentences show
variety of techniques narrative, e.g. they control, including the
including imagery. successfully signal the position of clauses to
build up and resolution focus attention.
During the course of of the main event.
the story, the Range of connectives
development of the may be developed,
character(s) is shown Dialogue (if used) is e.g. 'although'
through actions and laid out correctly, with meanwhile'.
reactions. new line for each
speaker.
5 5 5
Characters are well A clear, consistent Paragraphs are Some complex All end of sentence Spelling is mostly
described with actions relationship between used to help structure sentences used to punctuation is used accurate, including
linked to key events. writer and reader is the narrative. e.g. create effect using accurately, including words with complex,
established and signaling change of expanded phrases and speech punctuation. regular patterns.
Suspense, or controlled, e.g. time, place and / or clauses to develop N.B. Layout is marked Allow plausible
excitement, where manipulation of focus on a different ideas; e.g. noun, in TS. attempts at tricky
used, is well built. language for effect. character. adverbial, adjectival polysyllables. e.g.
and verb phrases. Clauses are nearly realised, interesting,
There may be always marked wonderful, position,
appropriate links A wider variety of accurately by commas. immediately.
between paragraphs, connectives is used
e.g. good use of time appropriately, e.g. 'if', There may be some
connectives. 'when', 'because'. errors where certain
more complex devices
are used, e.g.
colons,
semi-colons,
ellipses.
4 4 4 4 4 4
© UCLES 2016 0844/01/O/N/16

15
Content Audience Text Structure Sentence Structure Punctuation Vocabulary Spelling
Story shows a good The reader is engaged Paragraphs sometimes Some complex Sentences nearly Writing is Correct spelling of
balance of content, e.g. by the inclusion of used to sequence ideas sentences are used to always demarcated characterised by the polysyllabic words that
action, speech (not appropriate detail with – but not consistently. extend meaning but not accurately including use of adventurous and conform to regular
essential) and some control i.e. about always successfully. capitalisation. precise vocabulary pattern.
description. a dream/fantasy. Ideas need to be mostly including the use of e.g. making, probably,
coherent. Use of past and present Commas are always appropriate figurative clapped, possible,
Narrative viewpoint is Narrative viewpoint tense is generally used in lists and language.. possibly.
established comfortably must be clear and Ideas are organized consistent. sometimes to mark
within the given genre – consistent, e.g. narrator simply with a fitting clauses. Vocabulary is used
fantasy. as on looker (first or opening and closing Subject and verb effectively to create
third person). (i.e. it has to be about a generally agree. Speech marks, if used, strong image, e.g. use
dream/fantasy ) are accurately placed of simile or metaphor.
around words spoken,
although other speech
punctuation may be
accurate.
3 3 3 3 3 3 3
The story is well placed Some attempt to Some attempt to Some variation in All sentences mostly Some evidence of Correct spelling of
in its setting; i.e. a engage the reader sequence ideas sentence openings, e.g. demarcated accurately specific / expressive common words with
dream / fantasy setting through establishment logically; e.g. content not always starting with with full stops, question vocabulary choices more than one syllable,
is described. of mood and feeling. clear. the same noun, and exclamation marks, used accurately, e.g. including compound
pronoun or other word. i.e. at least half of powerful verbs. words, e.g. something,
At least one dream / The writer gives Openings and closings possible opportunities. anything, yesterday.
fantasy event is sufficient information for sometimes evident. Compound sentences
described. a reader to understand are used but Speech marks, if used,
the contents / events connectives are simple, may not be accurate.
described. e.g. 'and' 'but', 'so' with
general grammatically There may be the
correct clauses. occasional capitalisation
error.
2 2 2 2 2 2 2
The story has a simple The reader is given Story ideas are evident. Simple sentences are Straightforward (basic) Simple and generally Correct spelling of high
plot. involving a dream. basic information that is generally grammatically sentences are appropriate vocabulary frequency words, e.g.
relevant to the narrative. correct. demarcated accurately; used – limited in range because, there, their.
e.g. full stops, capital but relevant, i.e. must
'and' may be used to letters, question and relate to stimulus.
1 connect clauses. exclamation marks.
1
1 1 1 1 1
© UCLES 2016 0844/01/O/N/16

16
BLANK PAGE
© UCLES 2016 0844/01/O/N/16

ENGLISH 0844/01
MARK SCHEME
Maximum Mark: 50
IB15 10_0844_01/4RP
2
Section A: Reading
Question number 1
What is unusual about the way the fruit grows on the cacao tree?
1 It grows out of the trunk. Accept a full quote of the

second sentence of the second
paragraph – but no more.
Do not accept “it grows from the

branches” on its own.
Total 1
Question number 2
What happens to the flavour of the cacao beans during the process of fermentation?
1 Accept one or more of Accept any answer that

suggests the flavour of the
The beans become more edible / less beans are made sweeter or
bitter / sweeter / more chocolatey / tastier.
more yummy / more delicious /
yummier / more like chocolate / more Do not accept any descriptions
tasty / tastier. of the process;
Only allow a longer quotation if it

repeats the stem of the
question, i.e. ‘The heat of
fermentation…more chocolatey’
(the final sentence of the third
paragraph).
Incorrect answers negate a

correct one.
Total 1
© UCLES 2015 0844/01/O/N/15

3
Question number 3
Number the following processes in the order that they happen.
2 The beans are collected. [2] Award one mark for two correct
answers and two marks for four
The beans are fermented. [3] correct answers.
The pods are harvested. [1]
The beans are dried. [4]
Total 2

4
Question number 4
Rewrite the first paragraph to include all the main points using no more than 30 words.

Answers must be no more than
2 The summary must contain 3 or 4 key
30 words.
pieces of information.
All summaries must include the
 Chocolate comes from a word ‘chocolate’ as the subject.
Theobroma cacao / cacao tree. Answers need to make
grammatical sense although
 It is native to Central and South
punctuation / spelling can have
America.
some errors / omissions.
 It grows throughout the tropics. Award 2 marks for
 Most/70% chocolate is now  a summary of no more
grown in Africa. than 30 words + 3 or 4
e.g. Chocolate comes from a tree pieces of the required
called the Theobroma cacao or just information.
cacao. This tree originated in Central Award 1 mark for
and South America. Most cacao is
now grown in Africa. (26 words, 3  a summary of no more
points, 2 marks) than 30 words + only 2
points of the required
e.g. Chocolate comes from a small
information.
tropical tree called the cacao tree. It is
grown throughout the tropics but Award 0 marks for
mostly in Africa. (21 words, 3 points, 2
 a summary over 30
marks)
words.
e.g. Chocolate comes from a small
 a summary where there
tree called ‘Theobroma cacao’ which
are 1 or 0 points of
is known as cacao. The trees came
information.
from Central and South America. Most
chocolate is now grown in Africa. (29  the subject ‘chocolate’
words, 3 points, 2 marks) not mentioned
e.g. Chocolate grows on the cacao anywhere.
tree called ‘Theabroma cacao’. General grammatical sense
‘Theobroma’ is Greek for food of the must be evident.
gods. The trees come from Central
Also award 2 marks where
and South America. (25 words, 2
candidates have included 3 or 4
points, 1 mark)
pieces of information in bullet
e.g. Chocolate is grown on small points which make grammatical
tropical trees called ‘Theobroma sense, within the 30 word limit in
cacao’ or cacao trees. ‘Theobroma’ total.
means food of the gods. (19 words, 1
Do not credit note form.
point, 0 marks)
Total 2
© UCLES 2015 0844/01/O/N/15

5
Question number 5
Tick () the best description of the text Chocolate.
1 It contains only facts. 
Total 1
Question number 6
If Text 1 ticked If Text 2 ticked Answers must match the ticks

1
given.
EITHER EITHER
Do not award the mark if the
- a reference - a reference answer refers to the
to language as to language as information given – there is
formal informal no distinction.
OR OR The answer must refer to the

style of the language.
- it is purely - the words are
factual / more descriptive, Do not accept just ‘more
typical of report chatty and fun to interesting’ or ‘more exciting’
writing read (not just ‘fun or ‘simple / straightforward /
to read’) easy to read / understand’ on
OR its own.
OR NB: ‘reader friendly’ is not
- more specific / - it is equivalent to ‘informal’
technical conversational / whereas ‘friendly language’ is.
language chatty/like a
spoken voice
OR which makes it
easier to
- the language is understand.
clear / precise
and to the point
OR
- standard
English
makes it
easier to
understand.
Total 1

6
Question number 7
(a) What is another name for an aardvark or ‘earth pig’?
(b) Name two ways in which the aardvark is protected from angry termites.
(a) 1 antbear Do not accept earth pig.
(b) 1  An aardvark’s thick skin protects it Award 1 mark for answers

from termite bites. which refer to the two distinct
 Its nostrils can close to stop ways.
termites going up its snout.
NB: The question asks for ‘the
ways’.
‘thick skin’ and ‘nostrils’ are
insufficient for credit to be given.
Also allow:
Its long, sticky worm like tongue
means it can reach the termites
without getting too close.
Accept both answers on one line
provided
- the second line is blank or
- the point about the tongue
is added here.
Do not accept two correct
answers followed by an
incorrect one which negates.
Total 2
Question Number 8
Tick () two boxes to show which statements are TRUE.

