Cambridge Primary Checkpoint

ENGLISH 0058/02
Paper 2 Fiction October 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 14 pages.

10_0058_02/5RP
© UCLES 2024 [Turn over
0058/02 Checkpoint Primary – Mark Scheme October 2024
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Section A: Reading

Question Answer Marks

1(a) Award 1 mark for one of the following: 1

• by repeating the word ‘until’

• he mentioned ‘until’ two times/twice.
• he keeps saying ‘until’ to emphasise – repetition is implied

Also accept:
• the entire 1st sentence provided until or ‘until’ is clear.
• the time connective is repeated

Do not accept:
• he used repetition (of a word) – ‘until’ is needed
• he writes ‘until the letter came’ – repetition is needed
• he uses the word ‘until’
Also, do not accept:
• references to punctuation / tenses / short sentences, etc.
1(b) Award 1 mark for: 1

• three/3

Also accept:
• 4 including the / Michael’s dog
• 3 plus the dog / Stella

Do not accept: 4 on its own / 4 people

1(c) Award 1 mark for: 1

• Foreseen

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

e.g. But even she could not have foreseen / ‘foreseen’ how that letter…

Do not accept:
• extra words without this clear indication.

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Question Answer Marks

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

• (to) expect
• (to) bounce

For extra words see answer for Q1(c)

2(b) Award 1 mark for two of the following quotations. Award a further 1 mark for a 4
matching explanation for each quote.

Quotation 1:
• (It was muddy down there) Cross the ball and it would just land and stick. /
And the ball would just land and stick (see note below about marking
quotations)
Explanation:
• The ball gets stuck in the mud / the ball doesn’t bounce.

Quotation 2:
• Visiting teams seemed to expect the ball to bounce (for some reason) (by
the time they realised it didn’t)
Explanation:
• The other team did not know that the ball would not bounce.
Allow the converse explanation:
• The Mudlarks knew the ball would not bounce.

Quotation 3:
• (by the time they realised it didn’t) we were often two or three goals up
Explanation:
• The Mudlarks knew what was going to happen / had experience playing on
the recreation ground.

NB: if 2 quotes are combined on one line, count it as 1 quote for 1 mark
NB: extra information is OK in the explanation if it is relevant.

In summary:
• If a quotation is correct but the explanation does not fit, give 1 mark.
• An incorrect quotation gains no credit, so explanation has to be 0.
i.e. the quotation has to be correct to gain any credit.

SEE GENERAL GUIDANCE DOCUMENT – MARKING QUOTATIONS (new

last session)
This guidance applies to all questions where a quote is required.
The example in the guidance demonstrates this change.

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Question Answer Marks

3(a) Award 1 mark for one of the following: 1

• on the corner
• (up) on the moors

See note for Q1(c) about extra words.

3(b) Award 1 mark for any of: 1

If ‘Yes’ is ticked:

• He gets/has a job / so he can buy something he wants / He earns some

money / He doesn’t rely on his parents (to buy him things).

If ‘No’ is ticked:

• He does a job because he wants a bike, but he spends it on other things

instead / He spends/wastes his money / He doesn’t save his money / He
doesn’t buy what he wants with his money. / he keeps spending what he’s
saved.

NB: the reason must match the ticked box, ‘Yes’ or ‘No’.
Also: the answer needs to be from the third paragraph.

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Question Answer Marks

4(a) Award 1 mark for: 1

• (Stella / the dog) barking her head off

See note for Q1(c) about extra words.

4(b)(i) Award 1 mark for: 1

EITHER:
• My father loved it, he said
OR
• he said, because the air was clear and clean. (No brick dust)

Do not allow: ‘he said’ on its own

4(b)(ii) Award 1 mark for one of the following: 1

• This is it (she cried)

• This is how life is supposed to be
• Wonderful, just wonderful

NB Accept the whole speech: This is it, she cried. This is how life is supposed
to be. Wonderful, just wonderful.
4(c) Award 1 mark for an appropriate reason. Award a further 1 mark for a matching 2
quotation / evidence from the text.
(See Q2(b) for a similar approach:
• If a reason is correct but the quotation does not fit, give 1 mark.
• An incorrect reason gains no credit, so quotation has to be 0.)

