Cambridge Primary Checkpoint

ENGLISH 0058/01
Paper 1 Non-fiction October 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 12 pages.

10_0058_01/4RP
© UCLES 2023 [Turn over
0058/01 Checkpoint Primary – Mark Scheme October 2023
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Section A: Reading

Question Answer Marks

1 Award 1 mark for 1 correct match, 2 marks for 2 or more correct matches: 2

dozers animals that sleep for short periods

dreamers animals that sleep very deeply

nappers animals that sleep lightly

dead-to-the-worlders animals that sleep imagining things

NB If there are two lines from one answer, neither line can be credited.
NB DO NOT include the ‘dozers’ line when counting the lines!

Question Answer Marks

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

• the dolphins are floating like logs (do)

• the dolphins are lying/swimming on the surface as logs (do)
• the dolphins are not moving and neither do logs
• dolphins look like logs / are a similar shape to logs

A comparison between the dolphins AND logs (or wood) is necessary in at

least one of the answers.

Do not allow answers which relate to ‘logging off’, as in powering down

electronic devices.

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Question Answer Marks

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

• also
• (whales also engaged in) ‘this ‘brain half asleep’ (behaviour)’

Only the answers given above, and no more/no extra words, are acceptable.

Allow one spelling/copying error.

3(b) Award 1 mark for: 1

• their (vertical) bodies looked like tree trunks

• they were (floating) upright like trees do
• whales are wide as tree trunks / they are the size of trees
• there are as many of them as there are trees in a forest

A comparison between the whales and trees is necessary.

The direct quote ‘bobbing vertically in the water like a strange aquatic forest’ is
not creditable.

Question Answer Marks

4 Award 1 mark for: 1

• adorable

Allow a short quote only if the key word is highlighted. Do not allow additional
words.
Allow the response given as a full sentence, e.g. ‘The word is adorable’
Allow one copying/spelling error.

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Question Answer Marks

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

• shuteye
• slumber

Allow one copying/spelling error.

Do not allow ‘nod off’ as this is a verb.

Do not allow additional words.
5(b) Award 1 mark for: 1

• they are looking out for predators or poachers

(Guidance for markers: credit any answer that suggests they are worried about /
scared of predators or poachers)

Do not allow – answers which suggest that they only sleep for short periods
because they are standing up.

Do not allow – answers which focus on the predators/poachers being in the

area rather than the elephants’ vigilance/fear.

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Question Answer Marks

6 For each Feature: 4

Award 1 mark for a relevant device/feature, when followed by an appropriate

reason.
Award an additional mark for an appropriate quote, when it supports/follows an
appropriate feature and reason

Literacy Device Suggested reason Evidence

Alliterative headings Reader Dozing dolphins / Forty winks
engagement / fun whales, etc.
to read
Near rhyme / snuggle…gaggle OR
alliteration / Child-friendly / recumbent slumber
simile target audience comatose creatures OR
predators or poachers
Synonyms Less boring / more like a strange aquatic forest
interesting OR like some giant furry raft

slumber/shuteye
Vocabulary Suggested reason Evidence
Informal/non-scientific As above ‘dozers, dreamers, nappers,
language. and hardcore dead-to-the-
worlders’ / ‘shuteye’ / ‘nod off’

Scientific / more complicated More factual/ ‘animal varieties’ / ‘comatose’

language / formal informative / ‘mammals’ / ‘oblivious’
Style Suggested reason Evidence
Direct address To make the reader ‘Prepare to snuggle up…’ /
feel the author is ‘We’ve all seen…
talking to them

Reader
Writer’s feelings/opinions engagement ‘amazing’ / ‘adorable’ /
about the animals ‘Interestingly’

To draw the reader ‘How do they juggle this when

Rhetorical questions in unconscious?’

Reader
Informal language engagement ‘…they nod off’ / ‘snuggle up’
Layout Suggested reason Evidence
Use of sub-headings / Ease of locating ‘Forty winks whales’
single paragraphs / information ‘Dolphins face a bit of a
topic sentences problem…’
Easier to read /
Use of bold follow

Eye-catching

Accept any suitable feature as long as it is given with a clear reason why it is
used, not just when or how.

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Question Answer Marks

7(a) Award 1 mark for: 1

• to emphasise additional information

Box 3 should be ticked

Award 0 marks where more than one box has been ticked.
7(b) Award 1 mark for any of the following: 1

• and
• Additionally

Allow a short quote only if the key word is highlighted. Do not allow additional
words.
Allow the response given as a full sentence.

