Cambridge Primary Checkpoint End of Series Report

October 2016
Contents
1. Introduction Page 3

2. Cambridge Primary Checkpoint English 0844 Page 4

2.1 Comments on specific questions – English 0844 component 01 Page 4
2.2 Comments on specific questions – English 0844 component 02 Page 8
2.3 Table and charts of sub-group performances – English 0844 Page 12

3. Cambridge Primary Checkpoint Mathematics 0845 Page 30

3.1 Comments on specific questions – Mathematics 0845 component 01 Page 30
3.2 Comments on specific questions – Mathematics 0845 component 02 Page 39
3.3 Table and charts of sub-group performances – Mathematics 0845 Page 48

4. Cambridge Primary Checkpoint Science 0846 Page 66

4.1 Comments on specific questions – Science 0846 component 01 Page 66
4.2 Comments on specific questions – Science 0846 component 02 Page 97
4.3 Table and charts of sub-group performances – Science 0846 Page 73

2
1. Introduction

This document reports on candidate performance for this exam series. Performances for each syllabus are reported separately; the entries for on-screen and paper-based
syllabuses are not combined.

Overall and sub-group performances can change from series to series. You can use the report to compare sub-group performances for this syllabus in this series. You should
not use the information to compare performance changes over time.

For each syllabus the following information is provided:

 examiner comments on specific questions within each component of the test,

 tables and charts of sub-group performances for the overall assessment and at strand level.

3
2. Cambridge Primary Checkpoint English 0844

2.1 Comments on specific questions – English 0844 component 01

General Comments
Questions requiring straightforward information retrieval were generally answered well. Questions requiring evidence to back up a response were more challenging. For
questions that require learners to identify a number of items, learners should remember that if they provide a list of alternatives, each one on the list must be correct as a
wrong answer negates a correct one.
In section B, learners continued to score well on the punctuation and spelling aspects of their writing but had less success with satisfying purpose and audience. It is
advisable to use of the planning box in order to organise ideas. Simple sentence structures were generally secure; attempts at more complex structures often less so. Some
parts of section C showed excellent understanding of grammar and punctuation.

Section A – Reading (questions 1-10)

Section B – Writing (question 11)
Section C – Grammar, Punctuation and Vocabulary (questions 12-19)

Question 1
Generally, this question was answered well, providing an easy opener to those learners who included the important element of ‘more than’ 25 million years, or ‘over’ 25 million
years. Writing the wrong number of years was the reason for many incorrect responses. Learners who practise paraphrasing answers will be less likely to lose the mark by
over quoting, although this is an area which continues to improve.

Question 2
This was generally very well answered, with learners providing no more than the important element of ‘high oxygen levels’. Some learners used quotes that went beyond the
question, thereby losing focus somewhat.

Question 3
About half of learners scored at least one mark here, with fewer gaining both.

Question 4
Stronger responses summarised the four main points in the paragraph and expressed this in fewer than 30 words. Few learners achieved both marks, and many lost both
marks because they exceeded the word limit or became ungrammatical in attempting to trim long quotes to get under the limit. ‘Two more litres of blood’ could have been
‘more blood’ (than other seals). Often, the comparison with other seals (vital for the point) was omitted in favour of the wordier original ‘two more litres of blood’.

Question 5
Most learners scored a mark here. Those who ticked the wrong box tended to go for the ‘only facts’ box, ignoring the part of the question which asks for the best description.

4
Question 6
Learners were generally successful in explaining with a short phrase their preference: ‘it’s (more) formal / informal’. Very few ticked the wrong box. Fewer candidates than
previously missed the mark by commenting that it was ‘more fun to read’ without saying what about the language made it more fun.

Question 7
(a) There was a high success rate with this question, with learners choosing to quote from the text. Less strong responses were generally those that missed the weight
element.
(b) Most learners scored a mark, mainly using phrases from the text. They were very selective, rarely wasting time quoting excessively.

Question 8
Most candidates scored a mark here. Those who were challenged by this question gave answers where guesswork appeared to have been used, as there were no trends in
either the correct or incorrect answers. Much depended on the understanding of false.

Question 9
This was a challenging question. Many learners seemed unclear that there was a lot to do to get a mark for this question.

Question 10
(a) This question continues to be an effective way of assessing whether learners understand how texts are put together. The success rate here was good where learners
considered the effect of subtitles on a reader’s understanding of what a paragraph will contain or how the subtitles help readers to navigate.
(b) This was a straightforward question, and highlighted those learners (most of them) who had understood the text. The use of rulers would be useful in making the drawing
of lines less ambiguous.

Question 11
Most learners responded well and appropriately to the task stimulus by writing a report about a particular place of historical or geographical interest. Of this large majority,
most were able to sustain the text style, write using an impersonal voice, structure the text appropriately and develop detail to engage the reader. The marks for unsuccessful
pieces were limited when learners wrote a report about, say, dogs or tsunamis, perhaps recreating practice pieces and avoiding the wording of the question. Marks were also
limited for responses that became instructional or persuasive. Generally, it was an accessible task for those who were experienced in reading and writing non-fiction texts.
The most successful responses engaged the reader by developing detail in using adjectival phrases and adverbs. More ambitious sentence structures often accompanied the
inclusion of such detail.
Purpose and Audience
Most learners used a title and an introductory statement, and wrote using a report style. This was sustained, and many wrote engagingly from a good knowledge base. Less
strong learners introduced first person pronouns, particularly towards the end of a piece, and veered into a different text type. Pieces about Everest, for instance, of which
there were many, began by reporting interesting detail but became instructions or explanations about necessary equipment.
Text Structure
Stronger learners structured their paragraphs and texts using subtitles and introductory statements. They then developed their paragraphs by incorporating sufficient detail to
provide a good balance of coverage, and in a way that linked with the rest of their report. Less strong responses were often characterised by a lack of logic to the sequence of
ideas, or by a lack of balance of ideas because there were few of them.

5
Sentence Structure
Many learners attempted to use complex structures, and achieved success when they were able to link ideas within a sentence using connectives such as which, that and
although. Ambitious structures sometimes failed grammatically because of verb disagreement and the confusion of verb forms. Simple sentences were generally secure, with
some candidates achieving marks by using and or but to link simple sentences.
Punctuation
Full marks were often achieved here. Although there was a lot of evidence that learners knew how to use commas to separate introductory words and phrases, they often
failed to gain both marks because of missing or random capitals.
Spelling
Again, it was very common to see both marks being gained. Often, the correct spelling of less frequently used complex words was impressive.

Question 12
Most learners gained at least one mark here, with more than previously scoring both, demonstrating a good understanding of word classes. Confusion was likely with verb
and adverb.

Question 13
(a) Fewer learners scored here than usually do. Most either underlined the wrong half of the sentence or, in a few cases, did not attempt it.
(b) Most learners were successful in embedding the clause correctly, and most of those used the pair of commas to separate it.

Question 14
(a) Most learners found this question challenging. Generally, if they got one of the verbs wrong, they got both wrong. There were some, fewer cases where successful
answers were negated by errors added elsewhere in the sentence.
(b) The change from an active to a passive form is still a challenge for many learners. Some confusion about the subject of the sentence and how it changes, indicate that
this aspect of grammar would benefit from classroom practice. Many learners spelled the first two of the verbs accurately, although ‘has been used’ was often wrong.

Question 15
This was a challenging question. Successful answers avoided the pitfall of adding words and punctuation, thereby spoiling correct attempts. ‘Unusually’ was often corrected
as ‘unusualy’.

Question 16
This paper saw more successful attempts at this question than has been the case in previous session, although it seems many learners think that a long sentence cannot be
a simple sentence.

