Cambridge Primary Checkpoint

ENGLISH 0058/02
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 16 pages. Any blank pages are indicated.

04_0058_02/4RP
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Section A: Reading

Question Answer Marks

1(a) Award 1 mark for: 1

Award 1 mark for:

• it’s part of a nickname / it’s a name / his last name / surname
• it’s a proper noun
(that Louis gives himself / that Louis’ friends give him)

NB: ‘Louis’ does not have to be specified.

Also accept:
• Laugh is a name
• it’s his full name
• part of somebody’s name / name of a person / it’s in the middle of a name
• it’s a title

Allow ‘it’s a noun’ as neutral IF given alongside a correct answer.

Do not accept answers similar to the following:

• he’s describing himself / it’s an adjective
• it’s used in alliteration
• it’s a pronoun / it’s a noun (needs to be ‘proper’ noun)
• it says that Louis laughs a lot
1(b) Award 1 mark for one of the following: 1

• Am I ashamed of myself? (Totally. But I had no choice.)

• You see, I’m in an incredibly desperate situation.
• (No really …) Just hear me out

Allow the whole quote (Totally. You see… hear me out).

Q1(c) continued on next page

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Question Answer Marks

1(c) Award 1 mark for one of the following explanations: 2

• He thought the lessons / they / the teacher / Mr Duncan / Dunky were (was)
boring
• He didn’t find the lessons / the teacher / Mr Duncan / Dunky (very)
interesting/exciting

Do not accept: he didn’t like the lesson – insufficient

Award a further mark for one of the following quotations:

• (It was the last lesson of the day, physics.) Yawn!
• (It was with Mr Duncan (known to all as Dunky).) Double yawn.

Do not accept: ‘It was with Mr Duncan (known to all as Dunky)’ on its own

Also allow evidence from lines 12–13:

Explanation: They (the lessons) made him feel sleepy/tired.

Quotation: (Well, I was feeling) drowsier (and drowsier)

Do not accept answers which suggest he was sleepy/yawning which is why the
lessons were boring:
e.g. ‘the lessons were boring because I/he was sleepy’
(boredom comes first)

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Question Answer Marks

2(a)(i) Award 1 mark for: 1

• tact

Allow: extra words where ‘tact’ is either underlined or in ‘parentheses’:

e.g. But I knew this was a moment which required tact./‘tact’.

Do not accept extra words without this clear indication.

2(a)(ii) Award 1 mark for: 1

• chortled (away)

See note above about extra words.

2(b) Award 1 mark each for: 1

• (But he) wasn’t listening

See note above…

2(c) Award 1 mark each for: 2

• metaphor
• onomatopoeia

Boxes 2 and 3 should be ticked.

Award 0 marks if more than TWO boxes ticked.

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Question Answer Marks

3(a) Award 1 mark for any answer that conveys the following meaning: 1

• The lesson passed/ended.

• The rest of the lesson happened/finished.
• The lesson continued
• It was time for the children to go home

Also allow: some ‘own words’ that are with the correct answer provided they do
not affect the sense of the answer:
• The class ended (and Louis went to see Mr Dunky)
3(b) Award 1 mark for: 1

• smiling bravely

Allow: extra words where ‘smiling bravely’ is either underlined or in

‘parentheses’:
e.g. …I approached Dunky, smiling bravely. / ‘smiling bravely’.

Do not accept extra words without this clear indication.

Also allow: some ‘own words’ as neutral that are with the correct answer
provided they do not affect the sense of the answer:
• ‘the way he is smiling bravely’
• ‘the phrase is smiling bravely’
3(c) Award 1 mark for: 1

• (the / his eyes) like two little raisins.

See note above…

Allow: ‘e.g. …the tiniest eyes you’ve ever seen – like two little raisins , glaring
down at you.’ But no more than this.
3(d) Award 1 mark for: 1

• (I) gushed.

See note above…

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Question Answer Marks

4 Award 1 mark for: 1

• I would like to volunteer for an extra detention

Box 1 should be ticked.

Award 0 marks if more than ONE box ticked.

Question Answer Marks

5(a) Award 1 mark for any answer that conveys the following meaning: 1

• He stops writing (his lines).

• He starts writing his / this diary / the story / his own things
• He has a short break / rest.

Also accept:
• He stops filling page after page with lines
• He stays in the class -because he does!
5(b) Award 1 mark for any answer that conveys one of the following meanings: 1

• It creates drama / excitement / tension / suspense / (a sense of ) urgency /

(a sense of) nervousness / (a sense of) panic

Do not accept:
• fear
• to give a surprise
• suspension
• ‘thrilled’ on its own
• ‘intrigued’

Also avoid vague answers:

• Wonder what’s coming next.
• Keep the reader interested

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Question Answer Marks

6(a) Award 1 mark for: 1

• hardship

Allow: extra words where ‘hardship’ is either underlined or in ‘parentheses’:

e.g. And no hardship at all. / ‘hardship’ at all.