Do not allow ‘Additional’ as this is a word change rather than a spelling error.

Do not allow – ‘which’

Question Answer Marks

8(a) Award 1 mark for: 1

• (then) a hammock may be able to help

Allow up to 2 copying errors, e.g. ‘a hamock may be abul to help’ or ‘A

hammock may be able to help’

Do not allow changes to words, e.g. ‘a hammock might be able to help’

Do not allow additional words, e.g. ‘a hammock may be able to help you’
8(b) Award 1 mark for: 1

• because it’s a command word / imperative

• it’s an instruction/suggestion
• it’s telling / instructing / commanding you / the reader to do something
• it’s telling you what to do / telling you a solution to your problem / telling you
what you should do

Do not allow – ‘It’s telling you how to do it’ on its own (neutral with a correct
response)
Do not allow – to persuade

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Question Answer Marks

9(a) Award 1 mark for: 1

• Benefit 2

Box 2 should be ticked

Award 0 marks where more than one box has been ticked.
9(b) Award 1 mark for: 1

• Benefit 3

Box 3 should be ticked

Award 0 marks where more than one box has been ticked.

Question Answer Marks

10 Award 1 mark for each blank in the table completed correctly, as below: 4

Persuasive language feature Example from text

The writer uses emotional ‘soothing’
language
Superlative adjectives/adverbs (the) best / (the) most (restful)

Do not allow – ‘much deeper’ as

Comparative (adjectives/adverbs)
Scientific-sounding, technical
language
Directly addresses the reader /
uses ‘you’ / second person
(pronouns/narrative/point of view)
this is comparative NOT
superlative
‘faster’
(impact your) brain waves / REM
(sleep) / Zero-pressure (point
sleep/rest) / anxiety
‘will naturally move you’

Allow additional examples if they are correct. Incorrect additional answers

negate.

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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.

11 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)
[1]
Some material included
that elaborates on basic
information,
i.e. content must be
about a world problem.
OR
Some persuasion can be
seen,
i.e. they are trying to get
the reader to do
something.
A maximum of 1 mark
can be awarded if not
the given text type.
Checkpoint Primary – Mark Scheme October 2023
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Creation of texts (Wc) Creation of texts (Wc) Creation of texts (Wc)
[2] [3] [4–5]
Content, which is Material which is wholly Content has a good
relevant to the relevant to the balance of coverage,
stimulus, with some stimulus, i.e. i.e. developed detail or
ideas and material persuading you to several changes fully
developed, e.g. a list of make the world a better explored.
changes suggested OR place, has ideas and
content with some
one reason is Writing is well
details developed, i.e. a
expanded on. developed so that
number of reasons for
one change OR a persuasive features are
Purpose of writing is couple of actions/ used consistently and
clear and appropriate, different changes successfully, i.e.
and includes some suggested and ambitious use of a
persuasive features, explained. variety of pers.
e.g. direct address, techniques.
some imperatives. Features of the text
type are clear A clear, consistent
A straightforward throughout, i.e. use of a relationship between
viewpoint which is number of persuasive writer and reader is
generally consistent techniques. established and
and appropriate for the maintained throughout
purpose and the Consistent viewpoint
the text, e.g. there is an
audience. with detail that sustains
indication of a target
interest with writer’s
audience.
style / personal
response which
emphasises particular
points.
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Vocabulary and Language (Wv)
[1]
Sometimes uses appropriate
vocabulary to convey meaning e.g.
some deliberate choices OR words
linked to the chosen context.
Vocabulary and Language
(Wv)
[2]
Appropriate vocabulary is used
that is suitable for a persuasive
text about changing the world,
e.g. use of superlatives/
comparatives to emphasise
key points OR scientific
language to emphasise points.
Good attempts to use
persuasive elements
(word/tone/phrases), e.g.
rhetorical q.s / imperatives
Vocabulary and Language
(Wv)
[3]
Language is wholly relevant to
a persuasive text, e.g. emotive
language.
Specialised vocabulary is used
well, for effect, throughout the
text, e.g. technical or scientific
words related to the topic such
as REM sleep, ozone layer.
Words and phrases chosen to
convey mood and feeling so
that the writing sustains the
reader’s interest, e.g.
personification.

