Cambridge Lower Secondary Checkpoint

ENGLISH 0861/02
Paper 2 Fiction April 2023
MARK SCHEME
Maximum Mark: 50

Published

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. Any blank pages are indicated.

05_0861_02/4RP
© UCLES 2023 [Turn over
0861/02 Checkpoint Secondary 1 – Mark Scheme April 2023
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Section A: Reading

Question Answer Marks

1(a) Award 1 mark for: 1

• metaphor
1(b) Award 1 mark for one of the following: 1

• (It shows that he is) very wrinkled / to show how wrinkled he is.
• (It shows that he is) very skinny/thin / to show how skinny/thin he is.
• (It shows that he is) old.

Question Answer Marks

2(a) Award 1 mark for each of the following, up to a maximum of 2 marks 2

Quote must come from lines 11–16

• the sun appeared on the horizon

• (the sun) pushing itself up rising slow slow
• First thing in the morning
2(b) Award 1 mark for: 1

• omnipotent

Question Answer Marks

3 Award 1 mark for the first way: 4

• the writer uses long / multi-clause sentences

Award 1 mark for explanation:

• to create a slow/calm/relaxed mood

Award 1 mark for the second way:

• The writer uses (a succession of) short sentences

Award 1 mark for explanation:

• To show (Baptiste’s) surprise/alarm/shock
• To show a sense of suspense/urgency/dramatic/intense

Award 1 mark for each way and a further mark for the explanation only if the
way mark is awarded

Question Answer Marks

4 Award 1 mark for one of the following: 1

• ‘…all sea mossy’

• ‘…jook up with anemone / (and) conch shell.’

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Question Answer Marks

5 Award 1 mark for each of the following ideas: 2

• The writer uses a short/two-word sentence(s)

• The writer uses a short/one or two sentence paragraph(s)

Question Answer Marks

6(a) Award 1 mark for each of the following ideas, up to a maximum of 2 marks, 1 2
from each bullet point

• idea of something happening very quickly / suddenly / overnight / forcefully

• idea of bright (colours)/(bright) yellow (and pink) appearing everywhere/
colourful/colour filled/exploding with colour
6(b) Award 1 mark for: 1

• From that moment

These words only

6(c) Award 1 mark for each of the following up to a maximum of 2 marks: 2

• oxymoron
• personification

Question Answer Marks

7 Award 1 mark for the Explanation and a further mark for the Evidence. 2

• he’s worried she’ll tell everyone / she can’t keep secrets / she’s boastful /
talkative person
• bigmouthed (aunt)

“Bigmouthed” as part 1 Explanation answer is wrong because it is a quotation,

not an Explanation. It is therefore negated if used again in part 2 as the
Evidence.

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Question Answer Marks

8 Award 1 mark for each of the following ideas, up to a maximum of 2 marks: 2

• she calls to him / immediately catches his attention / interacts with him
• he is calm/moves slowly
• she doesn’t disappear immediately / she stays longer / she wants to watch
him (again) / he wants to watch her
• he realises she is looking at his guitar / wants him to play his guitar
• he picks up his guitar slowly
• he’s beginning to understand her a bit better
• neither of them is frightened/scared (of the other)

The writing of two correct points on the same line = 2 marks

Do not accept curious, water splash and birds squeak

Question Answer Marks

9 Award 1 mark for a correct answer and another mark for a correct example: 2

• Explanation – the writer uses adjectives instead of adverbs / used slang /

dialect
Example –‘watched her good’ / ‘slow slow’ / ‘didn’t frighten so bad’

• Explanation – the writer uses an unusual / odd / strange example of the

past tense
Example – he didn’t frighten

• Explanation – repetition of words / no comma between ‘slow slow’

Example – ‘slow slow’

Question Answer Marks

10 Award 1 mark for each of the following up to a maximum of 2 marks: 2

• Yes, she had risen from the waves, chosen him, a humble fisherman.
• Yes, she watched him for some time / like she’d been studying him
• Yes, she came back deliberately to find him
• Yes, because she is interested in his guitar/music
• Yes, taking a long suspicious look at him
• No, taking a long suspicious look at him
• No, she was only interested in the guitar / the music
• No, when she first saw him she immediately swam away

First or second encounter may both be referred to.

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Section B: Writing

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each column and work upward.
• A ‘best fit’ judgement should be made in judging first in which box to place the response and
then, within that box, which mark is appropriate.
• The lower mark within a box should be given if some of the criteria have been met but not all.
• Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
Award 0 marks for 20 words or fewer.
Award a maximum of 7 marks for responses of between 21 and 60 words.

Marks

Creation of texts (Wc) 5

Vocabulary and language (Wv) 3

Grammar and punctuation (Wg) 7

Structure of texts (Ws) 7

Word structure [spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Vocabulary and language Grammar and punctuation (Wg) Structure of texts (Ws) Word structure (Ww)
(Wv) (spelling)
[5 marks] [3 marks] [7 marks] [7 marks] [3 marks]
Content is wholly relevant Grammar is used accurately The response is well-
and conveyed in a throughout the text. organised and uses a wide
consistent style throughout For example, there is: range of organisational
which effectively sustains • a wide range of sentence types features to achieve an
the reader’s interest.. manipulated and/or adapted for effective narrative.
effect.
Features and conventions • grammatical features are used Events are logically
of the relevant genre, if effectively to contribute to the sequenced throughout the
appropriate, are overall development of the text. text from an effective
successfully manipulated • consistent use of formal and/or opening to a satisfying
for effect throughout. informal register to enhance conclusion.
and emphasise meaning
Narrative viewpoint is well- according to context, purpose Clear, well-organised
established with a and audience. paragraphs are used
consistent style and effectively to structure the
effectively engages the Punctuation is accurate: narrative and control the
reader’s interest Use of a wide range of pace of the story.
throughout. punctuation for effect
An effective range of
Characters are developed carefully chosen sentence
and effectively portrayed openings and connectives
with the use of a distinctive is used to clarify or
voice sustained throughout. emphasise narrative detail.
[4–5] [6–7] [6–7]