Award 1 mark for each.
Credit responses which are

unambiguous, eg: ‘Yes’
Aardvarks’ burrows often have many
See additional guidance notes.
different entrances. 
2
Aardvarks hunt during the night. 
boxes are ticked.
Boxes 2 and 3 should be

ticked.
Total 2
© UCLES 2015 0844/01/O/N/15

7
Question Number 9
Suggest a reason why aardvarks have such long, pig-like, noses.
Accept one or both of the following Accept plausible answers which

acknowledge how the aardvark
- because they use their noses, uses its snout when looking for
1 (like pigs,) to forage/rummage (in food/termite mounds/anthills.
the ground,) looking for food
NB: looking for food on its own
- smelling (sniffing out) their food. is insufficient.
Total 1

8
Question Number 10
(a) What is the purpose of the sub-headings in the text Aardvarks?
(b) In the text Chocolate, paragraphs are used. Draw lines to link each paragraph with its main
topic.
(a) Organisation/presentation, e.g. Do not accept generalisations

on their own:
 so you know where to look for e.g. ‘to organise the text’ / ‘so it
information is easier to see’ / ‘use’
 divides / organises / separates i.e. ‘it divides the text’ is
information into parts so it is easier insufficient.
to see
1  so it is easier to follow Do not accept vague answers:
 to show the answers to the most e.g. so we know what it is about
commonly asked questions / so you know what you are
 to tell the reader what the next going to read / so we know
paragraph / section is about (not what they are talking about.
the whole text)
 so you know what you’re going to
read next.
1st paragraph, Award 1 mark for all 4 lines
Where does the
arrow drawn to drawn correctly.
cacao tree grow?
4th topic
2nd paragraph, indication of the correct
What is the cacao answers.
arrow drawn to
fruit like? e.g. numbers 1, 2, 3 and 4
2nd topic
written in boxes.
(b) 1
What happens to
3rd paragraph,
the cacao fruits
arrow drawn to to
after they are
3rd
picked?
4th paragraph, What happens to

arrow drawn to the beans after
1st fermentation?
Total 2
© UCLES 2015 0844/01/O/N/15

9
Section B: Writing
11 Write your own information text for a website about a topic or an activity that you know a
lot about.
Notes to markers
 Marking should always begin from the lowest mark in each column. i.e. from 1 mark and work
 All the statements should be achieved for a student to achieve the mark (i.e. if there are two
given).
 Stop the marking at the first statement in a column that the student fails to achieve and award

10
purpose.

writer and reader
established and
controlled. 6
The text type is used Well-crafted paragraphs Some use of complex
consistently e.g. features contribute to control of the sentences is controlled
of report are clear and text i.e. clear logical links including the position of
appropriate for purpose. between paragraphs. clauses to focus attention.
Relevant ideas and Each section / paragraph Range of connectives

content chosen to interest has content logically may be developed e.g.
the reader (some details organised 'although' 'meanwhile'.
must be developed
appropriately).
The order of the given

information is supportive
for the reader. 5 5 5
The text type is largely Paragraphs are used to Some complex sentences
sustained e.g. features of help structure the text, are used to create effect,
report writing clear. and there may be using expanded phrases
evidence of appropriate to develop ideas e.g.
The writer gives sufficient links / sub-headings noun, adverbial,
information for a reader to between paragraphs. adjectival, and verb
understand the contents. phrases.
Detail begins to engage, A wider variety of

showing greater connectives is used
awareness of the appropriately e.g. if,
audience. because, then.
Sentences are mostly

4 4 grammatically correct. 4
Text type is used to Paragraphs used to Some complex sentences
convey writer's attitude to sequence ideas but not are used to extend
the chosen subject e.g. consistently. meaning but not always
knowledge and successfully.
enthusiasm for subject Balance of coverage of
matter. ideas is appropriate. Use of past and present
i.e. more than one idea / tense is generally
Some awareness of aspect chosen AND consistent.
audience. chosen ideas covered
e.g. language used is fittingly with ‘appropriate Subject and verb
appropriate weighting’ OR several generally agree.
for a website young ideas with some detail
people. 3 added. 3 3
General aspects of text Some attempt to Some variation in Sentences punctuated Correct spelling of
type are evident e.g. 3rd sequence ideas logically sentence openings e.g. almost always accurately common words with more
person desirable but 1st i.e. no information is not always starting with throughout the text. than one syllable,
or 2nd person should assumed in one place noun or pronoun . including compound
refer to generalised before it has been given Commas used in lists and words, e.g. anything,
participants. in another. Compound sentences are sometimes to mark clause something
(allow up to two 1st used but connectives are divisions.
person familiar Each section has an simple e.g. 'and', 'but', 'so'
references) opening statement. with generally There may be the
grammatically correct occasional capitalisation
NB: ‘we’ in a general clauses. error.
sense is allowed.
Reader given basic

information e.g. relevant
statements 2 2 2 2 2
Some elements of the text Ideas grouped together Simple sentences are Demarcation of basic Spelling of high frequency
type can be seen e.g. it is although paragraphs may generally grammatically sentence structures is words is generally correct.
a report (information text) not be shown. correct. usually accurate e.g. full e.g. their, there.
/ not a recount.or i.e. do not credit random stops, capital letters,
instructions. ideas on a topic. 'and' may be used to question and exclamation
1 1 connect clauses. 1 marks. 1 1
© UCLES 2015 0844/01/O/N/15

11

12
Question Number 12
Cacao is native to Award 2 marks for all 4 lines

Central and South adjective correctly drawn.
America.
Award 1 mark for 2 or 3 lines
It is grown correctly drawn.
commercially
adverb
throughout the
tropics. Award 0 marks for less than 2
or more than 4 lines drawn.
2
Fermentation
changes the bitter
flavours in the
noun
bean into
something more
edible.
It all starts with a

pronoun
small tropical tree.
Total 2
© UCLES 2015 0844/01/O/N/15

13
Question Number 13
(b) Rewrite this sentence.
Accept either: Award 1 mark for one of the

underlinings as shown.
Finally, the beans are ready to be
shipped to a factory where they are No other words should be
turned into chocolate. underlined.
(a) 1
Or:
Finally, the beans are ready to be

shipped to a factory where they are
turned into chocolate.
Award 1 mark for a correctly

embedded clause.
Award a further 1 mark for

commas and the final full stop.
No brackets or dashes.
The beans, which taste very bitter, are
(b) 2
left to ferment.
NB. No other words should be
changed or added.
NB: one copying / spelling error
allowed as long as the original
word is still clear and not
changed.
Total 3

14
Question Number 14
(a) Finish this sentence by choosing the correct verb forms.
(b) Complete these sentences by writing the passive form.
A hungry aardvark (forage) was Award 1 mark for either of

foraging in the grasslands when it these sentences with both
(find) found a termite mound. verbs correct.
A hungry aardvark (forage) is Verbs must be correctly spelt.

foraging in the grasslands when it
(find) finds a termite mound. Do not accept answers where
(a) 1 any other words have been
A hungry aardvark (forage) foraged in changed / omitted.
the grasslands when it (find) found a
termite mound.
A hungry aardvark (forage) forages in
the grasslands when it (find) finds a
termite mound.
Award 2 marks for all 3 correct

About 2,000 pods per year are verbs.
produced by a cacao tree.
Award 1 mark for 2 correct
A lot of monkeys are attracted by the verbs.
(b) 2 fruit.
Tenses must be correct – in the
The flavor of the beans is changed to present passive.
something more ‘chocolatey’.
Total 3
Question Number 15
The aardvark uses its mighty claws to Award 1 mark for both
dig a hole. corrections.
1 OR Award 0 marks if any other

changes are made.
The aardvark used its mighty claws to
dig a hole. Spelling must be correct.
Total 1
© UCLES 2015 0844/01/O/N/15

