Cambridge Lower Secondary Checkpoint



ENGLISH 0861/02
Paper 2 Fiction April 2024
1 hour 10 minutes

You must answer on the question paper.

You will need: Insert (enclosed)

INSTRUCTIONS
• Answer all questions.
• Use a black or dark blue pen.
• Write your name, centre number and candidate number in the boxes at the top of the page.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Do not write on any bar codes.

INFORMATION
• The total mark for this paper is 50.
• The number of marks for each question or part question is shown in brackets [ ].
• The insert contains the reading text.

This document has 8 pages.

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Section A: Reading

Spend 35 minutes on this section.

Read the text in the insert, and answer Questions 1–13.

1 Look at lines 4–7. The man in the grey suit is trying to move without attracting attention.
Give one phrase that tells the reader this.

[1]

2 Look at lines 8–11.

Why does the writer use commas ( , )?

[1]

3 Look at lines 12–17.

What does the man’s response to Hector’s question tell the reader?
Tick () two boxes.

The man enjoyed the magic show that Hector performed.

The man is trying to avoid answering Hector’s question.

The man has been looking forward to meeting Hector.

The man expects Hector to greet him more politely.

The man is meeting Hector for the very first time.

[2]

4 Look at lines 18–21.

How do Hector’s actions in this paragraph link back to the action in line 8?

[1]

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5 Look at lines 22–24.

How does the man’s statement relate to the comments Hector made earlier?
Tick () one box.

It shows that Hector has misjudged the man’s feelings.

It expresses an opinion different from Hector’s.

It confirms what Hector thinks about the man’s opinion.

It criticises the tone of Hector’s comments.

[1]

6 Look at lines 25–31.

(a) Hector emphasises the word magicians.

Why?

[1]

(b) Hector uses a metaphor to compare himself to other magicians.

Explain what this tells the reader about what Hector thinks of himself.

[2]

7 Look at lines 32–35.

What does the man intend to convey about the audience’s reaction with the word perplexing?
Tick () one box.

The audience should have applauded Hector more.

The audience gave Hector more praise than he deserved.

The audience were unable to understand Hector’s tricks.

The audience were disappointed by the mistakes Hector made.

[1]

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8 Look at line 36.

Explain how the narrative changes focus at this point.

[2]

9 Look at lines 37–38.

What does the exclamation mark ( ! ) tell the reader about Hector’s feelings?

[1]

10 Look at lines 39–42.

How does the reader’s understanding of the second sentence depend on the first sentence?

[1]

11 Look at the dialogue between Hector and Celia (lines 43–57).

Hector and Celia have a good relationship. Do you agree?
Tick () one box.

Yes

No

Give two reasons for your choice.

Support each reason with a quotation.

First reason:

Quotation:

Second reason:

Quotation:
[4]

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12 Look at lines 58–68.

(a) Give a phrase that emphasises the effort Celia makes when demonstrating her ability to the
man.

[1]

(b) What does Celia do that changes the man’s opinion of her?

[1]

13 Look at the whole text.

(a) Why does the writer refer to one character as the man in the grey suit throughout the text?

[1]

(b) Do you think that Hector wants to gain the respect of the man in the grey suit?
Tick () one box.

Yes

No

Give two reasons for your choice.

Support each reason with a quotation.

First reason:

Quotation:

Second reason:

Quotation:
[4]

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Section B: Writing

Spend 35 minutes on this section.

14 Write a story in which one of the characters has a special power that must be kept secret until the
time comes when it is necessary to use it.

Think about:

• who the character is and what the special power is

• when and where they have to reveal the power for the first time
• what happens when they use the power.

Use the box below to plan your answer.

Write your answer on the lines on the next page.

Space for your plan:

Write your story on the next page. [25 marks]

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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2024 0861/02/A/M/24

 Cambridge Lower Secondary Checkpoint

ENGLISH 0861/02
Paper 2 Fiction April 2024
INSERT 1 hour 10 minutes

INFORMATION


• This insert contains the reading text.

• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.

This document has 4 pages. Any blank pages are indicated.

04_0861_02/3RP
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 2

Text for Section A, an extract from The Night Circus by Erin Morgenstern

A man in a grey suit has been watching an entertainer Hector Bowen, with the stage-name
Prospero, who has just finished performing a magic show.

***

After the performance has concluded, the man in the grey suit navigates the crush of patrons in
the theatre lobby with ease. He slips through a curtained door leading to the backstage dressing 5
rooms unnoticed.

He raps on the door at the end of the hall with the silver tip of his cane.

