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Cambridge Lower Secondary Checkpoint
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ENGLISH
Paper 1 Non-fiction
October 2021
1 hour 10 minutes
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INFORMATION
• This insert contains the reading passages.
• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.
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
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INSERT
This document has 4 pages. Any blank pages are indicated.
IB21 10_1111_01/2RP
© UCLES 2021
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Text A
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Content removed due to copyright restrictions
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Tiger spotting
If you want to try to see tigers in the wild, it is worth learning some basic tracking and
observation techniques.
5
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Always look for fresh tracks, which are clean with no dust or debris, and follow them if you can.
Tigers have sensitive paws, so they prefer using jungle trails rather than the alternative that they
sometimes have to do of blasting their way through thick, thorny undergrowth. If the paw prints
are on top of a wheel mark, then they are obviously recent.
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The territories of tigers and leopards often overlap, and their tracks can easily be confused. An
adult tiger’s print is at least 7.5 centimetres wide, a leopard’s not more than 6 centimetres, and
the male’s is wider than the female’s.
Tigers are betrayed by the alarm calls they provoke in other animals. Spotted deer give a short,
high pitched ‘woo’ when alarmed, while the bellow of a sambar, which is the largest of the deer
family and the tiger’s ultimate dish, really does mean tiger and nothing else.
10
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Tigers are mostly nocturnal, but in reserves where they are confident of protection, they move
and even hunt by day. Nevertheless, early mornings and evenings are ideal times to see them.
15
A
Each season has its advantages. From October to December, the parks are beautiful and lush
after the rains. In February and March, the vegetation has often been burned or deliberately cut
back, which improves visibility, but animals are easily disturbed. April to June is hotting up
towards the monsoon, and water becomes scarce. So, waterholes are the best place to look.
oh
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Travel by elephant if you get the chance. You can cover rough terrain and get off the beaten
track, and most elephant drivers are good at following tigers. Elephants often rumble when a
tiger’s around and sometimes trumpet when close to one.
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BLANK PAGE
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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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021
1111/01/INSERT/O/N/21
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ENGLISH
Paper 1 Non-fiction
You must answer on the question paper.
You will need:
Insert (enclosed)
1111/01
October 2021
1 hour 10 minutes
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Cambridge Lower Secondary Checkpoint
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A
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.
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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 passages.
This document has 8 pages.
IB21 10_1111_01/2RP
© UCLES 2021
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Section A: Reading
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Spend 40 minutes on this section.
Read Text A, in the Insert, and then answer questions 1–11.
Look at the first paragraph (lines 1–6).
Give one adjective that describes dull colours.
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[1]
Give one quotation from the second paragraph (lines 7–11) that tells the reader zebras have
stripes in order to send a message to other animal species.
[1]
The writer uses a long sentence in lines 9–11.
Why?
oh
6
[1]
Content removed due to copyright restrictions
What does the phrase above tell the reader about the writer’s opinion of safari guides?
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[1]
Lines 3–6 tell the reader about the first and second stages of Caro’s research.
What does the reader learn about the second stage compared to the first?
A
4
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3
Content removed due to copyright restrictions
Why does the writer use the short question and answer above?
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[1]
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1
[1]
Content removed due to copyright restrictions
How did Caro put himself in danger?
Give two examples.
•
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© UCLES 2021
[2]
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Look at the fourth paragraph (line 19).
Why has the writer used a short paragraph here in the text?
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[1]
Why does the writer use a colon in line 24?
[1]
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10 Content removed due to copyright restrictions
What do the quotations above tell the reader about Caro’s character?
Tick () two boxes.
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9
Caro is
fearless.
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stubborn.
A
inventive.
[2]
am
carefree.
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systematic.
11 Give two features of a newspaper article used in Text A.
•
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[2]
© UCLES 2021
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Read Text B, in the Insert, and then answer questions 12–18.
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12 What is the main purpose of Text B?
Tick () one box.
to advise people how to see a tiger in the wild
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to show people the best way of protecting wild tigers
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to warn people about the dangers of watching tigers in the wild
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to encourage people to visit parks where wild tigers can be seen
[1]
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13 What does the word blasting (line 5) tell the reader about the way that tigers move through
the jungle when there are no trails?
[1]
[1]
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A
14 What is the main purpose of the third paragraph (lines 7–9)?
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15 Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the male’s is wider than
the female’s.’