Question 17
There were many successful attempts at correctly placing both apostrophes, with most learners understanding the difference between apostrophes for omission and those for
possession.

6
Question18
Most learners gained at least one mark, with many gaining two even if all their additions were not perfect. Some, less strong learners lost marks because they put commas
and question marks outside closing speech marks.

Question 19
This remains a challenging question, with only the most able learners gaining both marks. Successful learners read the sentences in context and chose synonyms that fitted
both the meaning and sense of the sentences.

7
2.2 Comments on specific questions – English 0844 component 02

General Comments
The text was accessible to learners. The vast majority were engaged in the story, and showed good understanding of the content.
In section A, questions were generally answered well when the learners had paid close attention to the text in terms of inference as well as in literal understanding. The range
of questions gave learners the opportunity to describe aspects of the passage as they explored the detail in depth. Longer questions, particularly those in two parts, needed
answers with an explanation relating to the main character and her situation, together with selected evidence from the text. Learners are aware of the need to explain their
thoughts in their own words and then select an appropriate supporting quote or evidence accurately. Many learners still struggle with this way of answering questions. This is
discussed in more detail in the commentary on specific questions below.
In section B, it was apparent that the subject matter appealed to most learners. Most of the stories showed that learners had picked up the stimulus well. Irrelevant stories
were rare this session. The most successful stories were those that managed to create a degree of suspense and used ambitious vocabulary and sentence structures. In
these examples, the language engaged the reader, and many learners used the features of the fantasy genre to good effect. Learners who chose to make use of the planning
box often scored well.
Section A – Reading (questions 1-12)
Learners scored well on explicit questions when they were able to look at the passage and identify what was required. Less strong responses were those requiring inference,
and were characterised by a tendency to make a generalised comment with little or no supporting evidence.
Section B – Writing (question 13)
Overall, the writing prompt appealed to most learners as it was one they could relate to. There was great potential in the given theme of a dream setting, and most learners
wrote a story that included a dream. Where attempts were made to produce a plan, there was evidence that learners were able to use a range of strategies to organise and
set out their ideas. Where planning was done well and used, learners often wrote a series of well-organised paragraphs with a good balance between action, description and
speech. This balance is an important consideration and it helps to keep candidates on track as they write.
Stronger learners handled the content and audience well. They used structure and dialogue to create an interesting narrative and to develop character and mood. These
learners were able to move the narrative forward using complex sentence structures to express ideas and add descriptive detail. Less strong learners struggled to maintain
the fantasy genre and were often over reliant on retelling a real life story that included a brief reference to a dream.

Question 1
This was an explicit question. Most learners scored at least one mark here. There were many who scored both marks. Careful decoding was required to select the correct
answers.

Question 2
Good responses to this question recognised the correct detail about being covered in black oil. There were many responses where insufficient information was given, such as
‘covered in oil’ or simply describing the hand.

Question 3
Strong responses selected the correct information here. Less successful responses focused on the impossibility of a seal climbing the stairs and opening the door. Some
learners used an acceptable short quote here.

8
Question 4
A significant number of learners gave the correct answer here by mentioning the ‘latch was stiff’ and the knowledge of a trick to open the door. Other acceptable answers
described the detail of the trick.

Question 5
Most learners ticked yes correctly here. The most common response described Lucy as ‘waking up panting’. Weaker responses included her staring into the darkness at the
door with no further detail. Occasionally, the characters were confused and the dream girl was mistaken for Lucy.

Question 6
This question needed to be read carefully, and many learners found the question challenging. Some identified that the door opening was the cause of her becoming quiet,
and more specifically, it was the sound of the door opening. Some learners thought the girl touching Lucy was the reason. Others described sounds such as the lark’s song.

Question 7
Most successful attempts at this question showed that learners were able to write a response using their own words to explain why they ticked either yes or No. Here, learners
showed that they were able to process information so that words were not copied, for example ‘she was upset / sad / was crying’ with a supporting quote. ‘Began to cry’ was
sufficient for credit. However, a significant number either gave a quotation rather than their own words or were at least too close to the text to be credited. It is also important
that quotes do match the explanation. A number of explanations were accompanied by imprecise quotes or quotes that were too long. These did not gain marks as the
intention was not clear.
Less strong learners gave a quote twice, both as an explanation and as their selected words and phrases. Where words and phrases are asked for, these must be accurately
written directly from the text.

Question 8
This question yielded a mix of responses. About half of learners knew what ‘binoculars’ are and said that distance was the reason for their use. Confusion arose amongst
others who thought that binoculars helped Lucy to see in the dark.

Question 9
This question was a challenging for many. Most learners identified one of the senses but could not explain why the sense was important. Not many learners mentioned the
story and the connection to Lucy’s senses, instead focusing on themselves as to the importance of the chosen sense.

Question 10
Most learners identified Lucy correctly as the point of view character, and scored one mark here. Many went on to gain the second mark by describing Lucy’s thoughts,
feelings or what she sees. Those that did not identify Lucy named the author or an unnamed third person.

Question 11
(a) The need to identify two linguistic features was challenging for many learners. Most identified one, which was insufficient to gain the mark.
(b) Analysing figurative meanings in prose can be difficult, and this proved to be true with this example. Many learners made references to sunrise or dawn to gain one mark,
but only a few managed to explain the ‘from behind the world’ reference. Some responses gave quotes from the text without explanation or were vague.

9
Question 12
(a) Most learners got this question right.
(b) Relatively few learners showed a sound knowledge of the features of the horror genre. It is the general features that are required, and many missed the marks by writing
about the specific text with quotes from the text in their response. Identifying generic features of different genres remains an issue that would benefit from classroom
practice.

Question 13
Content
Most learners attempted to produce a narrative that was focused on a dream that was no doubt helped by the engagement with the prompt material about Lucy’s nightmare.
The best narratives were those in which learners used good description and added detail. The use of devices to create precise images was seen in some responses. These
better stories used a solid connection between character and events. There was evidence of ambitious structures and vocabulary and some degree of control in balancing
action, dialogue and description. Most stories had a simple plot, and could be described as being well placed in the setting, with a clear beginning and end.
Some learners found developing a story line to be a real challenge, and would benefit from exploring ways of developing plot within a story. The key to this lies mainly in the
use of more description and the inclusion of detail. Developing the narrative is an area that could be addressed in class so that learners are able to sustain their efforts and
create stories with well-described characters, action and detail. Where candidates are able to construct a profile of their stories – an introduction (characters /setting), a build-
up (sequence of events), a climax leading to a resolution, and an ending – they often meet with success.
Audience
There were many attempts to try to engage the reader through the inclusion of detail. Finding a way to hook the reader is not easy as it is difficult to control the flow of the
story. Attainment of higher marks depends on being able to control the content so that the reader is fully engaged – remembering the audience is key here. Some learners
who managed to do this used the first person as narrator so that they could describe their reactions to different events as they unfolded during the telling of the story.
Ideas in third person narratives could be centred on working out how a character might be feeling at different stages of the story. The root of this lies in being able to create
realistic characters. Simple descriptions of how a person looks or of what they are wearing often slow the narrative and give little away about what a character might be
feeling. Exploring characters in fiction stories and identifying features that make them interesting and believable can benefit young writers greatly. Word choices are important
to achieve success and help to develop and maintain a relationship with the reader.
Text Structure
A significant proportion of learners are able to shape their writing to give it a basic structure with paragraphs. Using paragraphs and learning about their purpose works
towards improving the structure of a piece of writing. Successful learners were able to score high marks when they showed a good understanding of paragraphs by linking
them together effectively, for example through contrasts in mood, shifts in time and changes in location.
Most learners attempted to sequence their stories chronologically. This is very effective when paragraph breaks are evident. Some even described events in flashback. Less
strong learners still understand the importance of splitting their stories into sections, but often with limited purpose.