The door swings open of its own accord, revealing a cluttered dressing room lined with mirrors,
each reflecting a different view of Prospero.

His tailcoat has been tossed lazily over a velvet armchair. The top hat which featured 10
prominently in his performance sits on a hatstand nearby.

‘You hated it, didn’t you?’ he asks without turning away from the mirror, addressing the ghostly
grey reflection. He wipes a thick residue of powder from his face with a handkerchief that might
once have been white.

‘It is a pleasure to see you too, Hector,’ the man in the grey suit says, closing the door quietly 15
behind him.

‘You despised every minute, I can tell,’ Hector Bowen says with a laugh.

He turns and extends a hand the man in the grey suit does not accept. In response, Hector
shrugs and waves his fingers dramatically in the direction of the opposite wall. The velvet
armchair slides forward while the tailcoat floats up from it like a shadow, obediently hanging 20
itself in a wardrobe.

‘Sit, please,’ Hector says.

‘I cannot say I approve of such exhibitions,’ the man in the grey suit says, taking off his gloves
and dusting the chair with them before he sits.

Hector tosses the powder-covered handkerchief onto a table littered with brushes and tins of 25
greasepaint.

‘Not a single person in that audience believes for a second that what I do up there is real,’ he
says. ‘That’s the beauty of it. Have you seen the contraptions these magicians build to
accomplish the most mundane feats? They are a bunch of fish covered in feathers trying to
convince the public they can fly, and I am simply a bird in their midst. The audience cannot tell 30
the difference beyond knowing that I am better at it. Can I get you a drink?’

‘No, thank you,’ the man in the grey suit says. ‘I found your performance curious, and the
reaction of your audience somewhat perplexing. You were lacking in precision.’

‘Can’t be too good if I want them to believe I’m as fake as the rest of them,’ Hector says with a
laugh. 35

‘Your letter said you had a proposition for me.’

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‘I do, indeed!’ Hector walks over to a door mostly hidden by a long, standing mirror. ‘Celia,
dearest,’ he calls into the adjoining room before returning to his chair.

A moment later a small girl appears in the doorway, dressed too nicely for the chaotic
shabbiness of the surroundings. All ribbons and lace, perfect as a shop-fresh doll save for a few 40
unruly curls escaping her braids. She hesitates, hovering on the threshold, when she sees that
her father is not alone.

‘It’s alright, dearest. Come in, come in,’ Hector says, beckoning her forward. ‘This is an
associate of mine, no need to be shy.’

She takes a few steps closer and executes a perfect curtsey, the lace-trimmed hem of her dress 45
sweeping over the worn floorboards.

‘This is my daughter, Celia,’ Hector says to the man in the grey suit. ‘Celia, this is Alexander.’

The man in the grey suit gives her a polite nod.

‘I would like you to show this gentleman what you can do,’ Hector says. He pulls a silver pocket
watch on a long chain from his waistcoat and puts it on the table. ‘Go ahead.’ 50

The girl’s eyes widen.

‘You said I was not to do that in front of anyone,’ she says. ‘You made me promise.’

‘This gentleman is not just anyone,’ Hector replies with a laugh.

‘You said no exceptions,’ Celia protests.

Her father’s smile fades. He takes her by the shoulders and looks her sternly in the eye. 55

‘This is a very special case,’ he says.

The girl nods gravely and shifts her attention to the watch, her hands clasped behind her back.

After a moment, the watch begins to rotate slowly, turning in circles on the surface of the table.

Then the watch lifts from the table, floating into the air and hovering as though it were
suspended in water. 60

Hector looks to the man in the grey suit for a reaction.

‘Impressive,’ the man says. ‘But quite basic.’

Celia’s brow furrows over her dark eyes and the watch shatters, gears spilling out into the air.

‘Celia,’ her father says.

She blushes at the sharpness of his tone and mumbles an apology. The gears float back to the 65
watch, settling into place until the watch is complete again, hands ticking the seconds forward
as though nothing has happened.

‘Now that is a bit more impressive,’ the man in the grey suit admits.

© UCLES 2024 0861/02/INSERT/A/M/24

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BLANK PAGE

Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every
reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.

To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge
Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download
at www.cambridgeinternational.org after the live examination series.

Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2024 0861/02/INSERT/A/M/24

Cambridge Lower Secondary Checkpoint

ENGLISH 0861/02
Paper 2 Fiction April 2024
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 12 pages. Any blank pages are indicated.

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0861/02 Checkpoint Lower Secondary – Mark Scheme April 2024
PUBLISHED

Instructions to Examiners

1. You are required to make annotations on scripts, firstly to help you decide on your assessment,
and secondly to show your Team Leader on what that assessment was based.