15
Question Number 16
The pods are Award 1 mark for both

collected and the sentence types correctly
compound
workers take out identified.
the beans.
1 About 70% of the

world’s cacao is
grown in Africa,
complex
where the
aardvark comes
from.
Total 1
Question Number 17
Award 1 mark for two correctly

placed apostrophes.
Aardvarks’ tongues are sticky so that
1 they’re able to suck up as many ants
as they like.
placed.
Total 1

16
Question Number 18
Also accept: “No,”she replied.

“They live in Africa. ”

then the ‘t’ must be capitalised
Also: if the ‘t’ is capitalised,

then there must be a full stop.
Also: the question mark, the

comma after “No,” (or the full
“Do aardvarks live in England? ” I stop) must be inside the
asked my teacher. speech marks to gain credit.
2
Award 2 marks if 6–7 of the
“No, ” she replied, “they live in Africa.”
Award 1 mark if 3–5 of them


NB: if a candidate has

corrected the ‘I’ of ‘In’ to ‘i’, give
credit.
Total 2
© UCLES 2015 0844/01/O/N/15

17
Question Number 19
Award 1 mark for each

appropriate word or phrase that
retains the sense of the
sentence.
Attracts
draws/brings/fascinates/interests/ Do not accept words that do not
appeals to/tempts/entices/draws in retain the sense of the
2 sentence. e.g. ‘appeals’ on its
Dispersing own.
scattering/distributing/spreading
Award 0 marks where an
incorrect suggestion negates
and acceptable one, e.g. ‘draws
or teases, scattering or
dissolving’.
Total 2
© UCLES 2015 0844/01/O/N/15

Primary English Checkpoint
ENGLISH 0844/02
MARK SCHEME
Maximum Mark: 50
IB15 10_0844_02/2RP
2
Section A: Reading
Question number 1
2 The writer has just returned to school. Award 1 mark for each correct
 tick.
The writer is worried about how he Award 0 marks if more than two
appears to others.  boxes are ticked.
Boxes 1 and 4 should be ticked.
Total 2
Question number 2
What did Rowley do at the lockers to make the writer want to avoid him?
1 Accept one of: Do not accept generalised

answers, e.g. Rowley was
 Rowley annoyed him. childish.
 Rowley used the word ‘play’ The question refers to Rowley’s

instead of ‘hang out’. behaviour at the lockers.
 Rowley talked in a childish Do not accept long quotes ‘…he

way. did something that really
annoyed me.’ is acceptable,
however, ‘Want to come over…
say ‘hang out’, ‘not play’’ is
overlong.
Do not accept a direct quote of
what Rowley said without further
explanation
e.g. (He) said ‘Want to come
over to my house and plaayyy?’
is 0 marks on its own.
Award one mark where this is
accompanied by one of the
acceptable answers.
Total 1
© UCLES 2015 0844/02/O/N/15

3
Question number 3
Why can’t he play tricks on his little brother?
1 Accept EITHER Do not accept vague answers

because his parents would tell him off such as ‘Manny was special’.
OR
he wouldn’t get away with it/he’d get
in big trouble
OR
his parents protected Manny/treated
him like a prince.
Total 1
Question number 4
Why does the writer say that it’s unfortunate that his dad wakes up at 6:00 in the morning no
matter what day of the week it is?
1 Because he likes to sleep in late AND A link between ‘sleeping late’

his dad wakes him early (even) at AND ‘waking early’ with
weekends. weekends is essential for the
mark to be awarded.
Total 1
Question number 5
Was the writer happy that his mother bought him a diary?
Give a reason from the passage to support your answer.
1 Accept no as an answer with one of There is no mark for the first

the following phrases part of the question.
 This is a JOURNAL, not a Do not accept answers where
diary Yes is ticked.
OR
 I SPECIFICALLY told her to ‘This was Mom’s idea, not mine’
get one that didn’t say ‘diary’ is too vague.
on it.
Total 1

4
Question number 6
Rowley’s mother bought him a book called ‘How to Make Friends in New Places’.
What does this tell you about Rowley’s character?
1 Accept one of: Also accept ideas that describe

Rowley as ‘immature’.
 he is really shy
 he finds it very difficult to make Do not accept ‘he has no
friends friends’.
 he does what his mother tells
him to.
Total 1
© UCLES 2015 0844/02/O/N/15

5
Question number 7
Would you like the writer to be your friend?

Explain your answer using words and phrases from the passage.
2 Explanation Quote There is no mark for the first

part of the question but answers
‘I’ve been trying
Yes He sounds must agree with the choice ‘yes’
to be a lot more
very funny/very or ‘no’.
careful about
cool.
image ever since
I got to middle
the answer.
school.’
OR Accept other suitable reasons /
‘You’re supposed quotes but it is important that
to say hang explanations and quotes match
out…’ each other.
Yes He was ‘I guess I kind of Award one mark for a suitable
friends with felt sorry for explanation mostly in the
Rowley when no- Rowley.’ candidate’s own words.
one else was.
‘…I get to use all Award a further mark for a
No He’s unkind to matching quote which must be
the tricks my
his friends. accurate.
older brother
Rodrick pulls on
ME.’ A quote on its own is not credit
OR worthy.
‘I’ve been
avoiding Rowley However, an explanation on its
since the first day own can gain credit.
of school, (when
he did something
that really
annoyed me).’
No He’s always ‘You know how I
playing tricks. said I play all sort
of pranks on
Rowley.’
No He has a bad ‘The only reason I

attitude. get out of bed at
all at weekends is
because
eventually I can’t
stand the taste of
my own breath
anymore.’
Total 2

6
Question Number 8
What do you think the writer’s relationship with Roderick is like?
1 Allow further explanation of the

poor relationship, such as
 the writer feels he is a

Accept answers which suggest that
victim for his brother to
the relationship is not good.
play tricks on
 the writer feels bullied

by his brother.
Total 1
Question Number 9
How do the writer’s parents treat him differently from his younger brother?
Select evidence from the passage to support your answer.
Explanation Evidence Award 1 mark for an answer

showing the writer’s younger
As usual I was brother is treated more
He expects his wrong/Manny leniently.
parents to tell him never gets in
off, but they never trouble even Award a further mark for
tell Manny off. when he deserves supporting evidence from the
it. passage.
He would be told NB. ‘Evidence’ does not have

2 I could never get
off if he did the to be a direct quote.
away with it.
same thing.
Award one mark for a suitable
His parents spoil explanation mostly in the
his little/younger They protect him candidate’s own words.
brother (and he is like he is a prince
jealous). Also, evidence on its own is not
creditworthy BUT an
explanation on its own can gain
credit.
Total 2
© UCLES 2015 0844/02/O/N/15

7
Question Number 10
What does the writer see as the difference between a journal and a diary?
Explain how you know.
Explanation / Award 1 mark for the answer.

Answer
evidence
Award a further mark for a
He thinks diaries plausible explanation/evidence.
He doesn’t want
are for writing
to do that. NB. Explanation/evidence on its
‘feelings’.
own is not creditworthy. This
2
does not have to be a direct
He feels that He doesn’t want it quote.
journals are more to be a diary.
sophisticated / OR Answers must be from writer’s
cool / grown up He refuses to point of view, not general
than diaries. write Dear Diary. comments about journals and
diaries.
Total 2
Question Number 11
(a) Tick () one box to show what technique is being used here.
(a) 1 Idiom
(b) 2 e.g. Award 1 mark for the idea of

To help, protect or look after (1 mark) helping/protecting someone.
someone younger / smaller / less
experienced or less strong (1 mark). Award a further mark for
explaining what that person
might be like, e.g. smaller, less
strong, etc.
Answers which only give the

second part of the answer, e.g.
younger, DO NOT answer the
question and so score 0.
Total 3

8
Question Number 12
(a) From the evidence in this extract which genre do you think the story is?
(b) Name two features of the genre you chose for 12 (a).
(a) 1 Realistic fiction
(b) 2 Award 1 mark for each correct

answer.

addition to those suggested can
be awarded marks.
Do not accept
Features of realistic fiction include
 … are real
 the characters could be real
people  … realistic [as it does
not define the feature
 the setting is contemporary / sufficiently.
familiar / could or can be real
Also, do not accept
 although the events did not
actually happen, they could  … true for any feature.
have
 the plot is a familiar theme from Answers should be general
everyday life. features. Examples from the
text can only be credited when
given in addition to a correct
answer.
If a wrong answer is given in

12a, award 1 mark for two
appropriate features of the
genre identified.
Total 3
© UCLES 2015 0844/02/O/N/15