If ‘Yes’ is ticked:

Reason:
• he likes mending things / improving things / he could fix anything
NOT incomplete/imprecise reasons:
• he does things by himself / he does things on his own
BUT allow as neutral if given alongside a correct reason.

Quotation:
• He was a great do-it-yourself fanatic. / There was nothing he couldn’t fix,
(even if it didn’t need fixing) Allow as a single quote.

If ‘No’ is ticked:

Reason:
• he tries to mend things which don’t need mending / he messes around with
things which aren’t broken

Quotation:
• (There was nothing he couldn’t fix,) even if it didn’t need fixing.

NB: the reason must match the ticked box, ‘Yes’ or ‘No’.
Also: the answer needs to be from the fourth paragraph.

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Question Answer Marks

4(d) Award 1 mark for one of the following: 1

• loved
• revelled

See note for Q1(c) about extra words.

4(e) Award 1 mark for: 1

• It is the skipper’s cap.

Box 1 should be ticked.

Award 0 marks if more than one box is ticked.
4(f) Award 1 mark for: 1

• (she had) a real nose for it

See note for Q1(c) about extra words.

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Question Answer Marks

5(a) Award 1 mark for: 1

• It was calm.

Box 2 should be ticked.

Award 0 marks if more than one box is ticked.
5(b) Award 1 mark for an appropriate reason. Award 1 mark for a matching 2
quotation from the text.
(see Q4(c):
• If a reason is correct but the quotation does not fit, give 1 mark.
• An incorrect reason gains no credit, so quotation has to be 0.)

If ‘Yes’ is ticked:

Reason Quotation
She makes sure they have fun / she We had some great days on the
spent time with him / she wanted him water / in the sheer joy of it
to be happy
She takes them on fun sailing trips / We had some great days on the
she keeps them entertained/happy water / (skimming over the waves)
exhilarating in the speed of it / in the
sheer joy of it
She takes them out when nobody Sometimes we’d be the only boat on
else does the whole reservoir
NOT We’d go out when it was rough,
when no one else would.

If ‘No’ is ticked:

Reason Quotation
She took them out in bad weather / We’d go out when it was rough
when it was dangerous NOT we’d go skimming over the
waves, exhilarating in the speed of it,
in the sheer joy of it.
They’d go out when nobody else When no one else would /
was out sometimes we’d be the only boat on
the whole reservoir.

NB: the reason must match the ticked box, ‘Yes’ or ‘No’.
Also: the answer needs to be from the fifth paragraph.

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Question Answer Marks

6 Award 1 mark for any of the following: 1

• It adds drama / dramatic effect.

• It creates tension / suggests that something bad might happen / suspense
• It increases interest in the contents of the letter.
• It highlights the importance of the letter.
• It reminds us that the letter will cause a big change.

Do not accept ‘it’s a cliffhanger’ on its own but allow as neutral if given
alongside a correct answer.

Question Answer Marks

7 Award 1 mark for each correct response up to a maximum of 3 marks: 3

NB: The words NOT in brackets are essential (see ‘only allow’ note below)

• Phrase from the second paragraph:

(After school) every day (whatever the weather) / (Cross the ball and) it
would just land and stick / often (two or three goals up)

• Phrase from the third paragraph:

Every weekend, (I did a paper round) / I would keep spending

• Phrase from the fourth paragraph:

Sundays were always special (I remember) / We’d go dinghy sailing

Only allow:
• One use of ‘would’ – as indicated for third and fourth paragraph
• The extra words given in brackets and no more.

Also: ‘still’ is concerned with Michael now he’s grown up – it is not just a
childhood memory.

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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

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) 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 and wholly
i.e. introduction must i.e. a letter must be developed. This may relevant.
include: include new
mentioned or inferred
EITHER: scenes/characters.
AND Content and language
A mention of the letter i.e. detail should
OR: there needs to be at include a clear is used for a specified
Something involving least one member of reference to audience.
Michael and his family Michael’s family (see something different
OR: FAQs) (after receipt of the A clear, consistent
An indication of with: letter). relationship between
something unexpected events clearly writer and reader is
happening. described that Some details attempt to established and
suggest that engage the reader. maintained throughout
something ‘out of the the text.
NB: genre not ordinary’ is Viewpoint is consistent
specified – ‘realistic and may include a Descriptions of
happening.
fiction’ is the given character’s opinions of
settings, characters
text. events / settings / other
Purpose of writing is characters. and action are
clear and appropriate engaging and
to idea of the given entertaining.
stimulus.
NB: if a genre is Stories may include
chosen some features different viewpoints,
must be consistent with e.g. of characters,
the choice. flashbacks.