2. Useful hints for making annotations on RM Assessor:

• On the Writing task, make your annotations against the first mark. If they ‘disappear’ for the
subsequent marks, you do not need to put them in again.

Section A: Reading
Questions 1 – 13(b)

Put a Red Tick for each correct point, on the point or in the Right Hand Margin. Try not to obscure
what the candidate has written.

DO NOT use red crosses.

Remember you may use BOD (Benefit of Doubt) and the caret for omission.

Section B: Writing
Question 14

1. XSP in the Left Hand Margin for spelling mistakes.

2. XP in the Right Hand Margin for Full Stops missed.

3. XP in the body of the text for all other punctuation errors.

4. Red Wavy Underline for all Grammar, Style errors and awkwardness of any kind.

5. Red Wavy Vertical Line in either Margin for extended areas of error or weak expression.

6. A Red Tick in the body of the text for good Sentence Structure and / or for any rewardable use of
apt and correct Punctuation.

7. Use the SEEN annotation to indicate the page(s) for the Writing question has been seen.

8. Do not mark the plan. Anything that is written in the planning section is to be totally ignored. This
includes if this is the only attempt for the Question.

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Section A: Reading

Question Answer Marks

1 Award 1 mark for: 1

• (he) slips through (a curtained door)

Complete sentence only acceptable if phrase is underlined/highlighted.

Question Answer Marks

2 Award 1 mark for: 1

• to separate clauses / separating out items of information

Question Answer Marks

3 Award 1 mark for each of: 2

• The man is trying to avoid answering Hector’s question.

• The man expects Hector to greet him more politely.

(Boxes 2 and 4 should be ticked.)

Question Answer Marks

4 Award 1 mark for: 1

• Hector moves the objects with magic / telekinesis / without touching.

• They (his actions) are magic(al) / he has (magical) powers.

Question Answer Marks

5 Award 1 mark for: 1

• It confirms what Hector thinks about the man’s opinion.

(The third box should be ticked.)

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Question Answer Marks

6(a) Award 1 mark for: 1

• to show that he doesn’t think they are real magicians / to express irony / his
negative opinion of them / he has real powers / to show he is not like them /
sarcasm
6(b) Award 1 mark for each of the following ideas, up to a maximum of 2 marks: 2

• He and the other magicians look the same / appear the same to the public.
• He thinks he is better than they are.
• He is the only real magician / all the others are fake / only pretending to do
magic.

Question Answer Marks

7 Award 1 mark for: 1

• The audience gave Hector more praise than he deserved.

(The second box should be ticked.)

Question Answer Marks

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

• Up to this point, the conversation between the two characters has focused
on the show/performance.
• From here on, the reason for the man’s visit is explained / they start talking
about the letter/proposition.

Question Answer Marks

9 Award 1 mark for: 1

• He is excited / eager / enthusiastic. / To emphasise his words/feelings.

Question Answer Marks

10 Award 1 mark for: 1

Either
• the second sentence is a comparison of a doll to the girl in the first sentence
Or
• the second sentence adds description/detail to the first sentence

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Question Answer Marks

11 Award 1 mark for each reason, up to a maximum of 2 marks, plus 1 mark for 4
each appropriate quotation:

If ‘Yes’ is ticked:

Reason Quotation
Hector addresses her ‘It’s alright, dearest.’
affectionately.
She wants to please her father by ‘The girl nods gravely and shifts
doing the right thing / Celia trusts her attention to the watch…’
her father / she follows her father’s
instruction.
He is proud of what his daughter ‘I would like you to show this
can do. gentleman what you can do…’
He trusts his daughter’s abilities. ‘He pulls a silver pocket watch on a
long chain from his waistcoat and
puts it on the table.’
He doesn’t need to explain to his ‘Go ahead.’
daughter what she has to do.

If ‘No’ is ticked:

Reason Quotation
He is strict / firm / forceful with her. ‘He takes her by the shoulders and
looks her sternly in the eye.’
Celia appears frightened of what The girl’s eyes widen. / ‘You made
might happen if she disobeys her me promise’ / ‘You said no
father / is not sure whether to trust exceptions,’ the girl protests.
her father / argues with her father.
She does as she is told. ‘The girl nods gravely and shifts
her attention to the watch...'
He is angry / unhappy. ‘Her father’s smile fades.’

Distinct Reasons from the same box may both be accepted – but both may not
be supported by the same Quotation.

Accept alternative reasons if they are in the specified section of text.

Accept alternative quotations if they support the reason given.