What is this an example of? Tick () one box.
contraction
oh
a synonym
M
ellipsis
an abbreviation
[1]
16 Why is the word woo (line 11) in inverted commas ( ‘ ’ )?
[1]
© UCLES 2021
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17 The writer uses the phrase the tiger’s ultimate dish (line 12).
What does the phrase above tell the reader?
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[1]
Where are the best places to see tigers in
the reserves?
jungle trails
•
Which are the best times of day to see
tigers?
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18 (a) Complete the table below about tigers, using information from the text.
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What are the signs to look for?
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What is the best time of year to see tigers?
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What are the signs to listen for?
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(b) Summarise what you should do in order to see a tiger in a reserve. Use up to 40 words.
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[2]
© UCLES 2021
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Section B: Writing
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Spend 30 minutes on this section.
19 Some people believe that it’s wrong to keep animals in captivity in zoos. Others think zoos do
valuable conservation work while allowing the public to see unusual or endangered animals.
You could include some of the following:
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whether you think it’s better to see animals in the wild or in zoos
your own experience of seeing animals in different environments
your own ideas about animals.
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What do you think, and why? Write a balanced argument, giving your opinions.
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Space for your plan:
Write your argument on the next page.
© UCLES 2021
[25 marks]
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© UCLES 2021
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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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021
1111/01/O/N/21
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Cambridge Lower Secondary Checkpoint
1111/01
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ENGLISH
Paper 1 Non-fiction
October 2021
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MARK SCHEME
Maximum Mark: 50
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IMPORTANT NOTICE
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.
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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.
IB21 10_1111_01/2RP
© UCLES 2021
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Award 1 mark for the following:
drab.
Answer
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Question
2
1
Look at the first paragraph (lines 1–6).
Give one adjective that describes dull colours.
Content removed due to copyright restrictions
Why does the writer use the short question and answer above?
Marks
1
Award 1 mark for an answer that recognises the contrast between the previous
sentence and [Content removed due to copyright restrictions], e.g.:
to highlight/emphasise the difference between zebras and other mammals
to engage the reader’s attention / to talk directly to the reader.
bd
•
•
Lines 3–6 tell the reader about the first and second stages of Caro’s
research.
What does the reader learn about the second stage compared to the first?
Marks
1
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3
Answer
A
Question
Award 1 mark for an answer that recognises the different conditions under which
the second stage of the research took place, e.g.:
am
•
•
•
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Question
4
He was confined indoors / stayed in one place / to the library.
He was not moving around outside.
Researching not observing
Answer
Content removed due to copyright restrictions
What does the phrase above tell the reader about the writer’s opinion of
safari guides?
Award 1 mark for one of the following:
•
•
Safari guides should know better / not generalise / know all facts
The writer is surprised that they are giving this explanation.
Page 2 of 10
Marks
1
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Answer
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Question
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Cambridge Lower Secondary Checkpoint – Mark Scheme
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Answer
1
The writer uses a long sentence in lines 9–11.
Why?
•
Question
Answer
Content removed due to copyright restrictions
A
7
How did Caro put himself in danger?
ed
Give two examples.
Award 2 marks for an answer that recognises the danger Caro has placed himself
in, e.g.:
am
•
•
•
•
1
The writer wants to give a lot of information and provide details of the
reasons why zebras have stripes.
To give ideas and create a list of important details.
A variety of sentence structure
bd
•
•
Marks
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Answer
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Question
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Award 1 mark for either of the following:
Content removed due to copyright restrictions
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He thought he might be attacked by lions / mistaken for a real zebra.
He had no shelter/protection
No way of escaping / away from car
He was walking / on foot.
Page 3 of 10
Marks
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Marks
Give one quotation from the second paragraph (lines 7–11) that tells the
reader zebras have stripes in order to send a message to other animal
species.
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Answer
1
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Award 1 mark for an answer that recognises this as a pivotal moment in the
text, e.g.:
•
to signal the end of one stage of Caro’s research and/or the beginning of
another / to indicate a change of location/activity
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OR
• to show/emphasise that the first stage of the experiment was inconclusive /
did not give an answer.
Question
9
Answer
Why does the writer use a colon in line 24?
