Cambridge Lower Secondary Checkpoint

ENGLISH 1111/02
Paper 2 Fiction April 2022
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.

IB22 05_1111_02/2RP
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1111/02 Checkpoint Secondary 1 – Mark Scheme April 2022
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Section A: Reading

Question Answer Marks

1 There are four main characters in the text. 2

Match the name of the character to their role in the story. An example has
been done for you.

Award 1 mark for one correct answer.

Award 2 marks for two or three correct answers.

Arilou inspector

Arilou’s younger sister a girl with special powers

Raglan Skein the inspector’s assistant

Prox Arilou’s attendant

Question Answer Marks

2 Read the beginning of the text. Arilou is physically in the room, but her 2
mind is elsewhere.
Give two phrases from the first two paragraphs (lines 1–8) that tell the
reader this.

Award 1 mark for any of the following points up to a maximum of 2 marks:

• (her cheeks puckered and bulged) without purpose

• (one grey) unfocussed eye.
• Carefully guided her to sit

Question Answer Marks

3 The Lace people are related to pirates. 1

What is their attitude to this?

Award 1 mark for either of the following:

• proud / pleased / glad / happy

• a reason to boast / a reason to show off.

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Question Answer Marks

4 Read the third paragraph (lines 9–12). 2

How does the reader know that Arilou is more important than her attendant?
Explain in your own words.

Award 1 mark for each of the following:

• Arilou has lazuli studs in her teeth / Arilou has studs in nearly all of her teeth.
• Her attendant has quartz / her attendant only has a few.

Question Answer Marks

5 ‘When asked to leave she stared at them unmoving, her smile baffled but 2
intact …’ (Lines 16–17)
What does the phrase above tell the reader about the attendant’s reaction
to being asked to leave?

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

• She was confused / didn’t understand / she thought it was a strange

request.
• She knows (her role) is to help her sister / talk for her sister.
• She was determined to stay / non-compliance / didn’t want to go.
• She was surprised.

Question Answer Marks

6 Raglan Skein asks ‘Where are you?’ (Line 21) This tells the reader that 1
Raglan knows something about Arilou.
What does Raglan know?

Award 1 mark for any of the following:

• He knows what her special power is

• He knows Arilou is travelling outside of her body.
• He knows her mind is elsewhere.

Question Answer Marks

7 Look at these sentences: ‘But these were not words! Prox listened 1
dumbstruck to the sounds falling from Arilou’s drooping mouth.’ (Lines
26–27)
Give one word that tells the reader that Prox is surprised.

Award 1 mark for the following:

• dumbstruck.

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Question Answer Marks

Look at this sentence: ‘It was as if some words had been washed out to sea and rounded
smooth and meaningless by the waves.’ (Lines 27–28)

8(a) What literary technique is used here? 1

Tick () one box.

Award 1 mark for the following:

• a simile.

8(b) Explain in your own words what the sentence above means. 1

Award 1 mark for an answer that recognises any of the following:

• The form / sound of the words make no sense / are not clear.
• Unintelligible / couldn’t be understood.

Question Answer Marks

9 Look at this sentence: ‘Skein had responded to the confidence in Arilou’s 1

voice, and now his tone was that of addressing an adult rather than a
child.’ (Lines 40–41)
What does this tell the reader about Skein’s attitude to Arilou now?

Award 1 mark for any of the following:

• He respects Arilou.
• He treats her more as an equal.
• He takes her more seriously now.
• He doesn’t look down on her now / is not condescending.

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Question Answer Marks

10 Look at lines 46–50. The writer makes Pericold Heights seem unpleasant 4
or unfriendly.
Explain two ways the writer does this. Support your answers with examples
from the text.

Award 1 mark for each correct explanation, up to a maximum of 2 marks.

Award a further 1 mark for each correct and appropriate quotation, up to a

maximum of 2 marks. Quotation alone = 0 marks

Explanation Quotation from the text

The volcano (Mother Tooth) is
‘belligerent’/‘ill-temper’
hostile/angry/warlike
The island is desolate / no people live
‘nobody but the birds lived in …’
there
The jungles are smelly ‘reeking’
The jungles / ground are unsafe ‘juddering’
The island is ugly ‘like a trodden pie’
Stormy clouds around Mother Tooth /
‘Storm clouds seemed to form around
the volcano make her sound dark and
and above her’
angry

Question Answer Marks

11 Explain why the Inspector and Prox might have to stay longer in the village. 2
Give two reasons.

Award 1 mark for each of the following:

• A storm is on its way (this would make the rocks slippery and too dangerous
to cross).
• They will have to wait for Arilou to return. / It could take some time before
Arilou returns.
• They hadn’t been able to complete testing Arilou / test her properly.