Question Answer Marks

12(a) Award 1 mark for: 1

• (Celia’s) brow furrows (over her dark eyes)

Complete sentence only acceptable if phrase is underlined/highlighted.

12(b) Award 1 mark for: 1

• She reassembles the watch. / She puts the watch back together again (so
that it works) / she mends the watch (after breaking it).

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Question Answer Marks

13(a) Award 1 mark for: 1

• maintain a sense of mystery or intrigue about him / to make him seem

sinister
13(b) Award 1 mark for each reason, up to a maximum of 2 marks, plus 1 mark for 4
each appropriate quotation. Accept alternative quotations if they support the
reason given. Do Not Accept as a reason words that are a key part of the
quotation.

If ‘Yes’ is ticked:

Reason Quotation
He tries to behave politely / attempts He turns and extends a hand… / ‘Sit,
to shake the man’s hand. please’ Hector says / ‘Can I get you
a drink?’
He shows off by demonstrating his The door swings open of its own
magic powers. accord / waves his fingers
dramatically
He gives reasons/excuses for not ‘Can’t be too good if I want them to
performing perfectly in front of the believe I’m as fake as the rest of
audience. them,’
He insists that Celia should show the ‘I would like you to show this
man her abilities. gentleman what you can do,’ Hector
says. / He takes her by the
shoulders and looks her sternly in
the eye.
He acknowledges the man’s ‘This is a very special case,’ he says.
importance/status. / ‘This gentleman is not just anyone,’
He wants the man to be impressed Hector looks to the man in the grey
by Celia. suit for a reaction.

If ‘No’ is ticked:

Reason Quotation
He has made no attempt to tidy up a cluttered dressing room / His
the room before the man’s visit. tailcoat has been tossed lazily over a
velvet armchair. / a table littered with
brushes and tins of greasepaint.
He doesn’t greet the man formally. ‘You hated it, didn’t you?’ he asks,
without turning away from the mirror’
He appears unconcerned when the He turns and extends a hand the
man won’t shake his hand. man in the grey suit does not accept.
In response, Hector shrugs…
He doesn’t seem to take the man’s ‘Can’t be too good if I want them to
criticisms seriously. believe I’m as fake as the rest of
them,’ Hector says with a laugh.
He appears unconcerned about the ‘You despised every minute, I can
man disliking his performance. tell,’ Hector Bowen says with a
laugh’

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Section B: Writing

Write a story in which one of the characters has a special power that must be kept secret until the
time comes when it is necessary to use it.

Think about:
• who the character is and what the special power is
• when and where they have to reveal the power for the first time
• what happens when they use the power.

Question Answer Marks

Notes to markers

• Use the marking grids on the following pages.

• Marking should always begin from the lowest mark in each row and work across:
start from the left-hand side.
• Award 0 marks where the performance fails to meet the lowest criteria.
• 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 criteria have been met but not all.

Note on extent:
• Award 0 marks for 20 words or fewer.
• Award a maximum of 7 marks for responses of between 21 and 60 words.
• You need not count the words unless you think there will be fewer than 60. In normal-sized
handwriting 60 words will be approximately 8 lines.

14 Creation of texts (Wc) 5

Vocabulary and Language (Wv) 3

Structure of texts (Ws) 7

Grammar and punctuation (Wg) 7

Word structure [Spelling] (Ww) 3

[Total 25]

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Creation of texts (Wc) Creation of texts (Wc) Creation of texts (Wc) Creation of texts (Wc)
[1] [2] [3] [4–5]
Some material included A relevant response Relevant material has Content is clearly
that elaborates on basic with well-chosen ideas ideas and content with aimed at a target
information. and content. Some detail developed. audience with a good
ideas and material are balance of coverage.
developed.
OR Features of the text Writing is well
Purpose of writing is type are clear developed so that
Some elements of the throughout.
clear and appropriate features of the text type
text type can be seen.
to the given text type Consistent viewpoint are used consistently
A maximum of 1 mark where some features with detail that sustains and successfully
can be awarded if not are evident. interest with writer’s
the given text type. style / personal A clear, consistent
response which relationship between
A straightforward emphasises particular writer and reader is
viewpoint which is points. established and
generally consistent maintained throughout
and appropriate for the the text.
purpose and the
audience.

Vocabulary and Language (Wv) Vocabulary and Language Vocabulary and Language
(Wv) (Wv)
[1] [2] [3]
Sometimes uses appropriate Appropriate vocabulary is used Language is wholly relevant to
vocabulary to convey meaning that is suitable for the specified the text type and purpose.
matched to the context. text type.
Specialised vocabulary is used
Good attempts to use well, for effect, throughout the
persuasive elements text.
(word/tone/phrases).
Words and phrases chosen to
convey mood and feeling so
that the writing sustains the
reader’s interest.