Marks
1
bd
Award 1 mark for an answer that recognises the way the colon draws the
reader’s attention to the conclusion in the second part of the sentence, e.g.:
to join the two clauses which are very closely related
to emphasise the conclusion of the previous sentence.
A
•
•
Question
Content removed due to copyright restrictions
What do the quotations above tell the reader about Caro’s character?
Tick () two boxes.
ed
10
Answer
Marks
2
am
Award 2 marks for the following:
•
•
inventive
systematic.
Answer
M
oh
Question
11
Give two features of a newspaper article used in Text A.
Award 1 mark for any of the following, up to a maximum of 2 marks:
•
•
•
•
•
•
•
•
headline / title / heading
names of real people/places
direct quotations / interview
(short) paragraphs
factual information/data
direct speech
expert (others) opinions
rhetorical questions.
Page 4 of 10
Marks
2
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Marks
Look at the fourth paragraph (line 19).
Why has the writer used a short paragraph here in the text?
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12
Answer
1
to advise people how to see a tiger in the wild.
m
Award 1 mark for the following:
•
Answer
13
What does the word blasting (line 5) tell the reader about the way that tigers
move through the jungle when there are no trails?
1
bd
(tigers move) noisily/destructively.
move with force
create own path
Question
Answer
What is the main purpose of the third paragraph (lines 7–9)?
Marks
1
A
14
Marks
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Award 1 mark for the following:
•
•
•
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Question
to explain/describe the differences between tigers and leopards.
Answer
am
Question
ed
Award 1 mark for an answer that identifies the comparison being made between
tigers and leopards, e.g.:
•
Look at lines 8–9: ‘… a leopard’s not more than 6 centimetres, and the
male’s is wider than the female’s.’
What is this an example of? Tick () one box.
Award 1 mark for the following:
oh
15
ellipsis.
M
•
Page 5 of 10
Marks
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Marks
What is the main purpose of Text B?
Tick () one box.
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Answer
1
Question
The writer uses the phrase the tiger’s ultimate dish (line 12).
What does the phrase above tell the reader?
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Answer
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because this is the actual sound that the deer makes
(an example of) onomatopoeia
m
Award 1 mark for an answer that recognises that this is a way of expressing a
sound, e.g.:
•
•
Award 1 mark for an answer that recognises that the phrase refers to the tiger’s
preferred choice of food, e.g.:
bd
this is the tiger’s favourite food
preferred / most desired prey
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•
•
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Why is the word woo (line 11) in inverted commas ( ‘ ’ )?
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18(a)
Answer
3
Award 3 marks for 7–8 correct facts.
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Award 2 marks for 5–6 correct facts.
Award 1 mark for 3–4 correct facts.
ie
Award 0 marks for 0–2 correct facts.
jungle trails
waterholes
off the beaten track
early morning
evening
•
April – June
•
fresh tracks / fresh/recent paw
prints (on top of a wheel mark)
alarm calls (of deer)
‘woo’ (of deer)
bellow (of sambar)
sounds/noise of elephants
rumble (of elephants)
trumpeting (of elephants)
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•
•
•
•
•
bd
Which are the best times of day to
see tigers?
What is the best time of year to see
tigers?
A
What are the signs to look for?
Summarise what you should do in order to see a tiger in a reserve. Use up
to 40 words.
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What are the signs to listen for?
•
•
•
•
•
•
The summary should include the following 4 main points:
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1.
2.
When and where to see tigers
only 1 mark for each
What signs to look and listen for only 1 mark for each
Award 2 marks for a summary that combines the 4 main points into a coherent
summary, e.g.:
•
To see a tiger, go in the early morning or evening from April to June. Jungle
trails or waterholes are the best places. Look for fresh tracks and listen for
the alarm calls of deer or an elephant trumpeting. (39 words)
Do Not Award more than 1 mark where the summary exceeds 40 words or
where less than 4 correct points are made.
Place a vertical line after the 40th word.
Accept words lifted from the text where they contribute to a cohesive summary.
Award 0 marks for a summary made up of facts that are notes or in a repeated
list or where no correct points are made.
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Marks
Complete the table below about tigers, using information from the text.
Where are the best places to see
tigers in the reserves?
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Answer
Marks
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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 the criteria have been met but not all.
Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
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.
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•
•
bd
19 Some people believe that it’s wrong to keep animals in captivity in zoos. Others think
zoos do valuable conservation work while allowing the public to see unusual or
endangered animals.