10
Sentence Structure
Simple sentence structures were used by most learners to express ideas. The control of verb forms was generally good in these sentence structures, so that consistency was
achieved. Many learners could link simple sentences using and, but and then. They were also able to add simple details using adjectives. A number of learners extended their
stories by using complex sentences, and some of these were excellent, showing the use of a range of phrases and clauses to develop ideas. A few of these demonstrated the
careful use of expanded phrases, particularly adjectival, adverbial and verb phrases, to develop ideas with a wider variety of connectives to keep the story pace flowing and to
develop ideas.
Stronger learners constructed some quite ambitious sentences that were enhanced by carefully chosen adjectives and adverbs and the positioning of clauses for effect.
Sometimes these learners showed how the use of short, simple sentences, especially in short, one-sentence paragraphs can help to build suspense. Less strong learners
often showed confusion between pronouns, including switching between third and first person.
Punctuation
This is generally an area of strength in writing across all levels. Demarcation of sentences was frequently secure, and there was clear evidence of some use of the comma to
mark out clauses or separate phrases within a long sentence. When punctuating speech, many learners showed that they know what to do. Speech marks were often placed
accurately around spoken words. Many learners were able to place other speech punctuation correctly, although there were sometimes errors in the layout of dialogue. Where
the convention of new line / new speaker was used, learners scored high marks.
Vocabulary
Most learners used a simple and appropriate vocabulary, showing a good understanding of how adjectives can develop description. Strong learners developed their use of
vocabulary beyond this level by using precise vocabulary where the choice of a particular word contributed significantly to the creation of image and mood. The best examples
of writing managed to create atmosphere and describe feelings, and included the effective use of adverbs to modify verbs. These learners also demonstrated that they know
how to improve their writing by choosing and experimenting with ambitious words.
Spelling
Generally, this is a strong aspect of all learners’ work. Learners are able to spell a range of common words in everyday use, and to make good attempts to spell longer words.
Basic spelling rules, for example making plurals and changing verb forms, are well known.

11
2.3 Table and charts of sub-group performances - English 0844

Performances for each syllabus are reported separately; the entries for on-screen and paper-based syllabuses are not combined.

Overall and sub-group performances can change from series to series. You can use the report to compare sub-group performances for this syllabus in this series. You should
not use the information to compare performance changes over time.

12
Demographic breakdown of total entry for Cambridge Primary Checkpoint English

Percentage of total Average total score Average Reading Average Usage Average Writing
entry score score score
Age in years First Language
10 and under Not English 4.0 2.8 3.0 2.8 2.5
10 and under English 2.8 4.1 3.8 4.2 4.0
10 and under All 6.8 3.3 3.3 3.3 3.1
Age in years First Language
11 Not English 38.6 2.8 2.9 2.7 2.7
11 English 12.3 4.3 4.0 4.3 4.3
11 All 50.9 3.1 3.2 3.1 3.1
Age in years First Language
12 and over Not English 27.7 3.5 3.5 3.4 3.4
12 and over English 14.6 4.6 4.4 4.7 4.6
12 and over All 42.3 3.9 3.8 3.8 3.8
Age in years First Language
All Not English 70.3 3.0 3.2 3.0 3.0
All English 29.7 4.4 4.2 4.5 4.4
All All 100.0 3.5 3.5 3.4 3.4

Please note that in the block charts that follow, the horizontal axis representing Cambridge Primary Checkpoint scores is annotated from 0 to 6.

The value 0 represents the group of scores below 1.0,

the value 1 represents the group of scores from 1.0 to 1.9,
the value 2 represents the group of scores from 2.0 to 2.9,
the value 3 represents the group of scores from 3.0 to 3.9,
the value 4 represents the group of scores from 4.0 to 4.9,
the value 5 represents the group of scores from 5.0 to 5.9,
the value 6 represents the group of scores of 6.0 or more.

For the curve graphs which follow the block charts, the horizontal axis also represents Cambridge Primary Checkpoint scores, but here the scores are continuous rather than grouped. The tick marks along the horizontal axis
therefore represent actual Cambridge Primary Checkpoint scores.

13
Distribution of Cambridge Primary Checkpoint total score for English
classified by student's first language.

14
Distribution of Cambridge Primary Checkpoint total score for English
classified by student's age.

15
Distribution of Cambridge Primary Checkpoint total score for English
by student's first language, showing the cumulative
percentage of the number of students at each score.

16
Distribution of Cambridge Primary Checkpoint total score for English
by student's age, showing the cumulative
percentage of the number of students at each score.

17
Distribution of Cambridge Primary Checkpoint Reading score
classified by student's first language.

18
Distribution of Cambridge Primary Checkpoint Reading score
classified by student's age.

19
Distribution of Cambridge Primary Checkpoint Reading score
by student's first language, showing the cumulative
percentage of the number of students at each score.

20
Distribution of Cambridge Primary Checkpoint Reading score
by student's age, showing the cumulative
percentage of the number of students at each score.

21
Distribution of Cambridge Primary Checkpoint Usage score
classified by student's first language.

22
Distribution of Cambridge Primary Checkpoint Usage score
classified by student's age.

23
Distribution of Cambridge Primary Checkpoint Usage score
by student's first language, showing the cumulative
percentage of the number of students at each score.

24
Distribution of Cambridge Primary Checkpoint Usage score
by student's age, showing the cumulative
percentage of the number of students at each score.

25
Distribution of Cambridge Primary Checkpoint Writing score
classified by student's first language.

26
Distribution of Cambridge Primary Checkpoint Writing score
classified by student's age.

27
Distribution of Cambridge Primary Checkpoint Writing score
by student's first language, showing the cumulative
percentage of the number of students at each score.

28
Distribution of Cambridge Primary Checkpoint Writing score
by student's age, showing the cumulative
percentage of the number of students at each score.

29
3. Cambridge Primary Checkpoint Mathematics 0845

3.1 Comments on specific questions – Mathematics 0845 component 01

General Comments
Topics that were well covered: • Knowing multiplication facts for the x4 table. (Question 1)
• Reading a number in words and writing it in figures. (Question 2)
• Solving a worded problem involving the multiplication of a pair of single-digit numbers. (Question 3)
• Identifying multiples of 5. (Question 8a)
• Identifying common multiples of 4 and 5. (Question 8b)
• Reading and plotting co-ordinates in the first quadrant. (Question 10)
• Describing the occurrence of simple events using the language of likelihood. (Question 11)
• Solving a worded problem involving the subtraction of two three-digit numbers. (Question 12a)
• Solving a worded problem involving the division of a three-digit by a single-digit number. (Question 12b)
• Partitioning a five-digit number into ten-thousands, thousands, hundreds, tens and units. (Question 13)
Topics that proved to be more difficult: • Comparing and ordering angles less than 180°. (Question 9)
• Multiplying by 19 by multiplying by 20 and adjusting. (Question 15)
• Solving a spatial problem involving the area of 2D shapes measured in square centimetres. (Question 17)
• Solving a worded problem that involves finding a fraction of a quantity. (Question 24)
• Using a calendar to calculate the date that is a given number of weeks after a given date. (Question 26)
• Finding the range of a set of data. (Question 27b)
• Finding factors of a two-digit number. (Question 29)
Whilst the majority of papers were well presented there were a few answers where the numerals were unclear. This was sometimes because of the formation of the numerals
and sometimes because numerals had been overwritten. Where possible, the benefit of doubt was afforded to the learner but occasionally marks could not be awarded
because it was impossible to discern the number intended. This has been an issue in previous tests.
Some mathematically specific vocabulary such as mode, range, simplest form and factors was not widely understood.

