Cambridge Primary Checkpoint

ENGLISH 0058/01
Paper 1 Non-fiction October 2023
INSERT 1 hour

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.

This document has 4 pages. Any blank pages are indicated.

10_0058_01/2RP
© UCLES 2023 [Turn over
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Text A

The extraordinary ways that animals sleep

There are as many different types of sleeper as there are animal varieties on the
planet. There are dozers, dreamers, nappers and hardcore dead-to-the-worlders.
Prepare to snuggle up with this gaggle of amazing comatose creatures. 5

Dozing dolphins
Dolphins face a bit of a problem as they spend their whole lives in the water, but
as mammals they need to breathe oxygen to survive. How do they juggle this
when unconscious? Dolphins shut down half of their brain, which rests, while the
other half is alert and looking out for any potential hazards. As they do this, the 10
dolphin will lie on the surface of the water in a behaviour known as ‘logging’.

Forty winks whales

It was always thought that whales also engaged in this ‘brain half asleep’
behaviour. They may well do, but researchers discovered something
extraordinary about the sleep habits of sperm whales. They came across a group 15
of them completely asleep and bobbing vertically in the water like a strange
aquatic forest. The whales didn’t react as the scientists approached them and
seemed completely oblivious* until a boat nudged one, at which point they all
awoke and fled.

Slumbering sea otters 20

We’ve all seen the adorable pictures of sea otters holding paws while asleep to
ensure they don’t float away from each other. Just in case they’re concerned
about the grip, otters also anchor themselves to each other with seaweed. As
many as 100 otters have been spotted floating in the ocean, wrapped in kelp, like
some giant furry raft. 25

Non-energetic elephants
Elephants only manage about two hours of sleep per day, and that’s not even a
concentrated block of shuteye. They tend to nod off for a few minutes at a time
throughout the day. Possibly because of this, most of their sleeping is done
standing up, with just the occasional recumbent* slumber. Interestingly, captive 30
elephants, with no predators or poachers to worry about, sleep many hours
more.

Glossary:
oblivious: not aware of anything
recumbent: if something is recumbent, it is lying down

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Text B

There are four major benefits to sleeping in a hammock:

Benefit 1) Achieve the ideal sleeping position

A hammock will naturally move you into the best sleeping position – and keep
you there. It isn’t going to let you roll onto your side or your stomach, which could 5
hurt your back. Additionally, your head will be slightly elevated above your body,
which is ideal for restful sleep.

Benefit 2) Rocking helps your brain

Rocking is a particularly soothing action for most people. That’s why babies tend
to fall asleep when they are rocked back and forth. Rocking will impact your brain 10
waves, making you rest and fall asleep faster.

Benefit 3) Enjoy a deeper sleep

In addition to falling asleep faster, hammock sleep also tends to be much deeper.
You can achieve REM sleep, which is the most restful form of sleep. Deeper
sleep can lessen anxiety, improve your focus, and increase your memory. 15

Benefit 4) Zero-pressure-point rest

What is zero-pressure-point sleep? In a hammock there are no specific contact
points between the sleep surface and your body. The hammock conforms to your
body, providing equal pressure throughout your body rather than creating
pressure in specific areas. 20

So, if you often find yourself unable to get a deep, restful sleep, then a hammock
may be able to help. Install a hammock with mosquito net outside and use it
when the weather’s fine, or put one beside your bed in your bedroom. It’s that
easy!

© UCLES 2023 0058/01/INSERT/O/N/23

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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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2023 0058/01/INSERT/O/N/23

Cambridge Primary Checkpoint


ENGLISH 0058/01
Paper 1 Non-fiction October 2023
1 hour

You must answer on the question paper.

You will need: Insert (enclosed)

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.

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 12 pages. Any blank pages are indicated.

10_0058_01/4RP
© UCLES 2023 [Turn over
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Section A: Reading

Spend 30 minutes on this section.

Read Text A, in the insert, and answer Questions 1–6.

1 Look at the first paragraph (lines 3–5).

Match the type of sleeper to the correct definition. One example has been
done for you.

dozers animals that sleep for short periods

dreamers animals that sleep very deeply

nappers animals that sleep lightly

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

[2]

2 Look at the second paragraph (lines 7–11).

Explain why logging is an appropriate word to describe what the dolphins are
doing. Give two ideas.
•

[2]

3 Look at the third paragraph (lines 13–19).

(a) Look at the first sentence of the third paragraph. Give one word and one
phrase that link the ideas in the third paragraph to the ideas in the second
paragraph.

Word:

Phrase:
[2]

(b) Why did the sleeping whales look like a forest?