A
What do you think, and why? Write a balanced argument, giving your opinions.
Content, purpose and audience. (Wa)
8
Text structure and organisation. (Wt)
7
Sentence structure and punctuation. (Wp)
7
Spelling (Ws)
3
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19
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Notes to markers
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Section B: Writing
Question
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Text structure and organisation (Wt)
7 marks
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The response has relevant ideas and content The response is presented coherently and
logically to help the development of ideas,
developed in detail to create a clear and
usually with an introduction and conclusion.
consistent relationship between the writer
and reader.
Well-crafted paragraphs contribute to the
structure of the text.
The text type is clearly established, e.g. an
article, report, etc., and the tone is
appropriate to the ideas and is sustained.
7–8
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The vocabulary is well chosen for the
purpose.
6–7
The response has relevant ideas and content The response is generally coherent and in a
logical order with ideas evident, with an
which are developed with some detail, and
attempt at an introduction and conclusion.
with some awareness of reader.
Paragraphs/sections are evident and help to
structure the text.
bd
The main features of the text type are
evident and the tone is appropriate for the
purpose and is largely sustained.
A
The vocabulary is relevant for the purpose.
5–6
ed
The response includes basic information
relevant for the purpose, and some
awareness of the reader may be shown.
4–5
The response is clear but not sequenced
logically to help the development of ideas.
There may be an attempt at an introduction
and/or a conclusion.
General aspects of the text type are evident
and the writer’s tone is established.
am
A simple range of vocabulary is relevant to
the purpose.
3–4
Paragraphs/sections may be used but not
consistently.
2–3
Some basic sequencing of material grouped
by content is evident.
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The response has limited relevance to the
task.
Some elements of the text type are seen and
the writer’s tone is present but inconsistent.
The vocabulary is simple.
1
1–2
No creditable response.
No creditable response.
0
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Content, purpose and audience (Wa)
8 marks
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Spelling (Ws)
3 marks
A range of appropriate and varied sentence
structures are used to create effect.
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The use of sentence features contributes to
the overall development of the text.
Appropriate use of sentence structures, with
some attempt to create effect.
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Punctuation is correctly used to enhance the
writing.
6–7
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Almost entirely accurate grammar (tenses,
agreement, and word order) with some
choices to enhance and emphasise
meaning.
Spelling almost completely accurate, with a
wide range of words correctly attempted.
Polysyllabic, ambitious and more complex,
lower frequency words are used successfully.
bd
Some sentence features are used to clarify
and emphasise meaning.
A
Grammar and punctuation are mostly
accurate.
3
4–5
Spelling is generally accurate over a
reasonable range of words.
Mostly simple compound structures based
on a variety of connectives.
Some polysyllabic and more difficult words in
frequent use are spelled correctly.
ed
Limited or partially effective use of complex
sentence structures.
am
Grammar and punctuation is usually correct;
there may be evidence of comma splicing.
2–3
oh
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2
Simple words are used successfully.
Simple sentence structures are used
successfully.
There are frequent errors in commonly
occurring words.
Some correct use of grammar and
punctuation, e.g. full stops and capitals.
1
1
No creditable response.
No creditable response.
0
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Sentence structure and punctuation (Wp)
7 marks
October 2021
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Cambridge Lower Secondary Checkpoint
1111/02
m
ENGLISH
Paper 2 Fiction
October 2021
1 hour 10 minutes
bd
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INFORMATION
• This insert contains the reading passage.
• You may annotate this insert and use the blank spaces for planning. Do not write your answers on
the insert.
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
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INSERT
This document has 4 pages. Any blank pages are indicated.
IB21 10_1111_02/RP
© UCLES 2021
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Text for Section A, an extract from ‘Little Liar’ by Julia Gray
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Nora is a young, teenage girl who has been sent to stay with a family friend who runs a special
guesthouse in a remote part of Scotland.
***
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At present, I am staying with my Aunt Petra, who is not my aunt at all, but a lifelong friend of
mother’s. The name ‘Petra’, means rock, but there is nothing rocklike about my non-aunt, who is
as curved and soft as candyfloss. She runs a guesthouse here, in the Scottish Highlands, with
her husband Bill. People come to relax, and meditate and heal. They walk beside the lochs* that
lie on either side of the peninsula; they learn about Thai food and how to build walls. I’ve been
here a fortnight or so. There are six other guests, and mostly we keep ourselves to ourselves.