Do not accept extra words without this clear indication.

6(b) Award 1 mark for an answer which conveys Louis realises he’d made a 2
mistake, for example:

• He realises he’s made a mistake / said something negative/rude to Mr

Duncan / Dunky / his teacher ...

Award 1 mark which conveys he tries to correct that mistake, for example:

• ... and he quickly tries to correct it / his mistake

• ... and he covered up for what he said

Accept any order of the points.

NB: If TWO correct ideas are given on one line – give 2 marks
e.g:
• ... and he thinks flattery / being nice to Mr Duncan / Dunky / his teacher will
make up for the mistake he made.

However: If TWO correct ideas are given on one line AND a THIRD idea is
given that is incorrect – give 1 mark

Also: If 3 correct ideas are given, give 2 marks provided BOTH ideas are
included.

Do not accept answers which suggest Louis is trying to ‘get on Mr D’s good
side’ on its own

Q6(c) continued on next page

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Question Answer Marks

6(c) Award 1 mark for one of the following explanations and 1 mark for a matching 2
quotation. The quotation must match the explanation.
A box has to be ticked.

If ‘Yes’ is ticked:

Explanation (own words) Quotation

Louis does all his lines (quickly) …filling page after page with lines.
and hands them to Mr Duncan / / ‘Five and a half pages there,’ I
Louis writes a lot of pages said. (‘And no hardship at all.’)
Louis is happy to do his lines / ‘And no hardship at all. Just happy
enjoys doing his lines / staying to be here with you.’ / Then I
behind after school smiled winningly at him
Louis compliments Mr Duncan’s ‘It wasn’t boring at all’ / ‘In fact it
lesson was fascinating’ / ‘Well there were
so many highlights I can’t pick just
one.’

If ‘No’ is ticked:

Explanation (own words) Quotation

Louis is rude to Mr Duncan about ‘I want to assure you, Mr Duncan,
his lesson your lesson wasn’t any more boring
than usual…’
Louis acted like he cared so he ‘I want to assure you, Mr Duncan,
could get out of trouble / tries to do your lesson wasn’t any more boring
a lot than usual… / wasn’t boring at all’
Louis has behaved badly in class He hardly even glanced at what I’d
and is trying to be smart to / fool written
his teacher, and Mr Duncan knows i.e. he didn’t appreciate the work
this because he knew what Louis was
up to

IMPORTANT NOTES:
• there is no mark for the tick BUT answers MUST match the ticked box.
• If a correct reason is given with the wrong quote, award 1 mark only for the
reason.
• ACCEPT SENSIBLE ALTERNATIVES FOR REASONS WITH
APPROPRIATE QUOTES.
Allow words from the quote in the reason PROVIDED some own words are
used.

Do not accept overlong quotes, e.g. lines 42–46

NB: the explanation has to be about Louis and his behaviour:

NO ticked: ‘After writing Mr D is not pleased’ – writing what?
‘After writing his lines, Mr D is not pleased’ – suggests what is being written by
Louis – creditworthy.

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Question Answer Marks

7(a) Award 1 mark for one of the following explanations and 1 mark for a matching 2
quotation. The quotation must match the explanation.
A box has to be ticked.

If ‘Yes’ is ticked:

Explanation:
• Mr Duncan / Dunky is funny/sarcastic

Quotation:
• sarcasm dripped from him
• ‘I’m very glad you’ve decided to re-join us.’
• ‘Your contributions to the class are so vital.’
• the class all chortled away at this

If ‘No’ is ticked:

Explanation:
• Mr Duncan / Dunky doesn’t sound like a nice teacher / he doesn’t speak
nicely to his students / rude / sarcastic
• Mr Duncan / Dunky sounds like a boring teacher
• He is strict

Do not accept explanations that refer to his physical appearance although it is

allowed as neutral IF given alongside a correct answer:
e.g. He is tall and thin and very strict.

Quotation:
• Instead he hissed down my ear
• Instead sarcasm dripped from him
• ‘I’m very glad you’ve decided to rejoin us.’
• ‘Your contributions to the class are so vital’
• ‘I will see you at the end of the lesson to discuss your sleeping
arrangements’
• He hardly even glanced at what I’d written
• Yawn! / Double yawn

NB: the quote has to be selected with care to ‘match’ the explanation

Q7(b) continued on next page

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Question Answer Marks

7(b) Award 1 mark for a named feature. 2

Award a further mark for a matching explanation of ‘how it helps’:
EITHER:
Feature of text organisation:
• Subheadings (subtitles) / date and / or times (in bold print)
How it helps:
• They tell / help us / the reader to understand when something happened.
OR:
Feature of text organisation:
• Dialogue / conversation
How it helps:
• Dialogue helps develop the reader’s understanding of the plot/characters.
OR:
Feature of text organisation:
• Speech marks
How it helps:
• Show where dialogue is happening
OR:
Feature of text organisation:
• Glossary
How it helps:
• It helps the reader to understand tough words and link them to the passage
/ develop their understanding of the passage.
OR:
Feature of text organisation:
• Brackets / dash
How it helps:
• It helps by adding extra information
OR:
Feature of text organisation:
• Words written in BOLD
How it helps:
• To show a part / words that are important
OR:
Feature of text organisation:
• Ellipsis
How it helps:
• Pause for thought
NB:
• Named features must be represented at least once in the given text.
• If more than one feature is given and both are correct, give 1. ‘How it
helps’ is only required for ONE of them.