Question 1
Objective: To know multiplication facts for the ×4 table.
Common Errors: Very few errors were made in answering this question.

Question 2
Objective: To read a number in words and write it in figures.
Common Errors: A number of learners gave the answer 7.190 (km) using a decimal point rather than leaving a small space (or using a comma).

30
Question 3
Objective: To solve a worded problem involving the multiplication of a pair of single-digit numbers.
Common Errors: 17 (oranges) [calculating 8 + 9 rather than 8 × 9].

Question 4
Objective: To draw the line of symmetry in a 2D shape.
Common Errors: The majority of learners did show all three lines of symmetry correctly. A variety of errors were made by a few learners.
Amongst the more common incorrect lines were:

Where one error was made, it tended to be with the right-hand shape which required an oblique line of symmetry.

Question 5
Objective: To understand the effect of multiplying a three-digit number by 10.
Common Errors: 504 514 5004 5040 [misunderstanding of the effect of multiplying by 10 or the term “ten times bigger”]

504 514 5004 5040 [possibly adding 10 to 504 rather than multiplying by 10]

Question 6
Objective: To take a multiple of 100 from a four-digit number.

Common Errors: 6180 [calculating 3340 + 2840 rather than 3340 – 2840]

Question 7
Objective: To identify the number of right angles in a 2D shape.
Common Errors: 0 [not recognising the two oblique right angles].
4 [possible misunderstanding of right angle]
6 [the total number of internal angles in the shape]

31
Question 8
(a) Objective To identify multiples of 5.
Common Errors: Shading all the multiples of 5 except the common multiples of 4 and 5 in the last column.
Shading all the multiples of 5 except 5 and 10.
(b) Objective To identify common multiples of 4 and 5.
Common Errors: 3 [possibly taking the question to be: How many of the numbers are multiples of 4 and 5?]
A number of learners listed only one or two of the common multiples.

Question 9
Objective: To compare and order angles less than 180°.
Common Errors: A wide variety of incorrect answers were given, in particular:
 The line from 45° was not directed to the correct mark on the scale.
 The line from 130° was directed to a point beyond the mark for 135°.

Question 10
Objective: To read and plot co-ordinates in the first quadrant.
Common Errors: Very few errors were made in answering this question.

Question 11
Objective: To describe the occurrence of simple events using the language of likelihood.
Common Errors: Very few errors were made in answering this question.

Question 12
(a) Objective: To solve a worded problem involving the subtraction of one three-digit number from another.
Common Errors: Generally well answered although a number of learners did calculate 224 × 137 to give 30 688 passengers.
(b) Objective: To solve a worded problem involving the division of a three-digit number by a single-digit number.
Common Errors: Generally well answered with most learners correctly applying 126 ÷ 7.
The more common errors came in the subsequent arithmetic.
(c) Objective: To divide a three-digit number by 100, giving the answer as a decimal.
Common Errors: A lot of the errors were made with place value, leading to answers such as 35.6 and 0.0356
A number of learners truncated their result, giving answers such as 3 and 3.5

Question 13
Objective: To partition a five-digit number into ten-thousands, thousands, hundreds, tens and units.

Common Errors:

32
Question 14
Objective: To change improper fractions to mixed numbers and order on a number line.
Common Errors: A variety of incorrect placements were made. Amongst the more common were:

Question 15
Objective: To multiply by 19 by multiplying by 20 and adjusting.
Common Errors: A number of learners carried out the long multiplication 19 × 18 rather than adjusting the answer to 20 x 18

33
Question 16
(a) Objective: To plot points on a temperature / time line graph.
Common Errors: A number of learners plotted 14(°C) at 6:00 pm rather than 15(°C).
This is possibly because it gave a less deviant line:

(b) Objective: To read an intermediate point on a temperature / time line graph.

Common Errors: A variety of incorrect answers were given including 18(°C) and 20(°C).

34
Question 17
Objective: To solve a spatial problem involving the area of 2D shapes measured in square centimetres.
Common Errors: A variety of incorrect shapes were drawn including:
 a congruent triangle
 a variety of other triangles
 a variety of rectangles
2
 a variety of squares with areas not equal to 16 cm
The main problem seemed to be in bringing together the two terms: “same area” and “draw a square”.
Some learners appeared to have difficulty in finding the area of the original triangle.

Question 18
Objective: To solve a worded problem involving the multiplication of two multiples of 10
Common Errors: 50 (chairs) [calculating 30 + 20]
60 (chairs) [possibly an error with place value when attempting 30 × 20]

Question 19
Objective: To make general statements about the multiplication of even and odd numbers.
Common Errors: A few learners confused odd with even.
Several learners carried out each multiplication rather than apply the general rules relating to the product of odd and even numbers.

Question 20
Objective: To compare fractions with related denominators to one half.
Common Errors: A variety of errors were made in answering this question the more common being:
was often placed in the less than one half column.

was often placed in the greater than one half column.

35
Question 21
Objective: To identify a pair of two-place decimals with a total of 1.
Common Errors: A variety of incorrect answers were given including:

and

Question 22
Objective: To reduce a fraction to its simplest form.
Common Errors:
[finding a common factor for both denominator and numerator but not the highest common factor]

Question 23
Objective: To interpret a scale representing mass and place a given value on it.
Common Errors: A common error was to take each interval as 100 grams:

A wide variety of incorrect answers were given. The following were seen a number of times:

36
Question 24
Objective: To solve a worded problem that involves finding a fraction of a quantity.
Common Errors: 45 (passengers) [the number of passengers that got off in Madrid (315 ÷ 7)]
308 (passengers) [possibly taking of the passengers to be 7 (315 – 7)]

Question 25
Objective: To measure a line to the nearest millimetre.
Common Errors: 8.3 (mm)
[confusion over the units]
830 (mm)

Question 26
Objective: To use a calendar to calculate the date which is a given number of weeks after a given date.
th
Common Errors: 14 September [possibly an attempt to calculate 5 weeks before the given date]
th
14 [not stipulating the month]
Thursday [giving the correct day of the week but not the date]

Question 27
(a) Objective: To find the mode of a set of data.
Common Errors: November [the month with the highest number of days’ rainfall]
24 [the highest number of days’ rain in any month]

(b) Objective: To find the range of a set of data.

Common Errors: 24 – 9 [giving the highest and lowest values without calculating the range]
14 [calculating the median or mode]
A variety of answers were given where learners attempted to calculate the mean.

37
Question 28
Objective: To solve a number puzzle involving the addition of several groups of three numbers with one decimal place.
Common Errors: A variety of incorrect answers were given including:

Using some numbers more than once Using all the given numbers but getting
to get all lines to add up to 1.2. only two other lines to add up to 1.2.

Question 29
Objective: To find factors of a two-digit number.
Common Errors: A wide variety of incorrect answers were given including:
 Confusing factors and multiples

 Missing one of the factors or circling an extra number e.g.

 Misunderstanding the meaning of factors e.g.