Two people are doing a silent retreat, which makes for minimal interaction. Another guest, with
whom I’m now on quite friendly terms, is recuperating after an accident. The rest are yoga
devotees.
bd
It’s July, not that you can tell; every day dawns uniformly grey, and the rain cycles from a
spatter to a thundery relentlessness. When the sun does come out, it does so apologetically,
like a ballerina who is unsure of her entrance on stage. I do not mind the weather. The climate
suits me.
10
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A
Aunt Petra is keen for me to take part in classes and workshops: T’ai Chi, for example, or
Spiritual Healing (this one, she feels, might be especially appropriate). Each morning, over
porridge resembling wet sand in colour and texture, she tries to sign me up. Each morning, I
decline. I came to Scotland for peace and silence, not to participate in her Organised Wellness.
However, I do quite often agree to take her dog, Oscar, for a walk. As long as it isn’t raining too
hard, Oscar and I wander through fields thick with stubby nettles, beating pathways down to the
loch; or else we follow one of the narrow tracks that crisscross through woodland to the top of
the peninsula, passing isolated farms and small rivers, until we reach one of the nearby villages.
And then it begins to rain harder, and we wait for a bus to take us back.
5
20
am
This morning, I made an announcement. I don’t know who was more surprised, Aunt Petra or
me.
‘I’m going to write,’ I said.
25
oh
Aunt Petra paused at the breadboard. ‘To . . . to what, love? To light?’
‘Write,’ I said.
M
‘Poems? Fairy tales?’
‘Something like that.’
She couldn’t have been more pleased. Before I knew it, Bill was bringing in an old sewing table
with a missing foot, like a lame calf, and setting up a computer with a yellowed keyboard and
arthritic mouse.
‘What about your wounded arm?’ Petra said, looking down at the bandage that hid the savage
purple scar on which all her lotions and potions had had little effect. I said I’d go slowly, which
was very much my intention, and see how it felt.
So here I am, with time, as well as potions, on my hands.
© UCLES 2021
1111/02/INSERT/O/N/21
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I have never tried to write anything before. I’m more of a reader; I don’t like to commit myself to
the page. I’d rather judge others for what they have chosen to commit. There’s a daunting
finality to writing. Even though I am working on a computer, and hardly carving quill-ink letters
onto leathery parchment, even though I can delete and redo to my heart’s content, the words
still glower darkly from the screen. We are finished articles, they say. We are evidence. We can
be used against you. In their straight-line sentences, they form a solemn procession, like ants
plodding towards a cliff edge.
Because this is no fairy tale.
40
45
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It is almost, for want of a better word, a confession. I’d say ‘memoir’, only that conjures
something more grown-up than this, something less messy. I quite like the word chronicle. What
I mean to set out is a series of events at which I was present.
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I want to explain what I did, and with whom. And where, and when and why. What happened,
and what happened next. The Chronicles of Nora, if you like.
And it will be a true story.
50
bd
What will become quickly apparent is that I have not always told the truth before. To put it
another way: I have told a number of lies. Some of them have been small, and some of them
have been significant.
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A
I am growing familiar with these ancient keys, and it is appropriate that they are keys, I keep
thinking, because something is being unlocked. And although sometimes I think this will drive
me mad – the endless, oppressive silence, the rain, the view of the loch through my window – a
small part of me knows that what will really drive me mad is if I let this go unwritten.
© UCLES 2021
DO NOT WRITE IN THIS SPACE
1111/02/INSERT/O/N/21
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BLANK PAGE
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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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021
1111/02/INSERT/O/N/21
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ENGLISH
Paper 2 Fiction
You must answer on the question paper.
You will need:
Insert (enclosed)
1111/02
October 2021
1 hour 10 minutes
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
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Cambridge Lower Secondary Checkpoint
ed
A
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.
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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 passage.
This document has 8 pages. Any blank pages are indicated.
IB21 10_1111_02/2RP
© UCLES 2021
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Section A: Reading
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Spend 40 minutes on this section.
Read the Text in the Insert, and then answer questions 1–11.
(a) Why is ‘Petra’ an unsuitable name for Aunt Petra?