A straightforward
viewpoint which is
generally consistent
and appropriate for the
purpose and the
audience.

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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, if chosen, and
i.e. it needs to be more than narrative (and/or genre see purpose.
basic and appropriate to what is note Wc Box 2 ).
written Specialised vocabulary is used
NB: see note re: genre in Wc Box Good attempts to use accurately and well, for effect,
synonyms / specific vocabulary throughout the text.
2.
for shades of meaning.
Words and phrases chosen to
NB: a well-written piece may get at convey mood and feeling so
least 1 mark for good use of that the writing sustains the
vocabulary if narrative is ‘off-topic’. reader’s interest.

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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 throughout the text. appropriate for the
(simple/compound) For example: (NB: not genre.
Some correct use of accurately and may essential) For example:
punctuation, such as full include attempts at • A good variety of
• A balance between
stops and capital letters. simple, compound simple, compound
complex structures.
and complex and complex
Note: do not sentences; sentences are
Use of expanded
discriminate if learners chosen for effect,
phrases to develop • modal verbs.
write with good English with some
ideas. For example: • pronouns and
but there are punctuation evidence of re-
• noun, adverbial, possessive
errors. If ambitious ordering for effect.
adjectival, and verb pronouns used
structures are used,
accurately. • Relative pronouns
begin marking at 2–3 phrases may provide detail.
• with a range of • adjectives and
marks, provided there is
connectives. adverbs used
variation in sentence Punctuation is used
correctly
openings. accurately, e.g.:
Verb forms are (comparative/
superlative) • to clarify meaning
generally used in complex
accurately, i.e. subject • use of prepositions
sentences.
matches verb, • All speech
consistency of tense, Punctuation is used
accurately and punctuation,
use of singular and reported and direct,
plural. effectively using a
wider range of devices is correct including
to: e.g. other punctuation
Punctuation is mostly alongside speech
used consistently and • demarcate
marks.
accurately, e.g. sentences and for
direct speech where
• To demarcate
speech marks are
sentences – there
used around spoken
may be comma
words. NB. Rest of
splicing.
speech punctuation
• Commas are always need not be
used in lists and accurate here.
sometimes to clarify
• Commas are always
meaning in
used in lists and
sentences.
often to mark
• Apostrophes correct clauses in complex
for possession sentences. (A lot of
(sing./plural) comma splicing is
not allowed.)
Note: if punctuation is
• Use of apostrophes
totally lacking and other
is accurate.
descriptors met then
give the lower mark
here.

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

NB: weak
paragraphing may
gain 6 marks here,
e.g. opportunities
missed to create a
break

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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 Spell words with double Spell words with different
words and common consonants correctly. suffixes that sound the same,
polysyllabic words, including -tion, -cian.
compound words, is correct. Correct spelling of words with
less common letter strings that
Spell familiar homophones and
Spelling of words with are pronounced differently., e.g.,
commonly confused words
common letter strings, but pour, hour, piece, pie.
different pronunciations is correctly, e.g., aloud, allowed,
correct, e.g., through, tough. Some successful attempts to desert, dessert.
spell exceptions to known
Spelling of a range of common spelling rules. Spell a wide range of words,
prefixes and suffixes is both regular and exception
correct. Correctly spell words with silent words correctly, including words
vowels and syllables in a range where similar consonant sounds
Spelling of common of polysyllabic words, e.g., vary, e.g. -ck, -k, -ch, -que, -k.
homophones is correct. library, interest.
Spell correctly frequently mis-
Some correct spelling of long Spell common homonyms spelt words: e.g. necessary,
and short vowel phonemes. correctly, e.g., wave (gesture),
definitely
Spelling of plurals is usually wave (sea).
correct, e.g. -s, -es, -y/ies,
-f/ves Spell words with a wide range of
prefixes and suffixes, including
opposites (un-, im-) correctly.

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