9
Section B: Writing
13 Read this introduction to a story.
Tuesday
Today started as usual – Dad woke me up early for school and I grumbled my way
downstairs for breakfast. Dad walked me to the bus stop and put me on the school bus.
I took my usual seat in the middle of the bus but we had to wait for ages. Then, just as
we were about to leave, a boy and girl I’d never seen before came running down the
street and jumped on the bus. They just sat at the back of the bus, whispering furiously
to each other, without looking at anybody.
Now continue the story yourself to explain what happened next.
Ideas to help you:
Character There are at least three characters: the

narrator, the boy and the girl. Who are
they? Are they related?
Setting
Do they stay on the bus?
Do they have to get off the bus?
Do they get to school?
Plot
Why are these new kids on the bus?
What did they have to hide? Why were they
whispering and avoiding everyone?
Notes to markers
 Marking should always begin from the lowest mark in each column, i.e. from 1 mark and
 All the statements should be achieved for a student to achieve the mark (i.e. if there are
two statements to describe a mark, both statements must be achieved before the mark can
be given).
 Stop marking at the first statement in a column that the student fails to achieve and award

10
SENTENCE
CONTENT AUDIENCE TEXT STRUCTURE PUNCTUATION VOCABULARY SPELLING
STRUCTURE

developed using a effectively to structure sentences shows
variety of techniques the narrative. e.g. they control, including the
including imagery. successfully signal the position of clauses to
build up and resolution focus attention.
During the course of of the main event.
the story, the Range of connectives
development of the Dialogue is laid out may be developed,
character are shown correctly, with new line e.g. ‘although’,
through actions and for each speaker. ‘meanwhile’.
reactions.
5 5 5
Characters are well A clear, consistent Paragraphs are used Some complex All end of sentence Spelling is mostly
described with actions relationship between to help structure the sentences used to punctuation is used accurate, including
linked to key events. writer and reader is narrative. e.g. signaling create effect using accurately, including words with complex
established and change of time, place expanded phrases and speech punctuation. regular patterns.
Suspense, or controlled, e.g. and/or focus on a clauses to develop Allow plausible
excitement, where manipulation of different character. ideas; e.g. noun, Clauses are nearly attempts at tricky
used, is well built. language for effect. adverbial, adjectival always marked polysyllables e.g.
There may be and verb phrases. accurately by commas. realised, interesting,
appropriate links wonderful, position,
between paragraphs, A wider variety of There may be some immediately.
e.g. good use of time connectives is used errors where certain
connectives. appropriately, e.g. ‘if’, more complex devices
‘when’, ‘because’. are used, e.g. colons,
semi-colons, ellipses.
4 4 4 4 4 4
© UCLES 2015 0844/02/O/N/15

11
Story shows a good The reader is engaged Paragraphs used to Some complex Sentences nearly Writing is Correct spelling of
balance of content, by the inclusion of sequence ideas but not sentences are used to always demarcated characterised by the polysyllabic words that
e.g. action, speech appropriate detail with consistently. extend meaning but accurately, including use of adventurous conform to a regular
(not essential) and some control. not always capitalisation. and precise pattern,
description. Ideas are organised successfully. vocabulary, including e.g. making, probably,
Narrative viewpoint simply with a fitting Commas are always the use of figurative clapped, possible,
Narrative is must be clear and opening and closing Use of past and used in lists and language where possibly.
established consistent, e.g. that are mostly logical. present tense is sometimes to mark appropriate.
comfortably within the narrator as onlooker generally consistent. clauses.
chosen genre. (first or third person) . Vocabulary is used
Consistent use of Speech marks, if used, effectively to create a
pronouns, i.e. not are accurately placed strong image e.g. use
confused e.g. between around words spoken, of simile or metaphor.
1st and 3rd person. although other speech
punctuation may not
Subject and verb be accurate.
generally agree.
3 3 3 3 3 3 3
The story is well- Some attempt to Some attempt to Some variation in Sentences mostly Some evidence of Spelling of common
placed in its setting engage reader through sequence ideas sentence openings, demarcated accurately specific / expressive words including those
e.g. on the bus to start establishment of mood logically, e.g. content e.g. not always starting with full stops, question vocabulary choices with more than one
with. and feeling. clear. with the same noun, and exclamation used accurately. syllable, e.g.
pronoun or other word. marks, i.e. in at least yesterday, friend, and
At least one event is The writer gives Openings and closings half of possible including compound
described, i.e. it must sufficient information sometimes evident. Compound sentences opportunities. words, e.g. anything,
involve what happens for a reader to are used but something, is generally
next in the given understand the connectives are Speech marks, if used, accurate.
situation. contents/events simple, e.g. ‘and’, ‘but’, may not be accurate.
described. ‘so’, with generally
grammatically correct There may be the
clauses. occasional
capitalisation error.
2 2 2 2 2 2 2
The story has a simple The reader is given Story ideas are evident Simple sentences are Some demarcation of Simple generally Spelling of high
plot i.e. involving an basic information that and about the given generally basic sentence appropriate vocabulary frequency words is
unfamiliar boy and girl. is relevant to the stimulus. grammatically correct. structures evident e.g. used – limited in range generally correct. e.g.
narrative. full stops, capital but relevant. i.e. must because, their, there.
NB Does not have to ‘And’ may be used to letters, question and relate to the stimulus.
be a diary entry as connect clauses. exclamation marks.
stimulus is to write a
‘story’ which may be a
diary or not.
1 1 1 1 1 1 1
© UCLES 2015 0844/02/O/N/15

12
BLANK PAGE
© UCLES 2015 0844/02/O/N/15

ENGLISH 0844/01
Paper 1 For Examination from 2014
SPECIMEN MARK SCHEME 1 hour
MAXIMUM MARK: 50
IB14 0844_01_SP/3RP
2
Section A: Reading
Question number 1
What type of fox is the red fox?
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?
1 (There are) considerable size Accept logical / cohesive

differences between individuals (in variations of this e.g. ‘The
this species) 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.
2 Low weight Award 1 mark for each correct

tick.
Moves on its toes
boxes are ticked.
Total 2
© UCLES 2014 0844/01/SP/14

3
Question number 4
Rewrite the final paragraph to include the main points, using about 30 words.
2 The summary must contain the Award 2 marks for:

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

4
Question number 6
Tick () the text you prefer to read. Explain why you chose that text.
1 If text 1 ticked: If text 2 ticked:
EITHER: EITHER:
- a reference to - a reference to
language as language as
‘formal’ ‘informal’
OR: OR:
- it is very factual - the words are

which explains very descriptive
what happens and fun to read
clearly (not just ‘fun to Do not award the mark if the
read’) answer refers to the information
OR given – there is no distinction.
OR:
- style of The answer must refer to the
language is - uses style of the language.
typical of a exclamation
formal style of mark/ dash/
writing and rhetorical Do not accept just ‘more
sounds as question so it is interesting’ or ‘more exciting’ on
though the like a spoken its own.
writer has a lot voice (e.g.
of knowledge emphasis on
‘really’)
OR
Uses
conversational
fillers such as
‘Another plus
point’ ; ‘For
starters’
Total 1
© UCLES 2014 0844/01/SP/14

5
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 who want to keep fit.
Name two of these.
(a) 1 Give one mark for any two of: Accept ‘conservation area’.
• (Grantham) canal
• wetlands Do not accept ‘nature trail’ or
• lake(s) / Heron Lake 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: Accept either ‘running’ or

• walking ‘jogging’ – not both.
• running/jogging
• orienteering
• horseriding
Total 2
Question Number 8
Tick () two boxes to show which statements about Cotgrave Country Park are FALSE.
Award 1 mark for each.