Tick () one box.
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‘Petra’ means rock, but Aunt Petra is …
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flexible
plump
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delicate
[1]
[1]
Look at this sentence: ‘When the sun does come out, it does so apologetically, like a
ballerina who is unsure of her entrance on stage.’ (Lines 11–12)
What literary techniques does the writer use in the sentence above? Tick () two boxes.
oh
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[1]
Look at the first paragraph (lines 1–9).
Give one phrase that shows that Petra’s guests did not mix together socially.
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(b) What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship with Nora and
her mother?
M
a simile
an oxymoron
alliteration
a euphemism
personification
[2]
© UCLES 2021
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Look at this sentence: ‘The climate suits me.’ (Lines 12–13)
What does the sentence above tell the reader about how Nora is feeling?
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[1]
Nora calls Petra’s classes her ‘Organised Wellness’. (Line 17)
What does the phrase above tell the reader about Nora’s attitude towards Petra’s classes
and workshops?
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What makes the location of Aunt Petra’s guesthouse especially suitable for people on silent
retreats?
Look at lines 30–35. The writer uses two-word phrases to show that the equipment Bill gives
Nora to write on is old and worn out.
Give four of the phrases.
•
A
•
ed
•
•
[4]
What evidence is there in the text that Nora is staying at Aunt Petra’s guesthouse as a patient
rather than a visitor? Complete the table below. Give two explanations in your own words
and support each explanation with a quotation from the text. An example has been given.
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[1]
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Explanation in your own words
Quotation from the text
Aunt Petra is keen for me to take part in
classes and workshops.
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Petra is concerned about her and wants her
to join the classes.
[4]
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Look at lines 37–43.
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(a) Give one word that means ‘walking slowly’.
[1]
10 Look at this sentence: ‘Because this is no fairy tale.’ (Line 44)
[1]
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(b) What contrast is Nora making in lines 39–40?
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(a) What techniques does the writer use to emphasise the sentence above? Give two ways.
•
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•
[2]
(b) How does Nora view her life so far?
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11 Nora feels bad about something that has happened in her life.
Explain how the reader knows this. Give two explanations in your own words, and support
each explanation with a quotation from the text.
Quotation from the text
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Explanation in your own words
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Section B: Writing
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Spend 30 minutes on this section.
12 Look at this quotation from the text: ‘I want to explain what I did, and with whom. And where, and
when and why. What happened, and what happened next.’
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Write your own story about someone who is hiding a big secret.
You could continue Nora’s story, or write about yourself or about someone else.
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Space for your plan:
Write your story on the next page.
© UCLES 2021
[25 marks]
1111/02/O/N/21
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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 the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
© UCLES 2021
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Cambridge Lower Secondary Checkpoint
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ENGLISH
Paper 2 Fiction
October 2021
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MARK SCHEME
Maximum Mark: 50
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IMPORTANT NOTICE
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.
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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. Any blank pages are indicated.
IB21 10_1111_02/2RP
© UCLES 2021
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‘Petra’ means rock, but Aunt Petra is…
1
•
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Award 1 mark for the following:
plump.
What does the term ‘Aunt Petra’ tell the reader about Petra’s relationship
with Nora and her mother?
1
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1(b)
Marks
Why is ‘Petra’ an unsuitable name for Aunt Petra?
Tick () one box.
Award 1 mark for one of the following:
•
•
They are (very) close / firm / good / long-term friends / lifelong / familiar with
each other / like family / more like a sister to her mother and more like an
aunt to Nora / family friend
Petra visited/saw Nora and her mother quite a lot (when Nora was young).
Petra is older than Nora.
bd
•
Look at the first paragraph (lines 1–9).
Give one phrase that shows that Petra’s guests did not mix together
socially.
Marks
1
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2
Answer
A
Question
Award 1 mark for the following:
(and mostly we) keep ourselves to ourselves.
am
•
Answer
Marks
3
Look at this sentence: ‘When the sun does come out, it does so
apologetically, like a ballerina who is unsure of her entrance on stage.’
(Lines 11–12)
What literary techniques does the writer use in the sentence above? Tick
() two boxes.
2
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Award 1 mark for each of the following:
•
•
a simile
personification.
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1(a)
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Section A: Reading
Question
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Marks
4
Look at this sentence: ‘The climate suits me.’ (Lines 12–13)
What does the sentence above tell the reader about how Nora is feeling?