38
3.2 Comments on specific questions – Mathematics 0845 component 02

General Comments
Topics that were well covered: • Doubling a whole number less than 50. (Question 1a)
• Halving a whole number less than 100. (Question 1b)
• Answering a question by extracting data from a pictogram. (Question 2a)
• Presenting data in a pictogram. (Question 2b)
• Finding a number that lies between a pair of given four-digit numbers. (Question 3)
• Solving a worded problem that involves subtracting a three-digit number from a three-digit number. (Question 4)
• Multiplying a two-digit number by 100 and understanding the effect. (Question 9a)
Topics that proved to be more difficult: • Solving a problem by extracting the required data from a currency conversion graph. (Question 20b)
• Solving a worded problem that involves the subtraction of two quantities of money. (Question 21)
• Using numbers containing three decimal places in the context of measuring distance. (Question 22)
• Explaining the relationship between a fraction and its percentage equivalent. (Question 24)
• Solving a number puzzle involving the multiplication of a pair of multiples of 10. (Question 25)
• Solving a worded problem involving the addition of two distances given in kilometres. (Question 26a)
• Using a given metric/imperial equivalent to convert a number of kilometres to miles. (Question 26b)
• Solving a problem involving the calculation of perimeters of rectilinear shapes. (Question 27)
• Ordering two mixed numbers between whole numbers on a number line. (Question 28)
• Solving a worded problem involving the division of a two-digit by a single-digit number leaving a
remainder. (Question 29)
• Predicting where a polygon will be after a rotation of 90° clockwise about one of its vertices. (Question 30)
As in paper one the majority of scripts were well presented and a broad understanding of the Cambridge Primary Mathematics Curriculum displayed.
The clarity of some learners’ figures was an issue and led to some marks being lost due to ambiguity. Also, some drawings, especially those on a co-ordinate grid, lost marks
due to inaccuracies.
Whilst number operations were generally well carried out, solving worded problems, especially where more than one operation was required, proved more difficult.
Some mathematically specific vocabulary such as square number, prime number, parallel, perpendicular, translation and rotation was not widely understood.
Some errors seemed to be due to learners carrying out longer calculations on paper and not using the available calculator.

Question 1
(a) Objective: To double a whole number less than 50.
Common Errors: 1369 [37 × 37]
Most learners did successfully double the number.
(b) Objective: To halve a whole number less than 100 .
Common Errors: 192 [96 × 2]
95.5 [96 – 0.5]
Most learners did successfully halve the number.

39
Question 2
(a) Objective: To answer a question by extracting data from a pictogram.
Common Errors: 2 [taking each symbol to represent 1 child]
(b) Objective: To present data in a pictogram.
Common Errors:

[taking each symbol to represent 1 child]

[difficult to explain but a number of learners drew symbols to represent 25 children]

Question 3
Objective: To find a number that lies between a pair of given four-digit numbers.
Common Errors: Very few errors were made in answering this question.

Question 4
Objective: To solve a worded problem that involves subtracting a three-digit number from a three-digit number.
Common Errors: 551 (days) [365 + 186]
169 (days) [miscalculation of 365 – 186]

Question 5
(a) Objective: To read the time on a twelve-hour analogue clock.
Common Errors: A variety of incorrect answers were given including:
7:45 (am) [adding on 30 minutes]
7:15 (am) [giving the time shown on the clock-face]
(b) Objective: Using units of time to measure time intervals.
Common Errors: A variety of incorrect answers were given including:
1:15 [not stipulating whether the time is a.m. or p.m.]
1:05 pm [giving the time after 35 minutes]
13:35 [giving the time after 65 minutes]

40
Question 6
(a) Objective: To position two and three-digit numbers on a number line marked off in 100s.
Common Errors: A = 90 B = 245
A = 80 B = 50 (A correct)
(b) Objective: To estimate the position of a three-digit number on an empty 0–1000 number line.
Common Errors: A variety of incorrect answers were given with no particular pattern noticed.

Question 7
Objective: To understand the meaning of each digit in a number containing tenths and hundredths.
Common Errors:

[a misunderstanding of place value]

Question 8
Objective: To recognise perpendicular and parallel lines in a 2D shape.
Common Errors: A variety of errors were made.
Common misunderstandings of parallel were: [possibly confusing parallel with perpendicular]

[possibly confusing parallel with adjacent]

Common misunderstandings of perpendicular were: [possibly confusing perpendicular with parallel]

and [no clear misconception]

Question 9
(a) Objective: To multiply a two-digit number by 100 and understand the effect.
Common Errors:
and

(b) Objective: To divide a three-digit number by 10 and a four-digit number by 100 and understand the effect.
Common Errors: and

41
Question 10
Objective: To use factors to multiply.
Common Errors: 744 [6 × 124]
Several learners carried out a complete calculation rather than use the relationship between 6 and 3 × 2.

Question 11
Objective: To visualize a 3D shape from a 2D net.
Common Errors: A variety of incorrect squares were selected. The most common appeared to be:

Question 12
Objective: To solve a number puzzle involving the identification of square numbers.
Common Errors: A wide variety of incorrect paths were shown. The non-square numbers most commonly used were 2, 8, 27 and 48.

Question 13
Objective: To solve a number puzzle involving the multiplication of a two-digit number containing one decimal place by a single-digit number.
Common Errors: 2.5 × 4 [some learners gave the answer to this as 1, whilst others gave the correct answer, ignoring the need for a 1-digit whole number]

Question 14
Objective: To recognise prime numbers up to 20.
Common Errors: A common error was to include 9.
Several learners identified only one or two prime numbers, most commonly missing 19.

Question 15
Objective: To solve a number puzzle involving the addition of a pair of three-digit numbers containing one decimal place.
Common Errors: Adding each column separately without carrying the tenths.

42
Question 16
Objective: To recognise the equivalence between fraction and decimal forms.
Common Errors: Mapping onto 0.2

Mapping onto 0.4

Question 17
(a) Objective: To read co-ordinates in four quadrants.
Common Errors: (7, 6) [not recognising the numbers as negative values]
(–6, –7) [reversing the x and y co-ordinates]
(b) Objective: To predict where a polygon will be after a given translation.
Common Errors: A wide variety of incorrect answers were given:
 A number of the shapes drawn were not congruent to the original trapezium
 Some errors were made because of inaccurate plotting of the translated vertices
 Some errors displayed confusion between translation and reflection or rotation

Question 18
Objective: To solve a number puzzle involving the addition of three two-digit numbers containing one decimal place.
Common Errors: A number of errors were made, some due to misunderstanding of the structure and some due to arithmetic errors.
One of the more common structural errors was:

Calculating 7.1 + 2.6 rather than 7.1 – 2.6

Using the incorrect 9.7 to correctly calculate 3.9 + 9.7

43
Question 19
Objective: To recognise and extend a number sequence.
Common Errors: The majority of errors were made in calculating the first number in the sequence.
Common errors were: 0.08 0.2 0.–2

Question 20
(a) Objective: To extract data from a currency conversion graph.
Common Errors: 70 (ringgits) and 80 (ringgits).
(b) Objective: To solve a problem by extracting the required data from a currency conversion graph.
Common Errors: A variety of incorrect answers were given including:

60 (dollars) 80 (dollars) 85 (dollars) 90 (dollars) 120 (dollars) 180 (dollars) 190 (dollars) 625 (dollars)

Most errors seemed to be caused by learners guessing rather than using the information 100 ringgits = 40 dollars from the graph.

Question 21
Objective: To solve a worded problem that involves the subtraction of two quantities of money.
Common Errors: ($)1.82 [only accounting for one ice cream and calculating $2.60 – $0.78]

Question 22
Objective: To use numbers containing three decimal places in the context of measuring distance.
Common Errors: A wide variety of incorrect answers were given including:
4.17
[incorrect notation]
4.17.5

4.170
[lying on the given values and not between them]
4.180

4.017
[examples of answers that lay outside the required values]
4.161
Question 23
Objective: To express the shaded portion of a shape as a percentage.
Common Errors: 10(%) [possibly because 10 squares were shaded]

44
Question 24
Objective: To explain the relationship between a fraction and its decimal equivalent.
Common Errors: Stating that is larger than 30% without evaluating.