The park is open overnight.
2
Vehicles of any size can park there.
boxes are ticked.
Total 2
Question Number 9
Explain why walkers might experience difficulty during bad weather.
Low(er) lying paths can get muddy ‘paths’ is essential for the mark.
1
and / or wet.
Total 1

6
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 boxes.
(a) Give one mark for any of:

• so you know where to look for
1 information.
• divides information into parts so it
is easier to see.
• so it is easier to follow.
1st Variations in size of

paragraph the fox Award 1 mark for all 3 lines
drawn correctly.
2nd How the fox uses Accept a clear unambiguous

(b) 1 indication of the correct
paragraph one part of its body
answers.
e.g. numbers 1, 2 and 3 written
3rd in boxes.
How the fox moves
paragraph
Total 2
© UCLES 2014 0844/01/SP/14

7
Section B: Writing
11 Write an information fact sheet on an area you know well for visitors who have not been
there before.
Notes to markers
• Marking should always begin from the lowest mark in each column. i.e. from 1 mark and work
given).
• Stop the marking at the first statement in a column that the student fails to achieve and award

8
purpose.

writer and reader
established and
controlled.
6
The text type is used Well – crafted paragraphs Some complex
consistently e.g. features contribute to control of the sentences, which are
of fact sheet are clear and text e.g. clear layout of controlled, including the
appropriate to purpose. sections positioning of clauses to
focus attention.
Relevant ideas and
content chosen to interest Range of connectives
the reader e.g. details may be developed e.g.
developed. 'although' 'meanwhile'
5 5
5
The text type is largely Paragraphs are used to Complex sentences are
sustained e.g. features of help structure the text and used to create effect,
fact sheet writing clear – there may be evidence of using expanded phrases
there may be some appropriate links / sub- to develop ideas e.g.
elements of persuasive headings / questions and noun, adverbial,
writing in addition to answers. adjectival, and verb
report writing. phrases.
The writer gives sufficient A wider variety of

information for a reader to connectives is used
understand the contents appropriately e.g. if,
e.g. some detail with because, then.
adverbials and expanded
noun phrases. Sentences are mostly
4 4 4
convey writer's attitude to used to sequence ideas. are used to extend
the chosen subject e.g. meaning but not always
knowledge and Balance of coverage of successfully.
enthusiasm for subject ideas is appropriate.
matter. Use of past and present
tense is generally
Some awareness of consistent.
audience.
e.g. language used is
appropriate
3 3 3
General aspects of text Some attempt to Some variation in Sentences demarcated Correct spelling of
type are evident e.g. third sequence ideas logically sentence openings e.g. accurately throughout the common words with more
person. e.g. content clear for a not always starting with text. than one syllable,
Reader given basic fact sheet. noun or pronoun or other including compound
information e.g. relevant word. Commas used in lists and words.
statements Each section has an to mark clause divisions.
opening statement. Compound sentences are
used but connectives are
simple e.g. 'and', 'but', 'so'
2 2 2 2 2
Some elements of the text Ideas grouped together Simple sentences are Straightforward sentences Correct spelling of high
type can be seen e.g. it is although paragraphs may generally grammatically usually demarcated frequency words.
a fact sheet. not be shown. correct. accurately e.g. full stops,
capital letters, question
connect clauses.
1 1 1 1 1

© UCLES 2014 0844/01/SP/14

9
Question Number 12
The red fox can be

found in most parts of preposition
Britain.
The method of Award 2 marks for all 4 lines

locomotion used by the correctly drawn.
adverb
2 red fox enables it to run
swiftly. Award 1 mark for 2 or 3 lines
correctly drawn.
The red fox has a
adjective
luxurious coat of fur.
It has a small stomach. pronoun
Total 2
Question Number 13

(b) Rewrite this sentence. Remember to add punctuation. Do not add or change any words.
(a) Award 1 mark for the correct

1 When eating, it will use its 42 teeth. underlining as shown. No other
words should be underlined.

embedded clause.
Cotgrave Country Park, which is in
(b) 2 Nottinghamshire, has many paths and
Award 1 mark for correctly
trails.
placed parenthetical commas
and the final full stop.
Total 3

10
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 in brackets.
(a) The park is open all day and many

1
people visit.
First, the visitors are driven to the Award 2 marks for all 3 correct
park by coach. verbs.
They are dropped at the main coach Award 1 mark for 2 correct
(b) 2 park. verbs.
Each visitor is escorted to the Answers must be in the present

entrance of the park by a guide. tense.
Total 3
Question Number 15
The woman walks / walked / is walking

/ was walking very slowly along the
edge of the park.
1
OR corrections.
The women walk very slowly along the

edge of the park.
Total 1
© UCLES 2014 0844/01/SP/14

11
Question Number 16
The red fox is a successful

simple
animal.
1
As red foxes are very
successful, their numbers complex
are likely to increase.
Total 1
Question Number 17
The park’s visitors shouldn’t be Award 1 mark for correctly

expected to pay for tickets. placed apostrophes.
1
placed.
Total 1

12
Question Number 18

Also accept: “Yes , “I replied .
“There were lots of things to
do.’
then the ‘t’ must be capitalised

“Did you enjoy your visit to the then there must be a full stop.
nature reserve? ’’ asked my
friend. Also: the question mark and the
2 comma must be inside the
speech marks.
“Yes, ” I replied, “ there were lots
of things to do.” Award 2 marks if 6–7 of the
Award 1 mark if 3–5 of them


Total 2
Question Number 19
Prominent: large / big / noticeable / Award 1 mark for each

sticking out appropriate word or phrase that
2
retains the sense of the
Accounts: makes up / represents / is sentence.
Total 2
© UCLES 2014 0844/01/SP/14

ENGLISH 0844/02
SPECIMEN MARK SCHEME 1 hour
MAXIMUM MARK: 50
IB14 0844_02_SP/3RP
Section A: Reading
Question number 1
Tick () two boxes that we know are TRUE from the passage.
2 He wore a tweed suit. Award 1 mark for each correct

tick.
His mouth was wide.
Total 2
Question number 2
Why were the people in the district afraid?
1 Because of the thunderstorm Accept responses referring to

how loud / bright the thunder /
lightning was / how violent the
storm was
Total 1
Question number 3
What change took place in the scarecrow when lightning struck him?

Accept responses which refer to
1 He came to life.
the effect the lightning had on
the scarecrow
Answers must be from the text.
Total 1
Question number 4
When Jack awoke, he stood up and looked around. Why?
1 He / Jack had heard a voice / Accept he/Jack had heard a

someone calling. noise.
Total 1
© UCLES 2014 0844/02/SP/14

3
Question number 5
Did the scarecrow seem calm? Give a reason from the text to support your answer.
1 Accept ‘No’ as an answer with one of Do not accept answers where

the following phrases: ‘Yes’ has been ticked.
• He was shouting Accept answers that describe

• He was waving wildly the scarecrow’s ‘behaviour’.
• He was yelling
• He was leaning over at a crazy
angle
Total 1
Question number 6
Although scarecrows don’t usually talk, Jack decided to go and help the scarecrow. What does
this tell you about Jack?
1 That he is brave / curious / Accept: kind / obedient/

courageous / inquisitive courteous
Total 1

4
Question number 7
Do you feel worried about Jack approaching the scarecrow? Explain your answer using words
and phrases from the text.
2 Explanation – 1 Quotations – 1
mark mark
Yes: the ‘It isn’t every day

scarecrow might you find a
be dangerous / scarecrow talking There is no mark for the first
mad. to you’ part of the question but answers
must agree with the choice ‘Yes’
Yes: he might be ‘He looks madder or ‘No’.
going crazy than I feel.’
Yes: he might be ‘It isn’t every day the answer.
in danger you find a
scarecrow talking
to you.’ Accept other suitable reasons
but it is important that
No: because he ‘Jack was explanations and quotations
is a brave boy curious’ ‘match’ each other.
No: the ‘Jack was

scarecrow is not curious’
dangerous /
frightening
Total 2
Question Number 8
Why did Jack jump away when the scarecrow’s leg twitched in his hand?
• Because scarecrows don’t usually

move
• Because he was frightened (to feel Accept answers that give a
1 the scarecrow move) clear indication of Jack’s
• Because he didn’t expect to feel surprise / fear / disgust.
the scarecrow move
• Because he was surprised
Total 1
© UCLES 2014 0844/02/SP/14

5
Question Number 9
What do you think the weather was like outside when Jack woke up? Give evidence from the text
to support your answer.
Award 1 mark for a suitable quote that

matches the first part of the answer. Accept answers which mention
the clearer day / cold in some
2 • The storm had cleared away.
way / that the storm had
• Colder than ever
cleared.
• He shaded his eyes
Total 2
Question Number 10
Who do you think is the point of view character in this story? Explain how you know.
Award 1 mark for identifying a Do not accept ‘Mr Pandolfo’ for

character: the first part of the question.
• scarecrow
• Mr Pandolfo’s scarecrow
• Jack
2 Award a further mark for answers
which give supporting information from
the passage.
e.g. (scarecrow) we follow everything
that he does
(Jack) we know about his feelings.
Total 2

6
Question Number 11
(a) Tick () one box to say which technique is being used here.
(a) 1 Simile
(b) There are 2 ideas here: sound / what

you see 1 mark for suggesting a warlike
/ violent situation.
Award 1 mark each for responses
2 referring to: Only award 2 marks if
• the sound of the thunderstorm responses mention both sound
• the appearance of the and what is seen.
thunderstorm
Total 3
Question Number 12
(a) From the evidence in this extract which genre do you think the story is?
(b) Name two general features of the genre you chose for 12(a).
(a) 1 Fantasy
(b) Features of fantasy stories include: Award 1 mark for each correct
answer.
• The characters could all be real
people in an imaginary setting.
• The characters could be imaginary, Answers which are correct in
perhaps with human addition to those suggested can
2 be awarded the mark.
characteristics.
• The events could not actually
happen. If the wrong answer has been
• The story can have a contemporary given in part (a), accept any
setting or be set in the future or correct features of the genre
past. that has been identified.
Total 3
© UCLES 2014 0844/02/SP/14

7
Section B: Writing
13 Now continue the story yourself to explain what the chief scientist discovers about the
creature.
Notes to markers
• Marking should always begin from the lowest mark in each column, i.e. from 1 mark and
• All the statements should be achieved for a student to achieve the mark (i.e. if there are
two statements to describe a mark, both statements must be achieved before the mark can
be given).