1
Award 1 mark for one of the following:
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Her mood is grey / dull / dark / gloomy
She is unhappy / sad / down / miserable / serious / sombre / depressed /
restless.
5
Nora calls Petra’s classes her ‘Organised Wellness’. (Line 17)
What does the phrase above tell the reader about Nora’s attitude towards
Petra’s classes and workshops?
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Answer
Marks
1
Award 1 mark for one of the following:
A
•
She doesn’t like/enjoy them / isn’t interested
She thinks they’re too organised / too controlled/forced / orders are given
She doesn’t think they’ll work / doesn’t think the classes will help her
(become well).
She doesn’t respect what her aunt is doing / she is disdainful / she thinks
they are pretentious
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•
•
•
6
Answer
Marks
What makes the location of Aunt Petra’s guesthouse especially suitable for
people on silent retreats?
1
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Question
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Award 1 mark for the following:
It’s very isolated / remote / unpopulated / no one around to talk to / very
quiet / not noisy / peaceful / calm / uncrowded / no busy streets / you can be
by yourself / places to walk and reflect
oh
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Accept any answer that recognises that the house is in a rural area / in the
middle of the countryside.
M
Question
7
Answer
Look at lines 30–35. The writer uses two-word phrases to show that the
equipment Bill gives Nora to write on is old and worn out.
Give four of the phrases.
Award 1 mark for each of the following:
•
•
•
•
(a) missing foot
(a) lame calf
(a) yellowed keyboard
(an) arthritic mouse.
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Marks
8
What evidence is there in the text that Nora is staying at Aunt Petra’s
guesthouse as a patient rather than a visitor? Complete the table below.
Give two explanations in your own words and support each explanation
with a quotation from the text. An example has been given.
4
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Award 1 mark for any explanation and 1 further mark for an appropriate
quotation, up to a maximum of 4 marks:
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Quotation from the text
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Aunt Petra is keen for me to take part
in classes and workshops.
People come to (relax, and meditate
and) heal.
Petra seems to think Nora needs to
recover mentally / improve her mental
health / there’s something wrong
inside Nora / Nora’s spirit
Spiritual Healing
OR
Spiritual Healing (this one, she feels,
might be especially appropriate).
Nora’s arm is damaged / Petra has
been treating Nora’s damaged arm
Petra is concerned about her
health/wellbeing / Nora has had an
injury.
savage purple scar (on which all her
lotions and potions had little effect).
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Some of the guests are there to be
healed / get better / have a quiet time
/ recuperate
Question
your wounded arm
Answer
Marks
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Look at lines 37–43.
9(a)
Give one word that means ‘walking slowly’.
1
Award 1 mark for:
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9(b)
plodding
What contrast is Nora making in lines 39–40?
Award 1 mark for any one of the following:
•
•
•
old and new
using a computer and a quill / a screen and parchment / between typing and
writing on parchment
modern/contemporary and historical/past times.
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Petra is concerned about her and
wants her to join the classes.
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Answer
What techniques does the writer use to emphasise the sentence above?
Give two ways.
2
10(b)
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The writer uses a short/snappy sentence
The writer uses a one-sentence paragraph / a separate paragraph for one
sentence / it is placed by itself / one line paragraph
The sentence begins with ‘because’ / with a conjunction/connective
The use of ‘no’ (instead of ‘isn’t a’).
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•
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•
•
How does Nora view her life so far?
Award 1 mark for one of the following:
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It’s not been all happy endings / not a fantasy
It’s not been pretty / sugary / sweet / it has been sad / melancholy / gloomy
It’s not been innocent / she’s done something she’s not proud of / has
hidden secrets / is living a lie
Her life has been tough / she’s been through a lot / had difficulties / she has
had negative experiences / it’s been messy
bd
•
•
•
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Marks
Look at this sentence: ‘Because this is no fairy tale.’ (Line 44)
10(a)
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Answer
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quotation, up to a maximum of 4 marks:
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Quotation from the text
We are evidence / we can be used
against you
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She’s afraid that what she writes can
be used as proof (that she’s done
something wrong)
(they form a solemn procession,) like
ants plodding towards a cliff edge.
a confession
I have told a number of lies … some
of them have been significant.