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Structure of texts (Ws) Structure of texts Structure of texts Structure of texts

(Ws) (Ws) (Ws)
[1] [2-3] [4-5] [6-7]
Structure is clear using Paragraphs/sections Content is organised so Development of ideas
paragraphs/sections with are evident with that ideas are is managed
some attempts to related points grouped developed cohesively throughout an
organise the content. together (and/or linked and logically extended piece of
by time sequence). throughout a piece of writing.
sustained writing.
Some attempts to Well-organised ideas
Paragraphs/sections in paragraphs and/or
sequence relevant
ideas logically. are organised to sections support
achieve an appropriate overall cohesion and
Cohesion between effect for the specified shaping of a text.
paragraphs/sections is text type, where
achieved using devices included sentences add Logical links between
such as simple clarity to overall text. paragraphs help the
connectives to development of ideas.
establish links. (There may be some
use of organisational Cohesion within and
If either the context or devices such as between paragraphs
text type is incorrect, bullets, numbered lists, is achieved using
the maximum is 3. devices such as
Q&A style.)
connectives.

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Grammar and Grammar and Grammar and Grammar and

Punctuation (Wg) Punctuation (Wg) Punctuation (Wg) Punctuation (Wg)
[1] [2-3] [4-5] [6-7]
Some simple sentence Uses an increasing Grammar is almost Overall grammar and
structures are used range of sentence always accurate use of English is fully
successfully. types accurately and throughout the text. appropriate for the
may include attempts For example: text type.
Some correct use of at complex structures. • simple, compound For example:
punctuation, such as full and complex • A variety of simple,
stops and capital letters. sentences; multi- compound and
Use of expanded
clause sentences complex sentences
phrases to develop
Note: do not combine simple are chosen for
ideas. For example:
discriminate if learners sentences and/or re- effect.
write with good English • noun, adverbial, • Relative pronouns
adjectival, and verb order clauses.
but there are punctuation • modal verbs. may provide detail.
errors. If ambitious phrases
• with a range of • pronouns and
structures are used, possessive Punctuation is used
begin marking at 2–3 connectives. accurately, e.g.:
pronouns used
marks, provided there is accurately. • to clarify meaning
variation in sentence Verb forms are in complex
generally used • adjectives and
openings. adverbs used sentences.
accurately, i.e. subject (All speech
matches verb, correctly
(comparative/ punctuation, reported
consistency of tense, and direct, is correct).
use of singular and superlative)
plural. • use of prepositions

Punctuation is used Punctuation is used

consistently and accurately to: e.g.
accurately, e.g. • demarcate
sentences (and for
• To demarcate
direct speech).
sentences.
• Commas are always
• Commas are always
used in lists and
used in lists and
often to mark
sometimes to clarify
clauses in complex
meaning in
sentences.
sentences.
• Use of apostrophes
• Apostrophes correct
is accurate
for possession
(sing./plural)
• (Direct speech
punctuation includes
other punctuation
alongside speech
marks.)

Note: if punctuation is
totally lacking and other
descriptors met then
give the lower mark
here

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Word structure (Ww) Word structure (Ww) Word structure (Ww)

(Spelling) (Spelling) (Spelling)
[1] [2] [3]
Examples: Examples: Examples:
Spelling of all high frequency
Correct spelling of words with Spell words with different
words and common
less common letter strings that suffixes that sound the same, -
polysyllabic words, including
are pronounced differently., e.g., tion, -cian.
compound words, is correct.
pour, hour, piece, pie.
Spelling of words with Spell familiar homophones and
common letter strings, but Some successful attempts to commonly confused words
different pronunciations is spell exceptions to known correctly, e.g., aloud, allowed,
correct, e.g., through, tough. spelling rules. desert, dessert.

Spelling of a range of common Correctly spell words with silent Spell a wide range of words,
prefixes and suffixes is vowels and syllables in a range both regular and exception
correct. of polysyllabic words, e.g., words correctly, including words
Spelling of common library, interest. where similar consonant sounds
homophones is correct. vary, e.g. -ck, -k, -ch, -que, -k.
Spell common homonyms
Some correct spelling of long correctly, e.g., wave (gesture),
and short vowel phonemes. wave (sea).
Spelling of plurals is usually
Spell words with a wide range of
correct, e.g. -s, -es, -y/ies,
-f/ves prefixes and suffixes, including
opposites (un-, im-) correctly.

Spell words with double

consonants correctly.

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