Stating that 30% ≡ without demonstrating that ≠

Making a selection but offering no explanation.
Correctly calculating that = 33 % but then rounding the answer to 30% and deducing that and 30% are equivalent.

Question 25
Objectives: To solve a number puzzle involving the multiplication of a pair of multiples of 10.
Common Errors:

and [answers with the correct product but not both 2-digit numbers]

Question 26
(a) Objective: To solve a worded problem involving the addition of two distances given in kilometres.
Common Errors: 4 (km) [possibly because this is the shortest distance between two junctions]
36.7 (km) [adding 15.8 km and 20.9 km to find the length of the central route]
(b) Objective: To use the given metric/imperial equivalence to convert a number of kilometres to miles.
Common Errors: 57.6 (miles) [calculating (36 × 8) ÷ 5]

Question 27
Objective: To solve a shape problem involving the calculation of perimeters for rectilinear shapes.
Common Errors: Calculating and comparing area rather than perimeter.
Calculating the perimeter of the rectangle as 6 + 10 = 16 cm [using only the numbers printed]
Calculating the perimeter of the L shape as 5 + 7 + 10 + 4 = 26 cm
2
Calculating perimeters correctly but using cm [incorrect units]

45
Question 28
Objective: To order two mixed numbers between whole numbers on a number line.
Common Errors A wide variety of incorrect answers were given including:

The line from 6 pointing to 6 on the scale.

The line from 5 not pointing exactly to 5 on the scale.

Question 29
Objective: To solve a worded problem involving the division of a two-digit number by a single -digit number, leaving a remainder.
Common Errors: A wide variety of incorrect answers were given including:
 43 (books)
 48 (books)
 47 (books)
 49 (books)

46
Question 30
Objective: To predict where a polygon will be after a rotation of 90° clockwise about one of its vertices.
Common Errors: A variety of incorrect answers were given including shapes which were not congruent to the original.
Some drawings showed incorrect transformations including:

[a rotation of 180° about A]

[a reflection in a “vertical” line through A]

[a reflection in a “horizontal” line through A]

47
3.3 Table and charts of sub-group performances - Mathematics 0845

Performances for each syllabus are reported separately; the entries for on-screen and paper-based syllabuses are not combined.

Overall and sub-group performances can change from series to series. You can use the report to compare sub-group performances for this syllabus in this series. You should
not use the information to compare performance changes over time.

48
Demographic breakdown of total entry for Cambridge Primary Checkpoint Mathematics

Percentage of total Average total score Average Geometry Average Handling Average Number
entry and measure score data score score
Age in years First Language
10 and under Not English 5.3 3.6 3.6 3.6 3.6
10 and under English 3.3 4.5 4.6 4.6 4.4
10 and under All 8.7 4.0 4.0 4.0 3.9
Age in years First Language
11 Not English 39.7 3.8 3.7 3.8 3.8
11 English 12.9 4.6 4.6 4.6 4.5
11 All 52.6 4.0 3.9 4.0 4.0
Age in years First Language
12 and over Not English 24.9 4.1 4.1 4.1 4.1
12 and over English 13.8 4.9 4.9 4.8 4.9
12 and over All 38.7 4.4 4.4 4.4 4.4
Age in years First Language
All Not English 70.0 3.9 3.9 3.9 3.9
All English 30.0 4.7 4.7 4.7 4.7
All All 100.0 4.1 4.1 4.1 4.1

Please note that in the block charts that follow, the horizontal axis representing Cambridge Primary Checkpoint scores is annotated from 0 to 6.

The value 0 represents the group of scores below 1.0,

the value 1 represents the group of scores from 1.0 to 1.9,
the value 2 represents the group of scores from 2.0 to 2.9,
the value 3 represents the group of scores from 3.0 to 3.9,
the value 4 represents the group of scores from 4.0 to 4.9,
the value 5 represents the group of scores from 5.0 to 5.9,
the value 6 represents the group of scores of 6.0 or more.

For the curve graphs which follow the block charts, the horizontal axis also represents Cambridge Primary Checkpoint scores, but here the scores are continuous rather than grouped. The tick marks along the horizontal axis
therefore represent actual Cambridge Primary Checkpoint scores.

49
Distribution of Cambridge Primary Checkpoint total score for Mathematics
classified by student's first language.

50
Distribution of Cambridge Primary Checkpoint total score for Mathematics
classified by student's age.

51
Distribution of Cambridge Primary Checkpoint total score for Mathematics
by student's first language, showing the cumulative
percentage of the number of students at each score.

52
Distribution of Cambridge Primary Checkpoint total score for Mathematics
by student's age, showing the cumulative
percentage of the number of students at each score.

53
Distribution of Cambridge Primary Checkpoint Geometry and measure score
classified by student's first language.

54
Distribution of Cambridge Primary Checkpoint Geometry and measure score
classified by student's age.

55
Distribution of Cambridge Primary Checkpoint Geometry and measure score
by student's first language, showing the cumulative
percentage of the number of students at each score.

56
Distribution of Cambridge Primary Checkpoint Geometry and measure score
by student's age, showing the cumulative
percentage of the number of students at each score.

57
Distribution of Cambridge Primary Checkpoint Handling data score
classified by student's first language.

58
Distribution of Cambridge Primary Checkpoint Handling data score
classified by student's age.

59
Distribution of Cambridge Primary Checkpoint Handling data score
by student's first language, showing the cumulative
percentage of the number of students at each score.

60
Distribution of Cambridge Primary Checkpoint Handling data score
by student's age, showing the cumulative
percentage of the number of students at each score.

61
Distribution of Cambridge Primary Checkpoint Number score
classified by student's first language.

62
Distribution of Cambridge Primary Checkpoint Number score
classified by student's age.

63
Distribution of Cambridge Primary Checkpoint Number score
by student's first language, showing the cumulative
percentage of the number of students at each score.

64
Distribution of Cambridge Primary Checkpoint Number score
by student's age, showing the cumulative
percentage of the number of students at each score.

65
4. Cambridge Primary Checkpoint Science 0846

4.1 Comments on specific questions – Science 0846 component 01

General Comments
Questions requiring simple recall were generally answered well as were many of the questions requiring analysis and interpretation. In some cases, answers to questions
requiring explanations and interpretations of facts required more detail, with many giving one word answers which needed to be expanded. Questions on scientific enquiry
were answered well by many learners who appeared to be familiar with practical investigations, and showed that first-hand experience is invaluable. The idea of fair testing,
reliability and accuracy continues to be an area where there could be more focus coupled with the identification of the pieces of scientific equipment. Learners could focus
more on identifying trends in results and the symbols for the electrical circuit components.

Question 1
Learners were particularly good at recognising the heart, lungs and the brain. The most common incorrect answers were for identifying the kidneys and the stomach.

Question 2
Learners displayed a good understanding of friction being a force. Some of the learners thought that friction would make an object speed up rather than slow down. Many of
the learners correctly understood that friction is a type of air resistance.

Question 3
(a) Many of the learners correctly stated that we should eat the least of fats, oils or sweets to stay healthy. Some of the learners thought that we should eat the least of
bread and cereal.
(b) Most of the learners answered this correctly. A few learners thought that meat or protein should be in part A in the pyramid. Meat was already included on the pyramid
so learners can be encouraged to look at diagrams carefully.

Question 4
Many of the learners recognised some of the changes correctly as reversible or irreversible. The most common incorrect answer was for answering that melting iron was an
irreversible change.