[1]

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4 Look at the fourth paragraph (lines 21–25).

Give one word that shows us the writer’s opinion of sea otters.

[1]

5 Look at the final paragraph (lines 27–32).

(a) To avoid repeating the noun ‘sleep’, the writer uses synonyms. Give two
nouns that are synonyms for the noun ‘sleep’ from this paragraph.

Synonym 1:

Synonym 2:
[2]

(b) Why do wild elephants only sleep for short periods?

[1]

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6 Look at the following list of text features:

• literary devices
• vocabulary
• style
• layout

Which two features do you think are most effective in this text?
Explain the reason for your two choices, and support each reason with evidence
from the text.

Feature 1:

Feature 1 Reason:

Feature 1 Evidence:

Feature 2:

Feature 2 Reason:

Feature 2 Evidence:

[4]

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Read Text B, in the insert, and then answer Questions 7–10.

7 Look at the first paragraph (lines 4–7).

(a) Why is a dash ( – ) used? Tick () one box.

to add an explanation

to link two words together

to emphasise additional information

to introduce an example that follows

[1]

(b) Give one example of a connective from this paragraph.

[1]

8 Look at the final paragraph (lines 21–24).

(a) Give the main clause in the first sentence.

[1]

(b) Why does the second sentence begin with a verb?

[1]

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9 Look at the whole text.

(a) Which benefit would help a person who takes a long time to get to sleep?
Tick () one box.

Benefit 1

Benefit 2

Benefit 3

Benefit 4

[1]

(b) Which benefit would help a person who keeps forgetting things?
Tick () one box.

Benefit 1

Benefit 2

Benefit 3

Benefit 4

[1]

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10 Text B is a piece of persuasive writing.

Complete the following table with persuasive language features and examples
from the text.

Persuasive language feature Example from text

The writer uses emotional

‘soothing’
language

Superlative adjectives/adverbs

‘faster’

Scientific-sounding, technical
language

‘will naturally move you’

[4]

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Section B: Writing

Spend 30 minutes on this section.

11 Here is the topic for this year’s school writing competition:

Make a small change… and change the world

Think of something that people could do differently

to make the world a better place.

Now write an article persuading them to make the change.

You should consider the following:

• the change that you’d like people to make

• the reasons you think people should make this change
• what people could do to make this change happen.

Space for your plan:

Write your article on the next page. [25 marks]

© UCLES 2023 0058/01/O/N/23

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© UCLES 2023 0058/01/O/N/23

11

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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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2023 0058/01/O/N/23

Cambridge Primary Checkpoint

ENGLISH 0058/02
Paper 2 Fiction October 2023
INSERT 1 hour

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.

This document has 4 pages. Any blank pages are indicated.

10_0058_02/RP
© UCLES 2023 [Turn over
2

Text for Section A, an extract from Lampie by Annet Schaap

Lampie lives with her father, who is a lighthouse-keeper.

***

By the time dusk falls, the lamp must be lit. It is always the girl who lights it.
Every night, she climbs the sixty-one steps, opens the rusty little door, lights the
wick, winds up the mechanism that turns the lamp, shuts the door, and the job is 5
done.

It was hard work when she was younger, but now her arms have grown strong
and her legs can easily climb up and down the steps twice a day. Three times if
she forgets the matches. That happens sometimes, and her father always
grumbles at her. 10

‘It’s almost dark and the lamp’s not lit! What if a ship is lost, child? What if it runs
aground on the rocks and it’s all my fault? No – all your fault! Hurry up! Climb
those stairs! Or should I just do it myself?’

‘I’m on my way,’ the girl mutters, taking the matches from the drawer. The box
rattles quietly. There’s only one match left. 15

Must buy more matches tomorrow, she thinks. Don’t forget.

***

The girl knows though, that remembering can be difficult. She always has so
much inside her head: songs, stories, things she has to learn, things she wants
to forget but that keep coming back.

As she climbs the stairs, she comes up with a little trick. What was it she wanted 20
to remember? Oh yes. In her mind, she picks up a matchbox and then places it
on a table in the middle of her head – with a little lamp shining onto the box, so
that it will be the first thing she sees when she wakes up tomorrow morning. Or
so she hopes.

Think of a lamp, Lampie, she tells herself. 25

Because that’s her name. Lampie.

Her real name is Emilia. But that had been her mother’s name too. And her father
had always found it annoying when two people looked up when he called the
name. So he calls her Lampie instead.

‘You’re not the brightest of lights though, are you, Lampie?’ he always says 30
whenever she forgets something.

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***

Lampie climbs upstairs with the last match. She has to be very careful. It must
not go out before the lamp is lit, because then… Shipwrecks and an angry father.
She is not sure which would be worse.