8
PURPOSE AND SENTENCE
CONTENT TEXT STRUCTURE PUNCTUATION VOCABULARY SPELLING
AUDIENCE STRUCTURE
developed using a to structure the sentences is
variety of techniques narrative e.g. there is controlled, including
e.g. imagery. an appropriate build the position of
up and resolution of clauses to focus
During the course of the main event. attention.
the story, the
development of the Dialogue is laid out Range of connectives
character(s) is shown correctly, with a new may be developed,
through actions and line for each speaker. e.g. ‘although’,
reactions. ‘meanwhile’.
5 5 5
Character is well A clear, consistent Paragraphs are used Complex sentences All punctuation is Spelling is mostly
described with relationship between to help structure the used to create effect used accurately, accurate, including
actions linked to key writer and reader is narrative. using expanded including speech words with complex
events. established and phrases and clauses punctuation. regular patterns.
controlled. There may be to develop ideas; e.g. Allow plausible
Suspense, or appropriate links noun, adverbial, Clauses are generally attempts at tricky
excitement, where between paragraphs. adjectival and verb marked accurately by polysyllables e.g.
used, is well built. phrases. commas. realised, interesting,
wonderful, position,
A wider variety of There may be some immediately.
connectives is used mistakes where
appropriately, e.g. ‘if’, certain more complex
‘when’, ‘because’. devices are used, e.g.
colons, semi-colons,
Sentences are mostly ellipses, brackets.
4 4 4 4 4 4
© UCLES 2014 0844/02/SP/14

9
Story is well crafted The reader’s Paragraphs used to Some complex Commas are always Use of adventurous Correct spelling of
and focuses on either response to different sequence ideas but sentences are used used in lists and and precise polysyllabic words
character or action. parts of the story is not consistently. to extend meaning sometimes to mark vocabulary, including that confirm to a
well controlled. but not always clauses. the use of figurative regular pattern.
The story is Ideas are organised successfully. language where e.g. making,
concluded The reader is simply with a fitting Speech marks, if appropriate. probably, clapped,
successfully and engaged by the opening and closing Use of past and used, are accurately possible, possibly.
without rushing. inclusion of that are mostly present tense is placed around words Vocabulary is used
appropriate detail. logical. generally consistent. spoken, although effectively to create a
Narrative viewpoint is other speech strong image.
established punctuation may not e.g. use of simile or
comfortably within the be accurate. metaphor.
given genre (or
‘chosen’ if not given);
e.g. the given story is
fantasy or science
fiction but genre could
change with
subsequent story as
per instructions.
3 3 3 3 3 3 3
The story is well Some attempt to Some attempt to Some variation in Sentences nearly Some evidence of Spelling of common
placed in its setting. engage reader. sequence ideas sentence openings, always demarcated deliberate vocabulary words with more that
e.g. not given but logically; e.g. content e.g. not always accurately with full choices used one syllable, including
must be clearly The writer gives clear starting with the same stops, capital letters, accurately. compound words, is
evident. sufficient information noun, pronoun or question and generally accurate.
for a reader to Openings and other word. exclamation marks.
One event is understand the closings sometimes
described. contents / events evident. Connectives are Speech marks, if
described. simple, e.g. ‘and’, used, may not be
‘but’, ‘so’. accurate.
2 2 2 2 2 2 2
The story has a The reader is given Story ideas are Simple sentences are Straightforward Simple generally Spelling of high
simple plot. basic information that evident. generally sentences are appropriate frequency words is
is relevant to the grammatically correct. demarcated vocabulary used – generally correct.
narrative. accurately; e.g. full limited in range but
‘and’ may be used to stops, capital letters, relevant.
connect clauses. question and
exclamation marks.
1 1 1 1 1 1 1

© UCLES 2014 0844/02/SP/14

10
BLANK PAGE
© UCLES 2014 0844/02/SP/14

Cambridge UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Primary Cambridge Primary Checkpoint
Checkpoint
ENGLISH 0844/01
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 50
EHLMivekS ITY .y CAMW1E

© UCLES 2011 tncernsKional Examinations [Turn over
P1 06
2
Section A: Reading
Question 1
Further. ..Information
Furfhor Information
Part Mark Answer ................. ..; .. . . ... ... ■.... ....
1 from the hard parts of animals / plants Accept individual items as listed, e.g.
shells, bones, teeth or wood.
Total 1
Question 2
...... : . .. ;• . . .; . ''
.
1 It started (at least) 3500 million years The question is about the origin of
ago. life on Earth - answers which
describe the glimpse of ancient life
do not answer the question.
Total 1
Question 3

'•< ' ■■'. ■
2 mud 0 “ Award 1 mark for each correct tick.
sand 0 Award 0 marks if more than two

boxes are ticked.
Total 2
P107
3
Question 4
A ■
- ?■ ’X. •- V.
The summary must contain the Award 2 marks for:

information that: • a summary no more than 35
words + ALL the required
• The study of fossils is called information.
palaeontology.
• Fossils show that life on Earth began Award 1 mark for:
3500 million years ago. • a summary no more than 35
• A small number of plant and animal words + only 2 points of
species have survived as fossils. information.
• a summary between 35 and 40
e.g. words + ALL the required
Palaeontology, the study of fossils, information.
shows that life on Earth began 3500
million years ago. Since then only a Award 0 marks for:
small number of animals and plants • a summary over 40 words long.
2 have survived as fossils. • a summary where there is 1 or 0
points of information.
or
The study of fossils, palaeontology,

shows that life began on Earth 3500
million years ago and only a small
fraction of animal and plant species
have survived as fossils.
or
X *
Studying fossils, palaeontology, shows
only a small number of plant and animal
species have survived as fossils since
life began on Earth 3500 years ago.
Total 2
Question 5
■ Further information"'
Part Mark Answer
- ■ ■
1 It contains mostly facts.
Total 1
© UCLES 2011 0844/01/SM/12 [Turn over
P1 08
4
Question 6
.... .. .
Part MarK Answer Further Information
/- 'I • ■ ' ■
If Text 1 ticked: If Text 2 ticked: Do not award the mark if the answer
refers to the information given -
EITHER: EITHER: there is no distinction.
- a reference to - a reference to The answer must refer to the style of

language as language as the language.
‘formal’ ‘informal’
Do not accept just ‘more interesting’
OR: OR: or ‘more exciting’ on its own or ‘it is
easier to read’.
- it is very factual - the words are
1
which explains very descriptive
what happens and fun to read
clearly (not just ‘fun to
read’)
OR:
- the words create

a picture in my
mind and make it
easier to
understand.
Total 1
Question 7

J .
The Indo-Pacific and/or eastern
(a) 1
Mediterranean
Accept any two for 1 mark:

• spherical / like a sphere / sphere
(b) 1
• tear-shaped / tear drop
• irregular / uneven
Total 2
P1 09
5
Question 8
Part
ran Mark Answer
Black pearls are never found. 0 Award 1 mark for each.

2
Yellow pearls are the most common pearls. 0 Award 0 mark if more than
two boxes are ticked.
Total 2
Question 9
. ■ •
Part Mark An<;wpr Further Information
■ . . . ■ ■
Accept answers which
acknowledge that there is
1 more time to grow / more space inside the shell
more space inside the shell
(for the pearl to grow).
Total 1
Question 10
Organisation/preseniation, e.g. -’
• so you know where to look for

(a) 1 information.
• divides information into parts so it is
easier to see.
• so it is easier to follow.
1st paragraph \ > How are fossils formed? Award 1 mark for all 3 lines drawn
correctly.

1 2nd paragraph------- V--------
(b) What do fossils tell us?
indication of the correct answers,
e.g. numbers 1, 2 and 3 written in
boxes.
3rd paragraph ' \ What are fossils?
Total 2
© UCLES 2011 0844/01/SM/12 [Turn over
P110
6
Section B: Writing (Information Text)
11
PURPOSE AND TEXT STRUCTURE SENTENCE STRUCTURE PUNCTUATION SPELLING

AUDIENCE
' *.■ t ‘ ...