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Question Answer Marks

12(a) Whose point of view is the story told from? 1

Tick () one box.

Award 1 mark for the following:

• Prox.

12(b) Explain how the reader knows. Give a quotation from the text to support 2
your answer.

Award 1 mark for the following explanation:

• We know his thoughts / feelings.

Award 1 further mark for any one of the following quotations:

• ‘Prox never understood why …’

• ‘Prox listened dumbstruck …’
• ‘he was just as startled …’
• ‘So much for testing the girl quickly and getting out of here’.
• Thought Prox despondently
• ‘before Prox realised’
• ‘Prox wondered (for a moment)’

Question Answer Marks

13 The genre of this extract is fantasy. 2

Give two features of the fantasy genre that are used in this text.

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

• Magical / mystical / unrealistic / supernatural setting.

• Imaginary / unusual names.
• Character with special skills / gifts / abilities / a character who can do
something impossible / superpowers.
• Imaginary groups of people i.e. the Lace tribe.
• Unusual physical characteristics of the people i.e. their teeth.
• Things / elements that do not exist.

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Section B: Writing

Question Answer Marks

Notes to markers

• Use the marking grids on the next two 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.

14 Write the beginning of a story with a character who has a special gift or a special power.

14 Content, purpose and audience. (Wa) 8

Text structure and organisation. (Wt) 7

Sentence structure and punctuation. (Wp) 7

Spelling (Ws) 3

[Total 25]

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Content, purpose and audience (Wa) Spelling (Ws)

8 marks 3 marks
The response is relevant to task/purpose, with an
appropriate tone sustained.

The response has content and relevant ideas

developed in detail, and there is clear consistent
engagement with reader.

The character, point of view and voice is

sustained.

Ambitious and occasional sophisticated

vocabulary is used accurately.
7–8
The response is mainly relevant to task/purpose, Spelling almost completely accurate, with a wide
with clear and appropriate tone. range of words correctly attempted.

Content and relevant ideas are developed with a Polysyllabic and ambitious and more complex,
clear awareness of audience. lower frequency words are used successfully.

There is some specific, effective vocabulary,

relevant to purpose.
5–6 3
The response has general relevance to task/ Spelling is generally accurate over a reasonable
purpose, with an attempt at chosen tone. range of words.

There are basic ideas with a little development, Some polysyllabic and more difficult words in
and the beginnings of awareness of audience. frequent use are spelled correctly.

A simple range of vocabulary is relevant to the

purpose.
3–4 2
The response has limited relevance to task/ Simple words are attempted successfully.
purpose, and tone is present but inconsistent.
There are frequent errors in commonly occurring
There is a limited range of material. words.

A simple, repetitive vocabulary is attempted.

1–2 1

No creditable response. No creditable response.

0 0

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Text structure and organisation (Wt) Sentence structure and punctuation (Wp)
7 marks 7 marks
The ideas are organised into a planned and A range of appropriate and varied sentence
coherent story, including an effective structures are used to create effect.
opening and satisfying closing.
The use of sentence features contributes to
Clear well-organised paragraphs are linked the overall development of the text.
to structure the narrative and contribute to
controlling the pace of the story. Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise
meaning.

Punctuation is correctly used to enhance the

writing.
6–7 6–7
The ideas are developed into a story from an Appropriate use of sentence structures, with
appropriate opening but may not reach an some attempt to create effect.
effective conclusion.
Some sentence features are used to clarify
Paragraphs/sections are evident and help to and emphasise meaning.
structure the text.
Grammar and punctuation are mostly
accurate.
4–5 4–5
The opening, development and conclusion of Limited or partially effective use of complex
the story are logically related. sentence structures.

Paragraphs/sections may be used, but not Mostly simple compound structures based
consistently, accurately or appropriately. on a variety of connectives.

Grammar and punctuation is usually correct;

there may be evidence of comma splicing.
2–3 2–3
Some basic sequencing or outline of story is Simple sentence structures are used
evident. successfully.

Some correct use of grammar and

punctuation, e.g. full stops and capitals.
1 1
No creditable response. No creditable response.
0 0

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