‘Lampie!’ Her father’s voice is loud, even though it is coming from sixty-one steps 35
below. ‘The light! NOW!’

Usually he has been asleep for ages by this time of day, snoring away in his
chair. But not tonight. She strikes the match. A tiny, useless spark. And again.
This time there is a proper flame. That’s good. She cups her other hand around
the match and brings it to the wick. Come on! The flame hesitates a little, before 40
growing bigger.

‘Flame, flame, burn hot and quick.

Drink the oil and eat the wick!’

She quietly sings to herself, as she looks into the bright light. She could feel a bit
of a knot in her stomach before, but it is starting to loosen now. 45

Wind up the mechanism, done.

‘Matches, matches, must buy matches,’ she sings as she walks back down the
stairs. Must remember to buy matches.

***

But still, she forgets.

DO NOT WRITE IN THIS SPACE

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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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2023 0058/02/INSERT/O/N/23

Cambridge Primary Checkpoint


ENGLISH 0058/02
Paper 2 Fiction October 2023
1 hour

You must answer on the question paper.

You will need: Insert (enclosed)

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.

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 12 pages. Any blank pages are indicated.

10_0058_02/4RP
© UCLES 2023 [Turn over
2

Section A: Reading

Spend 30 minutes on this section.

Read the Text in the insert, and answer Questions 1–13.

1 Look at lines 3–6.

Look at the first two sentences.

(a) Give one example of a modal verb.

[1]

(b) Give one example of a relative pronoun.

[1]

(c) The third sentence is a long sentence consisting of several short clauses. Why
has the writer chosen to structure the sentence in this way?

[1]

2 Why does the girl have to go up and down the steps twice every day?

[1]

3 Look at the third paragraph (lines 11–13).

(a) How is the third paragraph linked to the second paragraph?

[1]

(b) In the third paragraph the word lost has two possible meanings. What are the
two meanings?

Meaning 1:

Meaning 2:
[2]

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4 Look at lines 14–15.

How does Lampie know that the matchbox is almost empty?
Tick () one box.

because she hears the sound it makes

because she counts the matches

because she feels how light it is

because she looks inside it

[1]

5 Look at lines 17–19.

The writer gives the reason why Lampie finds it hard to remember things. How
does the writer help us to understand the reason?

[1]

6 Look at line 25.

Why does Lampie give herself this instruction?
Tick () one box.

to remember to light the lamp

to remind herself to buy more matches

to forget some unpleasant thoughts

to distract herself while climbing the stairs

[1]

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7 Look at lines 27–31.

(a) The father gives his daughter a name that is different from his wife’s name.
Why do you think he chooses Lampie as a name for his daughter?

[1]

(b) What is the father saying about his daughter when he uses the phrase ‘You’re
not the brightest of lights…’?

[1]

8 Look at lines 32–34.

Why does the writer use an ellipsis ( … ) here?

[1]

9 Look at lines 37–41.

Which of the following sentences show Lampie’s voice?
Tick () two boxes.

She strikes the match.

That’s good.

A tiny, useless spark.

Come on!

This time there is a proper flame.

[2]

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10 Look at lines 42–43.

In the song, the flame is personified. Identify two different ways the flame is
personified.

Way 1:

Way 2:
[2]

11 Look at the idiom ‘She could feel a bit of a knot in her stomach…’ (lines 44–45).
What does the idiom tell us about how she was feeling?

[1]

12 Look at the whole text.

(a) What theme links the end of each section?

[1]

(b) Why has the final sentence been separated from the rest of the text?
Tick () two boxes.

to introduce a change of setting

to signal what will happen next

to end Lampie’s story on a positive note

to show Lampie’s stubbornness

to increase the dramatic effect

[2]

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13 Which of these opinions about Lampie do you agree with more strongly?
Tick () one box.

Lampie works hard because she is frightened of her father.

Lampie behaves more responsibly than her father.

Give two reasons why you agree with the opinion you have ticked. Support each
reason with a quote from the text.

Reason 1:

Quotation 1:

Reason 2:

Quotation 2:
[4]

© UCLES 2023 0058/02/O/N/23

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Section B: Writing

Spend 30 minutes on this section.

14 Write a story for your school magazine about someone who forgot something, and
what happened next.

You should think about:

• who forgot
• what they forgot
• why it was important to remember
• why they forgot
• what happened next.

Space for your plan:

Write your story on the next page. [25 marks]

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© UCLES 2023 0058/02/O/N/23

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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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge
Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge.

© UCLES 2023 0058/02/O/N/23