BUT: if more than one feature is given, and one is incorrect, it negates so = 0
‘how it helps’ = 0

Do not accept answers which describe content:

e.g. ‘funny things happen’ – this is not a feature of organisation

Also, do not accept: ‘there are numbers at the side’ as these are not part of the
original text – they ‘ve been added by CI.
NB: a reference to paragraphs = 0 as it repeats the question.

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Section B: Writing

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.

8 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 Main features of genre, Writing is well
that elaborates on basic with well-chosen ideas if chosen, are clear. developed so that
information. and content. Some features (of the genre,
ideas and material are Narrative has ideas if chosen,) are clearly
developed in detail. and content with detail established.
i.e. introduction must i.e. events clearly developed. This may
include a statement described that
include new Content and language
about the location of suggest that
something ‘out of the scenes/characters. is used for a specified
the narrative and / or
an idea of at least one ordinary’ is i.e. detail should audience.
character who is happening. include a clear
involved. reference to A clear, consistent
Purpose of writing is ‘something funny’ relationship between
clear and appropriate that happened in writer and reader is
NB: genre not to idea of the given school. established and
specified – ‘realistic stimulus (and/or genre maintained throughout
fiction’ is the given if chosen where some Some details attempt to the text.
text. features are evident.) engage the reader.
Descriptions of
Viewpoint is consistent settings, characters
A straightforward
and may include a and action are
viewpoint which is
generally consistent character’s opinions of engaging and
and appropriate for the events / settings / other entertaining.
purpose and the characters.
audience. Stories may include
different viewpoints,
e.g. of characters,
flashbacks.

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Vocabulary and Language (Wv) Vocabulary and Language Vocabulary and Language
(Wv) (Wv)
[1] [2] [3]
Vocabulary is often well-chosen to Appropriate vocabulary is used Language is wholly relevant to
convey meaning. that is suitable for the chosen the genre and purpose.
narrative (and/or genre).
Specialised vocabulary is used
Good attempts to use well, for effect, throughout the
synonyms for shades of text.
meaning.
Words and phrases chosen to
convey mood and feeling so
that the writing sustains the
reader’s interest.

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

(Ws) (Ws) (Ws)
[1] [2-3] [4-5] [6-7]
Some basic sequencing Paragraphs/sections Content is organised so Development of ideas
of events/content within are evident with that ideas are is managed
sections/paragraphs may related points grouped developed cohesively throughout an
suggest a story with a together (and/or linked and logically extended piece of
simple plot. by time sequence). throughout a piece of writing.
sustained writing.
This descriptor is Ideas set out in a Well-organised ideas
concerned with basic Paragraphs/sections in paragraphs and/or
logical sequence,
organization of a story making relationships are organised to sections support
text not actual content. between them clear. achieve an appropriate overall cohesion and
effect for the genre, shaping of a narrative.
Links between where included
paragraphs/sections to sentences add clarity to Chronological or
help the development overall text. logical links between
of a simple narrative paragraphs help the
may not be consistent. NB: separate development of ideas.
paragraphs not
NB: paragraphs not required until Box 6–7 Cohesion within and
essential at this stage between paragraphs
BUT sections must be is achieved using
clear. devices such as
connectives. e.g. time
If either the context or connectives used to
text type is incorrect, support content.
the maximum is 3.

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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: genre.
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
correctly • All speech
matches verb, punctuation,
consistency of tense, (comparative/
superlative) reported and direct,
use of singular and is correct including
plural. • use of prepositions
other punctuation
Punctuation is used alongside speech
Punctuation is used marks.
consistently and accurately to: e.g.
accurately, e.g. • demarcate
sentences and for
• To demarcate
direct speech where
sentences – there
speech marks are
may be comma
used around spoken
splicing.
words.
• Commas are always
• Commas are always
used in lists and
used in lists and
sometimes to clarify
often to mark
meaning in
clauses in complex
sentences.
sentences. (A lot of
• Apostrophes correct
comma splicing is
for possession
not allowed.)
(sing./plural)
• Use of apostrophes
is accurate.
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]
A ‘best fit’ is looked for – not every descriptor has to be achieved to gain a mark –
HOWEVER:
For 1 mark: basic high frequency words are crucial
For 2 marks: a guide rests with ‘the double consonants’ descriptor together with some
general achievement of the other descriptors here
For 3 marks: ambition is the key here
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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