Writing is well-shaped and ■
wholly appropriate to : <
purpose. ■• . . ' . .. • ........
• ... . —. . .• ...... ‘v ?4:~” - • ..
Clear viewpoint with a W 7-7:..
. .
clear and consistent -'-a a . 7.7
relationship between writer 7 . ' : • i j ■■ 'a- ' : .
and reader established . ■ ‘ ‘ ......... ‘ j
: ' < -77->7.' 7.;.:, 7."-,-
and controlled. f ’• -i;- " .. : •.tt..:
6 ;..i . . ' ■. : ; . ,. 'sr> <7 .7777’7 -:i 7.-’
The text type is used Well-crafted paragraphs Use of complex sentences ;L' ' ’ '■■■ 7:/' ‘7. ' 77.■
consistently; e.g. features contribute to control of text; is controlled including the ?7- '77 77-. • 77 I?/'-'.
of report are clear and e.g. clear logical links ■
position of clauses to focus . .
appropriate to purpose. between paragraphs. attention. .. .. . ■’
: :.x . . • .:•■ •■ • . ■ •. • ••
Relevant ideas and Range of connectives may
content chosen to interest be developed, e.g. ■ 7 ■.- -7 •
the reader; e.g. details ‘although’, ‘meanwhile’. ■ - :
developed. . 7 7’ r.,.7 A
-.7 • .7 <7 ' ' •
5 5 5 ■■
A ‘ ..7;.
■
The text type is largely Paragraphs are used to Complex sentences are
:
. 'A; V A-’:: 2,
sf
sustained; e.g. features of help structure the text and used to create effect, using
report writing clear. there may be evidence of expanded phrases to '■
appropriate links / develop ideas; e.g. noun, - ;•
The writer gives sufficient sub-headings between adverbial, adjectival and • .« >"■ ~’ >■’.« . .
' 7:
information for a reader to paragraphs. verb phrases. ■■ .... . .- :
understand the contents;
7.
e.g. some detail with A wider variety of
adverbials and expanded connectives is used
■
H-'7j'-,7;
noun phrases. appropriately; e.g. if, so,
' I
because, then. ■/ ■ '
. ■. ■ ■ ■■■■ ■:::..
■
•
Sentences are mostly '-T -• -. i:
.
k grammatically correct.
'
.
4 4 4
■
■ - ■■ ..
convey writer's attitude to used to sequence ideas. are used to extend . • • ’•. ....
1 , .
the chosen subject, e.g. meaning but not always ......... .......... •' 1........
knowledge and successfully.
enthusiasm for subject Balance of coverage of ■ r- . /•
matter. ideas is appropriate. Use of past and present ■
tense is generally
Some awareness of consistent. ■ .
.
audience,
■7-7-77-;..- 7: 7
3 3 3
General features of text Some attempt to sequence Some variation in sentence Sentences demarcated Correct spelling of
type are evident, e.g.: ideas logically; e.g. content openings, e.g. not always accurately throughout the common words with more
some appropriate features clear for a biography. starting with noun or text. than one syllable, including
of a report. pronoun or other word. compound words.
Each section has an Commas used in lists and
Reader given basic opening statement. Compound sentences are to mark clause divisions.
information; e.g. relevant used but connectives are
statements simple, e.g. ‘and’, 'but',
'so'.
2 2 2 2 2
Some elements of the text Ideas grouped together Simple sentences are Straightforward sentences Correct spelling of high
type can be seen; e.g.: it is although paragraphs may generally grammatically usually demarcated frequency words.
a report not be shown. correct. accurately; e.g. full stops,
capital letters, question
connect clauses.
1 1 1 1 1
P1 1 1
7
Section C: Grammar, Punctuation and Vocabulary
Question 13
Award 1 mark for the correct

Black pearls are more valuable than white ones underlining as shown. No
(a) 1
because they are not as common. other words should be
underlined.

embedded clause.
Fossils, which may be the skeletons of huge
(b) 2 Award 1 mark for correctly
dinosaurs, are millions of years old.
placed parenthetical
commas and the final full
stop.
Total 3
© UCLES 2011 0844/01 ZSM/12 [Turn over
P112
8
Question 14
Fossil hunters search every rock to try to find a

fossil.
Award 1 mark for either of
(a) 1
these sentences.
Fossil hunters are searching every rock to try to
find a fossil.
The pearls (find) are found in oyster shells.

First, the oysters (take) are taken from the
seabed by divers. Award 2 marks for all 3
correct verbs.
(b) 2 They (pull) are pulled onto the deck of fishing
boats in nets. Award 1 mark for 2 correct
verbs.
Each shell (open) is opened to show the pearl
inside.
Total 3
Question 15
- - . .. ■' • . • ■ ' ■ ....... ' ■ •■
Mark Answer Further Information
• •
looks / looked carefully
The man teek very earefel in the pile of
rocks to find fossils.
1
Accept: corrections.
■
men carefully
The man look very careful in the pile of
rocks to find fossils.
Total 1
Question 16

•
The fossil is very old. simple
Although the water was

deep, the diver found complex
the oyster.
Total 1
P11 3
9
Question 17
A •
; Part Mark Answer Further Information
* -... . ..............
Award 1 mark for two
correctly placed
Pearls can’t be collected if
apostrophes.
the oysters’ shells are tightly
1
closed.
Award 0 mark if extra
apostrophes or other marks
are placed.
Total 1
Question 18
J.'--"
Part Mark Answer Further Information ... ..•> 1-, ;
■ ’ . ■ ■ 7 - . . 7-.
Also accept: "Yes * 2 1

replied . “ There were lots of
them lying on the beach.”
However, if a full stop is
used then the ‘t’ must be
capitalised as well to gain
credit.

then there must be a full
stop.
"Did you find this Fossil ? “ asked my friend .
Also: the question mark, the
2
“Yes “ I replied j_ 2 there were lots of them comma and the full stop
lying on the beach.” must be inside the speech
marks.
Award 2 marks if 6-7 of the

missing punctuation marks
Award 1 mark if 3^5 of them

Award 0 mark if there are 9

Total 2
©UCLES 2011 0844/01/SM/12 [Turn over
P11 4
10
Question 19
3 Mark Answer Further Information

■
Award 1 mark for each appropriate word
that retains the sense of the sentence.
Allow use of ‘a’ or ‘an’ before the word for

proportion: share, number, fraction,
‘fascinating’, i.e. ‘a interesting’.
part, percentage
2
Also allow different parts of speech.
fascinating: enthralling, interesting,
intriguing
Do not accept words that do not retain
the sense of the sentences.
e.g. fascinating charming
Total 2
P11 5
Cambridge UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Primary Cambridge Primary Checkpoint
Checkpoint
ENGLISH 0844/02
SPECIMEN MARK SCHEME
1 hour
MAXIMUM MARK: 50
UNIVERSITY r/CAMBRIDG E
©UCLES 2011
Inccrnacion.il EjcxmLnatiow [Turn over
P74
2
Section A: Reading
Question 1
He had a beard of wild white hair. J

2 Award 1 mark for each correct tick.
His forearm had loose mottled skin. J *
Total 2
Question 2 -
• Mark Answer ’ < Further Information
1 his eyes
Total 1
Question 3
Further Information
Accept answers which indicate the

reason for ‘being ill’, e.g. ‘all of his
X
movements were painfully slow and
1 in case he was ill still’, ‘tired stoop of his body’.
Answers must be from the text.
Total 1
Question 4
■ , • •■ ' ■
Part Mark Answer - HharinMm,oh-An
Further Information
' ' , ■: ' ' : ' ■ ■ -r- '
Accept answers which refer to the
The other leg was all curled up and
1 bird having only one good leg.
stunted.
‘It is one-legged ’ is not true.
Total 1
P75
3
Question 5
■_ Part Mark Answer
Do not accept answers where 'Yes’

has been ticked.
Accept ‘No’ as an answer with one of the ‘He carried on as normal..’ is not a
following phrases: reason.
1 *
• He offered them some bread. Also, ‘he heaved his black cape
• I’m glad you came. off....’ does not show his mood.
• I was afraid you never would.
Additional ideas from the last
paragraph about wanting to meet the
children, are possible.
Total 1
Question 6
• Part
good with animals / birds.
Answers that say ‘the kittiwake is not