Question 5
(a) This question asked the learners to identify materials rather than objects which could be recycled. Some learners only put objects which were not accepted for the
marks. If the learner stated an object, including the material it was made from, then this was accepted for the mark. Many learners correctly wrote down two materials
which can be recycled.
(b) Some learners wrote down that Mia could care for the environment by recycling which was the way that was provided in the stem of the question. Learners were
required to think of another method to care for the environment. Many learners provided a wide variety of suitable ways to care for the environment.

Question 6
Many learners identified the correct symbols for the electrical components. It was also clear that some learners were unfamiliar with the symbols and this is an area of the
framework which could have more focus placed on it.

66
Question 7
Many of the learners were very good at selecting the correct properties for the different materials. The most common incorrect answers were for the materials mercury and
iron.

Question 8
Some of the learners correctly selected that seeds are made when the pollen fertilises the ovum. Some of the learners thought it was when the pollen produces or disperses
the ovum.

Question 9
Some of the learners correctly stated that the class covered their eyes so that they could not see the food or to ensure that they only used their sense of smell rather than
their sense of sight. It was insufficient for learners just to state that they needed to test their sense of smell or to make the sense of smell stronger.

Question 10
Many of the learners correctly identified the flowers which had the correct organs. Some of the learners confused the flower which had only male organs with the flower which
had only female organs.

Question 11
(a) Many of the learners correctly circled decibels as the unit that measures sound level. Some of the learners thought that the unit was newtons.
(b) Many of the learners did not read the scale correctly and thought that the pointer pointed to 67 rather than 74. Learners can be encouraged to take time to determine the
increments of the scale being used.
(c) Most of the learners correctly circled that the reading on the sound level meter would decrease as the phone was moved further away. Some of the learners thought that
the reading on the sound level meter would increase.

Question 12
Some of the learners were able to show where the Earth would be 6 months and 9 months later. The most common incorrect answers were to place the Earth where it would
be at 3 months and 6 months rather than at 6 months and 9 months respectively.

Question 13
Many of the learners provided correct examples of the ways in which the polar bear is suited to its environment.

Question 14
(a) Most of the learners correctly identified the process as evaporation. Only a few learners thought that the process was condensation.
(b) Most of the learners correctly identified the process as condensation. A few of the learners thought the process was evaporation.
(c) Some of the learners knew the correct melting point for water and they remembered to include the correct units. Some of the learners knew the melting point but they
forgot to include the units. Some of the learners thought that the melting point of water was 1 °C or 100 °C.

67
Question 15
(a) Some of the learners just said that the forearm would move which was insufficient for the mark as they needed to say in which direction it would move. Contract was not
accepted as the forearm represents the bone and therefore the strings represent the muscle which would be the part to contract.
(b) Many of the learners understood that the string represented the muscle.

Question 16
Many of the learners thought that the rays of light went from the Sun to the horse and then to Oliver for the horse to be able to see Oliver.

Question 17
(a) Most of the learners were able to provide answers of why A was the easiest letter to feel.
(b) The learners needed to provide ideas which were comparative to show how Yuri would determine which of his six friends was the best at feeling braille. Some of the
learners provided methods of doing this but not how this would then tell Yuri which of his friends was the best.

Question 18
(a) Most of the learners knew that they needed to use a thermometer to measure the temperature. Some of the learners thought they needed to use a measuring cylinder.
Learners needed to read the question carefully to determine what about the water they were being asked to measure.
(b) Most of the learners knew that they use scales to measure the mass of fertiliser.
(c) Some of the learners understood that the question was asking about fair testing. Some of the learners just stated that they wanted to know how much fertiliser would
3
dissolve in 10 cm , which was insufficient for the mark. Some of the learners discussed making the result more reliable or accurate.
(d) Many of the learners identified that the temperature of 50 °C had a result which needed checking. Some of these learners were then able to express why it was that
result. The learners were expected to express the idea that there was a large difference between the results of the first and second experiment. It was not enough just
to quote the data for the first and the second experiment and not highlight the large difference.
(e) Many of the learners correctly predicted a mass above 11.2g as the mass which dissolved at 70 °C. Some of the learners were then able to state why they had predicted
the mass they had given indicating that they had looked at the results table and seen that as the temperature increased the mass of fertiliser which dissolved also
increased. Some of the learners stated that it was following the pattern, to be awarded the mark they had to indicate what the pattern was. This is an area which some
learners could focus more on.

68
4.2 Comments on specific questions – Science 0846 component 02

General Comments
Questions requiring simple recall were generally answered well, as were many of the questions which required analysis and interpretation. In some cases answers to
questions requiring explanations and interpretations of facts required more detail, with many giving one word answers which needed to be expanded. Questions on scientific
enquiry were answered well by many learners who appeared to be familiar with practical investigations, and showed that first-hand experience is invaluable. The idea of fair
testing, reliability and accuracy continues to be an area where there could be more focus coupled with the identification of the pieces of scientific equipment. Learners could
focus more on identifying trends in results. Areas of the framework which learners showed a good understanding of were electrical conductors and interpretation of the data
about the planets. Terminology associated with practical investigations and dissolving are two areas that could use more focus.

Question 1
Most of the learners answered this question correctly, demonstrating a good understanding of this part of the framework.

Question 2
Most of the learners correctly identified that food chains start with a producer or a plant and that the producer in this food chain was the plankton. Some of the learners
demonstrated that they knew that the producer got its energy from the Sun. Some of the learners thought it was from water.

Question 3
(a) Many of the learners demonstrated a good understanding of this area of the framework and knew that if the material was an electrical conductor then the lamp would
light. A few of the learners misread the question and named metals which were electrical conductors which could be inserted into the electrical circuit.
(b) Many of the learners demonstrated a good understanding of this area of the framework and selected copper as being a good conductor of electricity.
(c) Many of the learners demonstrated a good understanding of this area of the framework and selected rubber as not being a good conductor of electricity. A few of the
learners thought that the answer was brass.

Question 4
(a) Most of the learners answered this correctly.
(b) Learners needed to express an idea of the nectar attracting the insects to the flower, or that the insects like to eat/drink the nectar. Some of the learners thought that the
nectar was produced from the insects pollinating the flower.

Question 5
(a) This was answered well by some of the learners. It did appear that some learners thought if they had ticked one of the sentences as true then the other one must be
false.
(b) This was answered well by some of the learners. It did appear that some learners thought if they had ticked one of the sentences as true then the other one must be
false.

69
Question 6
(a) Some of the learners correctly matched the mixture to the correct method of separation. Some of the learners thought that they would need to use filtration to separate
the steel powder from the lumps of steel rather than using a sieve.
(b) The order was placed in the correct sequence by some of the learners. Some of the learners wanted to filter the mixture before they had added any water to it.
(c) Learners were expected to discuss what happened to both the sand and the peas. Some of the learners only discussed the sand going through the sieve but did not say
what happened to the peas. Learners who provided good answers to this question discussed the peas being too big to go through the holes of the sieve and that the
sand was small enough to go through.

Question 7
Many of the learners correctly drew label lines from the names of the bones to the bones on the skeleton. The bones which posed most problems were the knee cap and the
hand bone. Many learners labelled part of the leg rather than the actual knee cap and either the radius or the ulna as the hand bone and the pelvis.

Question 8
(a) This was answered correctly by many of the learners. Some of the learners just stated that it was the shade rather than the shadow.
(b) Many of the learners correctly matched the size of the image to the distance the puppet was from the screen. The most common incorrect answer was matching the
largest image to the puppet closest to the screen and the smallest image to the puppet furthest from the screen.