Drive me mad … if I let this go
unwritten
… because something is being
unlocked
… the savage purple scar…
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She creates a feeling of doom about
her writing
She is going to admit something in
her writing / tell the truth / come clean
She knows she has done bad / she
has lied / done wrong things / she
has regrets / secrets / feels guilty
She needs to get something off her
chest / to confess / she can’t bottle it
up / is hiding the truth / wants to
explain / there are things people
should know
She’s going to release / reveal /
expose / a secret / hidden memory /
emotion
She had been injured in the past and
wasn’t healing
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Nora feels bad about something that has happened in her life.
Explain how the reader knows this. Give two explanations in your own
words, and support each explanation with a quotation from the text.
Explanation in your own words
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Marks
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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 the criteria have been met but not all.
Note on extent:
Award 0 marks where the performance fails to meet the lowest criteria.
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.
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If response is totally off task award 0 for Wa and as appropriate for the other strands
bd
Award 0000 if the response is virtually lifted from the text, but reward any original content
A
If there is nothing written on the lined pages 6 and 7, award NR NR NR NR, even if there is
something on the plan page (5)
ed
12 Look at this quotation from the text: ‘I want to explain what I did, and with whom. And
where, and when and why. What happened, and what happened next.’
Write your own story about someone who is hiding a big secret.
am
You could continue Nora’s story, or write about yourself or about someone else.
Content, purpose and audience. (Wa)
8
Text structure and organisation. (Wt)
7
Sentence structure and punctuation. (Wp)
7
Spelling (Ws)
3
oh
12
M
[Total 25]
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Section B: Writing
Question
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Text structure and organisation (Wt)
7 marks
The ideas are organised into a planned and
coherent story, including an effective
opening and satisfying closing.
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.
m
Clear well-organised paragraphs are linked
to structure the narrative and contribute to
controlling the pace of the story.
Ambitious and occasional sophisticated
vocabulary is used accurately.
7–8
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The character, point of view and voice is
sustained.
6–7
The ideas are developed into a story from an
appropriate opening but may not reach an
effective conclusion.
The response is mainly relevant to
task/purpose, with clear and appropriate
tone.
Paragraphs/sections are evident and help to
structure the text.
bd
Content and relevant ideas are developed
with a clear awareness of audience.
4–5
The response has general relevance to task/
purpose, with an attempt at chosen tone.
The opening, development and conclusion of
the story are logically related.
There are basic ideas with a little
development, and the beginnings of
awareness of audience.
Paragraphs/sections may be used, but not
consistently, accurately or appropriately.
am
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A
There is some specific, effective vocabulary,
relevant to purpose.
5–6
A simple range of vocabulary is relevant to
the purpose.
3–4
oh
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2–3
Some basic sequencing or outline of story is
evident.
The response has limited relevance to task/
purpose, and tone is present but
inconsistent.
There is a limited range of material.
A simple, repetitive vocabulary is attempted.
1–2
No creditable response.
1
No creditable response.
0
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Content, purpose and audience (Wa)
8 marks
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3 marks
A range of appropriate and varied sentence
structures are used to create effect.
m
Punctuation is correctly used to enhance the
writing.
6–7
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Almost entirely accurate grammar (tenses,
agreement and word order) with a range of
devices to enhance and emphasise meaning.
Spelling almost completely accurate, with a wide
range of words correctly attempted.
Appropriate use of sentence structures, with
some attempt to create effect.
Polysyllabic and ambitious and more complex,
lower frequency words are used successfully.
bd
Some sentence features are used to clarify and
emphasise meaning.
Grammar and punctuation are mostly accurate.
4–5
Spelling is generally accurate over a reasonable
range of words.
Mostly simple compound structures based on a
variety of connectives.
Some polysyllabic and more difficult words in
frequent use are spelled correctly.
ed
A
Limited or partially effective use of complex
sentence structures.
3
am
Grammar and punctuation is usually correct;
there may be evidence of comma splicing.
Simple words are attempted successfully.
There are frequent errors in commonly occurring
words.
oh
Some correct use of grammar and punctuation,
e.g. full stops and capitals.
1
1
No creditable response.
M
2
2–3
Simple sentence structures are used
successfully.
No creditable response.
0
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Spelling (Ws)
The use of sentence features contributes to the
overall development of the text.
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7 marks
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