1 that he is kind and / or gentle
afraid of the Birdman’ are not
acceptable as they do not say
anything directly about the Birdman.,
Total 1
©UCLES 2011 0844/02/SM/12 [Turn over]
P76
4
Question 7 ■ ■
Explanation - Quotations -
1 mark 1 mark
Yes: it sounds as
‘Keep your
though people
distance’ - is that
have said bad
what they told you?
things about him.
‘plenty (bread) in There is no mark for the first part of

reserve in case I the question but answers must agree
get ill.’ / ‘painfully with the choice ‘Yes’ or ‘No’.
Yes: he’s not well
slow and stiff /
‘wincing as he did Award one mark for each part of the
2
so’ answer.
Yes: he’s lonely / ‘I'm glad you Accept other suitable reasons but it
lives on his own came.’ is important that explanations and
quotations ‘match’ each other.
No: because he
‘a head and beard
sounds like a very
of wild white hair’
strange person.
‘black hooded
No: he looked
silhouette’ /
quite fierce /
‘predatory look of
threatening
an ancient crow’
Total 2
Question 8
• because they were frightened

• because they were frightened to see Accept answers thaT give a clear
1 the Birdman for the first time
indication of the children’s fear.
• because they wanted to get as far
away from the Birdman as possible
Total 1
P77
5
Question 9
-.-.v-r...... •kT''-,-
Award 1 mark for: wet / raining / stormy /

windy
Accept answers which mention ‘wet’ /

windy in some way:
2
• ‘...pulled off his sou’wester and
shook it dry’
• ‘Bit of a bluster’
• Allow ‘he shook his sou'wester (or
hat) dry’
Total 2
Question 10
Accept one of:

• a child / another child
• Daniel’s friend
• Gracie
Accept one of:

• answers which show an
understanding that there are two -
children at the Birdman’s house
2
• ...’Daniel behind me...’
• Gracie is mentioned at the
beginning and Daniel is
mentioned in the story so the
other person could be / is Gracie
■ • The story is told in the first
person and that person is with
Daniel so is probably a child like
him.
Total 2 z
© UCLES 2011 0844/02/SM/12 [Turn over]

r>_____ -7D
P78
6
Question 11 . i .
OnS'/! 1
(a)
There are 3 ideas here: predatory, Award 2 marks for answers which
threatening / old / bird combine these ideas: e.g.
Answers for 1 mark: He is described as a bird (crow)

e.g. for answers which give 1 of these because birds seem to like him, he
ideas: is old and his wild white hair made
(b) 2
him look fierce like a hunting or
He looked dangerous like a predator angry animal. (3 ideas)
(does to its prey).
He looks fierce and is very old. (2
Ancient means old and the Birdman was ideas)
old.
Total 3
Question 12
(a) 1 real life story S
Features of reaHife stories include: Award 1 mark for each correct

• The setting is a familiar place. answer.
• The characters could all be real
people.
addition to those suggested can be
(b) 2 • The events could actually happen.
awarded the mark.
• The story has a contemporary
setting.
If students give a wrong answer
• The plot is a familiar theme for a real for 12 (a), accept two appropriate
life story.
features of the text they identified.
Total 3
©UCLES 2011 0fi44/02/SM/19 FTiirn nvprl
P79
8
Section B: Writing (Fiction Text)
13
CONTENT AUDIENCE TEXT STRUCTURE SENTENCE PUNCTUATION VOCABULARY SPELLING
STRUCTURE
Imaginative detail Is Paragraphs are used to Use of complex ...

developed using a variety structure the narrative. sentences Is controlled v i. 1 £?■ " ’ -?
including the position of ■ -
of techniques including
imagery. Dialogue is laid out clauses to focus ■
. J VT'- i■ .
correctly, with a new line attention.
During the course of the • '/ R • for each speaker. ' ■•.1 wi / > ■ ' .
story, the development of Range of connectives
the characters] is shown •-.t. ! -r S tow may be developed, e.g. ■ "S- ♦’
through actions and i-s:. 'although', ‘meanwhile’. . . ■<. - ■ i; - M
reactions. ■ 'JrAWl 'A'- ;h tty1 » -i > $ J r.i.. '
5 5 5
■
Character is well A clear, consistent Paragraphs are used to Complex sentences All punctuation is used Spelling Is mostly
accurately, including ■ accurate, including
described with actions relationship between help structure the used to create effect
linked to key events. writer and reader is narrative. using expanded speech punctuation. ■ y.' ■ words with complex
established and phrases and clauses to regular patterns.
P80
Suspense, or excitement, controlled. There may be appropriate develop ideas; e.g. Clauses are marked
noun, adverbial, accurately by commas. ,;«• -‘v- Allow plausible attempts
where used, is well built. links between paragraphs. • ■■■■ ' A?. : '• ' A ■'
adjectival and verb at tricky polysyllables.
phrases. . e.g. realised, interesting,
wonderful, position,
A wider variety of \J ■ ■ immediately.
: '"<■ ; &
connectives is used
I appropriately, e.g. 'if,
'when', 'because'.
4 4 4 4 4 . A"?:'? 4
’
Story is well-crafted and The reader is engaged Paragraphs sometimes Some complex Commas are always Vocabulary is used Correct spelling of
focuses on either by the inclusion of used to sequence ideas. sentences are used to used in lists and effectively to create a polysyllabic words that
character or action. appropriate detail. extend meaning but not sometimes to mark strong Image, e.g. use conform to a regular
Ideas are organised always successfully. clauses. of simile or metaphor. pattern, e.g. making,
The story is concluded simply with a fitting probably, clapped,
successfully and without opening and closing that Use of past and present Speech marks, if used, possible, possibly.
rushing. are mostly logical. tense is generally are accurately placed
consistent. around words spoken,
Narrative viewpoint is although other speech
established comfortably punctuation may not be
within the given genre (or accurate.
'chosen' if not given);
e.g. (not given so needs
to be an identifiable
genre). X
3 3 3 3 3 3 3

sat &iq bookstore Page 80
The story is well placed in Some attempt to Some attempt to Some variation in All sentences nearly Some evidence of Correct spelling of
its setting; e.g. with or engage the reader. sequence ideas logically; sentence openings, e.g. always demarcated vocabulary choices common words with
around the house. e.g. content clear. not always starting with accurately with full used accurately. more than one syllable,
The writer gives the same noun, pronoun stops, capital letters, Including compound
One event is described. sufficient information for Openings and closings or other word. question and words.
a reader to understand sometimes evident. exclamation marks.
the contents / events Connectives are simple,
described. e.g. ‘and', 'but', 'so'. Speech marks, if used,
may not be accurate.
2 2 2 2 2 2 2
The story has a simple The reader is given Story ideas are evident. Simple sentences are Straightforward Simple generally Correct spelling of high
plot (in context of given basic information that is generally grammatically sentences are appropriate vocabulary frequency words.
prompt). relevant to (he narrative. correct. demarcated accurately; used - limited in range
e.g. full stops, capital but relevant.
'and' may be used to letters, question and
connect clauses. exclamation marks.
1 1 1 1 1 1 1

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Cambridge Primary Checkpoint

This document has 10 pages. Blank pages are indicated.

Question Answer Marks

Award 1 mark for one of the following:

• (a high level of) danger / more dangerous / involves dangerous activities

Question Answer Marks

Award 1 mark for any of the following:

• to join two sentences that are closely related

Question Answer Marks

Award 1 mark for the following:

Question Answer Marks

4 Explain why special equipment is needed to take part in extreme sports. 2

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

• to protect them / a person from (serious) injury / to prevent injury / to keep a

© UCLES 2020 Page 3 of 11

Question Answer Marks

Award 1 mark for each of the following:

Question Answer Marks

Award 1 mark for the following:

• (the) events can vary.

Question Answer Marks

Award 1 mark for each correct connective, up to a maximum of 3 marks:

© UCLES 2020 Page 4 of 11

Text A uses paragraphs with subheadings.

Award 1 mark for one of the following:

Award 1 mark for either of the following:

• (the) (X) games

Question Answer Marks

Award 1 mark for each of the following:

Question Answer Marks

Award 1 mark for either of the following:

© UCLES 2020 Page 5 of 11

Question Answer Marks

Award 1 mark for the following:

Question Answer Marks

Award 1 mark for the following:

• (the nearby) sea.

Question Answer Marks

Award 1 mark for the following:

• (the) (difficulty) grade / level (of the trail)

Question Answer Marks

Award 1 mark for the following:

© UCLES 2020 Page 6 of 11

Question Answer Marks

Persuasive language Example from the text

saying it’s your only chance a one-off (competition)

Question Answer Marks

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

• (short, bold) subheadings

Question Answer Marks

Award 1 mark for the following:

© UCLES 2020 Page 7 of 11

Question Answer Marks

You could choose one of the following sports:

18 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

© UCLES 2020 Page 8 of 11

Vocabulary is simple and relevant.