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 with Sections are evident Content which is wholly Development of ideas
some attempts to with related points relevant to the stimulus is is managed
organise the content, i.e. grouped together, e.g. organised so that ideas throughout an
distinct points obvious intro-main body- are developed logically extended piece of
throughout a piece of
with little repetition/ conclusion. writing, e.g. referring
sustained writing, e.g.
overlap. there is a basic intro – 2 conclusion back to
There may be an intro intro.
and/or conclusion. or more para.s/sections –
and possibly a
Some attempts to order conclusion. Well-organised ideas
ideas relevant to the in paragraphs support
Paragraphs/sections are overall cohesion and
stimulus logically. organised and linked, shaping of a text.
where additional
Some attempt to link sentences add clarity to
sections is achieved Logical links between
the overall text.
using devices such as separate paragraphs
simple connectives. (There may be some use of
help the development
organisational devices such of ideas.
If either the content or as bullets, numbered lists,
text type is incorrect, Q&A style) Cohesion within
the maximum is 3. paragraphs is
Paragraphs must be achieved using
If neither is correct, the attempted to gain 5 marks.
maximum is 2. devices such as
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 range Examples of sentence Overall grammar and
structures are used of sentence types (simple types should include use of English is fully
successfully. and compound) simple, compound and appropriate for the
accurately (may include complex sentences. text type.
Some correct use of some attempt at complex For example:
punctuation, such as full sentences). • A variety of simple,
Grammar is almost
stops and capital letters. compound and
Some examples of the always accurate
complex sentences
use of expanded phrases throughout the text,
Note: do not are chosen for
to develop ideas. For including the use
discriminate if learners effect.
write with good English example: (where relevant) of: • Re-ordering of
but there are punctuation • noun, adverbial, • modal verbs. clauses for effect
adjectival or verb • pronouns and
errors. If ambitious • Relative pronouns
phrases possessive
structures are used, • a range of simple may provide detail.
begin marking at 2–3 pronouns used
connectives
marks, provided there is accurately. Punctuation is used
variation in sentence Verb forms are generally • adjectives and accurately and
openings. used accurately, i.e. adverbs used effectively, e.g.:
subject matches verb, correctly • to clarify meaning
consistency of tense, (comparative/ in complex
use of singular and superlative) sentences.
plural. • use of prepositions
(All speech punctuation,
Punctuation is mostly Punctuation is used reported and direct, is
used accurately:
accurately to: correct).
• to demarcate
• demarcate
sentences (f/s and
possibly exclamation sentences.
marks, question • Commas are always
marks) used in lists and
• Commas are always often to mark
used in lists and clauses in complex
sometimes to clarify sentences.
meaning in 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)
(Spelling)
[1]
Spelling of all high frequency
words and common
polysyllabic words, including
compound words, is correct.
Correct spelling of (for
example):
• Spelling of words with
common letter strings, but
different pronunciations, e.g.,
through, tough.
• Spelling of a range of
common prefixes and suffixes,
e.g unhappy, disagree, helpful,
sadness
• Spelling of common
homophones, e.g.
there/they’re/their
• Some correct spelling
of long and short vowel
phonemes.
• Spelling of plurals is
usually correct, e.g. -s, -es,
-y/ies, -f/ves
Checkpoint Primary – Mark Scheme
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Word structure (Ww)
(Spelling)
[2]
Mostly correct spelling,
including, for example:
• Some successful
attempts to spell common
exceptions to known spelling
rules, e.g. receive
• Spelling of well-known
words with silent vowels and
syllables in a range of
polysyllabic words, e.g., library,
interest.
• Spelling of words with a
wide range of prefixes and
suffixes, including opposites
(e.g. dis-, im-).
• Spelling of words with
double consonants correctly.
• Spelling of words with
less common letter strings that
are pronounced differently.,
e.g., pour, hour, piece, pie.
• Spelling of common
homonyms correctly, e.g., wave
(gesture), wave (sea).
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Word structure (Ww)
(Spelling)
[3]
Accurate spelling, including the
spelling of a wide range of
words, for example some use
of:
• less commonly used
words, e.g. environmental,
population, resources, beneficial
• frequently mis-spelt
words, e.g. necessary,
fortunately, extremely
Other examples may include:
• Spelling of words with
different suffixes that sound the
same, -tion, -cian.
• Spelling of familiar
homophones and commonly
confused words correctly, e.g.,
aloud/allowed, desert/dessert.
• Spelling of words where
similar consonant sounds vary,
e.g. -ck, -k, -ch, -que, -k.