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Creation of texts (Wc) Vocabulary and language Grammar and punctuation (Wg) Structure of texts (Ws) Word structure (Ww)
(Wv) (spelling)
Content is relevant with Material is wholly relevant Grammar is mostly accurate The overall response is Spelling is nearly always
imaginative detail and in a using a specialised throughout the text. e.g., well-organised and uses a correct throughout.
generally appropriate and vocabulary mostly accurately • Use a range of sentence types, good range of (There may occasionally be
consistent style, which for the genre. manipulated and/or adapted for organisational features phonetically
mostly sustains the effect. successfully. plausible attempts at
reader’s interest. Conscious language choices • Use grammatical features to complex words.)
are made, which shape the contribute to the overall Events are logically
Main features and intended purpose and effect development of the text. sequenced throughout the Correct spelling of complex
conventions of the on the reader. • Formal and/or informal register text with a successful polysyllabic words, e.g.,
relevant genre, if is generally used appropriately opening and closing. intelligent, initiative,
appropriate, are according to context, purpose fundamentally, inferiority,
Makes conscious use of and audience. Clear, well-organised paediatrician,
occasionally manipulated
linguistic and literary paragraphs are used accommodation
for effect.
techniques to shape meaning Punctuation is mostly accurate: successfully to structure
and effect. Use a range of punctuation for the narrative and help the
Narrative viewpoint is
generally well-established effect. pace of the story.
with a consistent style
and engages the reader’s A range of sentence
interest throughout. openings and connectives
are used appropriately to
Characters are developed clarify or emphasise
and well-portrayed with narrative detail.
the use of a distinctive
voice.

[3] [3] [4–5] [4–5] [3]

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Creation of texts (Wc) Vocabulary and language Grammar and punctuation (Wg) Structure of texts (Ws) Word structure (Ww)
(Wv) (spelling)
Content is mostly relevant Material is mostly relevant Grammatical structures are The text is generally well- Spelling of common and
using literary techniques using a specialised generally accurate throughout the organised and attempts to less common words,
appropriate to the genre. vocabulary accurately for the text, e.g., use a range of including polysyllabic and
purpose / genre. • Use of some range of sentence organisational features to compound words, is correct,
Main features of the types to support the text type. build up the narrative. e.g., accurate, present,
genre, if appropriate, are Mostly conscious language • Some complex sentences may evidence, making, possible,
evident. choices are made, which be attempted to create effect, Events are logically search
shape the intended purpose such as using expanded verb sequenced though there
Narrative viewpoint is and effect on the reader. phrases. may be some
clear with evidence of a • Some awareness of formal inconsistencies
personal style which and/or informal register
helps engage the reader’s Makes some use of linguistic Paragraphs are used to
according to context, purpose
interest. and literary techniques to structure the narrative
and audience.
shape meaning and effect though not always
Some characters are Some range of punctuation: consistently or
developed and portrayed • commas, semi-colons, dashes appropriately.
with the use of a and hyphens are used
distinctive voice. accurately to clarify meaning. A range of connectives are
• There may be evidence of used appropriately to link
comma splicing. narrative detail.

Note: if punctuation is totally

lacking and other descriptors met
then give the lower mark here.
[2] [2] [2–3] [2–3] [2]

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Creation of texts (Wc) Vocabulary and language Grammar and punctuation (Wg) Structure of texts (Ws) Word structure (Ww)
(Wv) (spelling)
General features of the Some language choices are Basic grammatical structures are Some attempt to organise Spelling of common words
genre, if appropriate, may made, which shape the generally correct, e.g., the overall text is correct, e.g., their/there,
be present. intended purpose and effect • subject and verb generally Some attempt to sequence friend, another, around,
on the reader. agree. Past and present tense relevant ideas because, anything,
Narrative viewpoint is not of verbs generally consistent. logically in relation to the something.
always consistent. Some • A mix of simple and some stimulus.
attempt is made to Creates some effect by using compound sentences used
engage the reader. a range of linguistic and accurately. Some complex Paragraphs / sections are
literary techniques. sentences may be attempted to evident with related points
Some elements of the expand detail but not always grouped together or linked
genre can be seen; a successfully. by time sequence.
maximum of 1 mark can • Formal and/or informal register
be awarded if not the may be attempted but not Movement between
correct genre. consistently according to paragraphs or sections,
context, purpose and audience. may be disjointed with a
limited range of sentence
Punctuation: openings and connective.
• Demarcation of straightforward
sentences is usually correct.
• Commas are used in lists and
occasionally to mark clauses.

Note: learners should gain marks

for good English with punctuation
errors rather than lose marks for
essentially good English.
[1] [1] [1] [1] [1]

Creation of texts (Wc) Vocabulary and language Structure of texts (Ws) Grammar and punctuation (Wg) Word structure (Ww)
(Wv) (spelling)
No creditable response No creditable response No creditable response No creditable response No creditable response
[0] [0] [0] [0] [0]

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