Question 9
(a) Some of the learners correctly selected the measuring cylinder to accurately measure the volume of water. Some of the learners selected the beaker which can be used
to measure volume of water but it is not as accurate as using a measuring cylinder. Learners are expected to appreciate that it is better to use a measuring cylinder to
make accurate measurements of volume.
(b) Many of the learners correctly put the volume of water and the time taken into the table. Learners that answered this question well put the volume of water into the table
in order either ascending or descending.
(c) The learners were very good at identifying that the units were missing from the table and some of the learners stated what the correct units should have been. Some of
the learners thought that it was a second set of results which was missing from the table or the measurements, but the measurements were the times taken for the
different volumes of water.

Question 10
(a) Many of the learners correctly selected the method of seed dispersal as being wind dispersal.
(b) Many of the learners incorrectly selected that the method of seed dispersal being illustrated was self-dispersal rather than animal dispersal.

70
Question 11
(a) Some of the learners correctly selected solvent as being a liquid that dissolves a solid. The most common incorrect answers were solute and solution.
(b) This was answered well by many of the learners.
(c) This was answered well by many of the learners. Some of the learners thought that it was solute.
(d) Some of the learners answered this correctly. Some of the learners thought that this was the solvent or a solution.
(e) The most common incorrect answer was residue.

Question 12
(a) Most of the learners correctly interpreted the information and selected Jupiter.
(b) Most of the learners correctly interpreted the information and selected Mercury.
(c) Many of the learners answered this correctly. Some of the learners only circled one of the planets rather than two.

Question 13
(a) Many of the learners selected sight and touch as the two senses they would use. Good answers to this question then stated what the senses would be used for to
enable them to sense the rain. Some of the learners discussed hearing the rain which was the sense provided to them in the stem of the question.
(b) Some of the learners provided good answers as to why Pierre would need to sense the rain. Some of the learners thought that Pierre would catch a cold or flu which are
transmitted by viruses.

Question 14
This was answered well by some of the learners but posed problems for many and it is an area where there could be more focus. The most common incorrect answers were
for matching repeating the measurement to fair testing rather than reliability.

Question 15
(a) Most of the learners accurately measured the length of the root. The most common incorrect answer was to measure the length in cm when the unit of mm had been
provided in the question.
(b) Many of the learners described two ways in which the appearance of the seeds changed after 6 days. Some of the learners directly compared the two seeds at 6 days
rather than comparing the seeds at 3 days with those at 6 days.

71
Question 16
(a) Some of the learners thought that it would boil rather than melt and that the change of state would be from a liquid to a gas. Some of the learners thought that it would
melt and then boil. So they had identified that the temperature was higher than the melting point but not that the temperature was lower than the boiling point. Some of
the learners just stated the state that it would be in, such as liquid, rather than the change in state as the question has asked. Learners were expected to show that it
had changed from a solid into a liquid. Some of the learners discussed water, however, the material was not water and learners were expected to appreciate this from
the melting and boiling point which was provided.
(b) Some of the learners thought that it would melt first and then boil. Learners were expected to realise that the material had been stored above its melting point so it would
already be a liquid and would only change from a liquid into a gas. Any references to water were not accepted as the material was not water as indicated by the melting
and boiling points provided in the question.
(c) Some of the learners correctly sorted the substances into the correct columns using the information provided.

72
4.3 Table and charts of sub-group performances - Science 0846

Performances for each syllabus are reported separately; the entries for on-screen and paper-based syllabuses are not combined.

Overall and sub-group performances can change from series to series. You can use the report to compare sub-group performances for this syllabus in this series. You should
not use the information to compare performance changes over time.

73
Demographic breakdown of total entry for Cambridge Primary Checkpoint Science

Percentage of total Average total score Average Biology Average Chemistry Average Physics Average Scientific
entry score score score enquiry score
Age in years First Language
10 and under Not English 5.4 3.3 3.3 3.3 3.3 3.3
10 and under English 2.7 4.4 4.5 4.4 4.4 4.3
10 and under All 8.1 3.7 3.7 3.7 3.7 3.7
Age in years First Language
11 Not English 41.5 3.3 3.3 3.2 3.3 3.3
11 English 12.0 4.6 4.6 4.5 4.4 4.6
11 All 53.5 3.6 3.6 3.5 3.6 3.6
Age in years First Language
12 and over Not English 25.6 3.7 3.7 3.7 3.7 3.8
12 and over English 12.8 4.9 4.9 4.7 4.7 4.9
12 and over All 38.5 4.1 4.1 4.1 4.0 4.2
Age in years First Language
All Not English 72.5 3.4 3.4 3.4 3.4 3.5
All English 27.5 4.7 4.8 4.6 4.6 4.7
All All 100.0 3.8 3.8 3.8 3.7 3.8

Please note that in the block charts that follow, the horizontal axis representing Cambridge Primary Checkpoint scores is annotated from 0 to 6.

The value 0 represents the group of scores below 1.0,

the value 1 represents the group of scores from 1.0 to 1.9,
the value 2 represents the group of scores from 2.0 to 2.9,
the value 3 represents the group of scores from 3.0 to 3.9,
the value 4 represents the group of scores from 4.0 to 4.9,
the value 5 represents the group of scores from 5.0 to 5.9,
the value 6 represents the group of scores of 6.0 or more.

For the curve graphs which follow the block charts, the horizontal axis also represents Cambridge Primary Checkpoint scores, but here the scores are continuous rather than grouped. The tick marks along the horizontal axis
therefore represent actual Cambridge Primary Checkpoint scores.

74
Distribution of Cambridge Primary Checkpoint total score for Science
classified by student's first language.

75
Distribution of Cambridge Primary Checkpoint total score for Science
classified by student's age.

76
Distribution of Cambridge Primary Checkpoint total score for Science
by student's first language, showing the cumulative
percentage of the number of students at each score.

77
Distribution of Cambridge Primary Checkpoint total score for Science
by student's age, showing the cumulative
percentage of the number of students at each score.

78
Distribution of Cambridge Primary Checkpoint Biology score
classified by student's first language.

79
Distribution of Cambridge Primary Checkpoint Biology score
classified by student's age.

80
Distribution of Cambridge Primary Checkpoint Biology score
by student's first language, showing the cumulative
percentage of the number of students at each score.

81
Distribution of Cambridge Primary Checkpoint Biology score
by student's age, showing the cumulative
percentage of the number of students at each score.

82
Distribution of Cambridge Primary Checkpoint Chemistry score
classified by student's first language.

83
Distribution of Cambridge Primary Checkpoint Chemistry score
classified by student's age.

84
Distribution of Cambridge Primary Checkpoint Chemistry score
by student's first language, showing the cumulative
percentage of the number of students at each score.

85
Distribution of Cambridge Primary Checkpoint Chemistry score
by student's age, showing the cumulative
percentage of the number of students at each score.

86
Distribution of Cambridge Primary Checkpoint Physics score
classified by student's first language.

87
Distribution of Cambridge Primary Checkpoint Physics score
classified by student's age.

88
Distribution of Cambridge Primary Checkpoint Physics score
by student's first language, showing the cumulative
percentage of the number of students at each score.

89
Distribution of Cambridge Primary Checkpoint Physics score
by student's age, showing the cumulative
percentage of the number of students at each score.

90
Distribution of Cambridge Primary Checkpoint Scientific enquiry score
classified by student's first language.

91
Distribution of Cambridge Primary Checkpoint Scientific enquiry score
classified by student's age.

92
Distribution of Cambridge Primary Checkpoint Scientific enquiry score
by student's first language, showing the cumulative
percentage of the number of students at each score.

93
Distribution of Cambridge Primary Checkpoint Scientific enquiry score
by student's age, showing the cumulative
percentage of the number of students at each score.

94