Cambridge Primary Checkpoint

ENGLISH 0058/01
Paper 1 Non-fiction April 2024
INSERT 1 hour

INFORMATION


• This insert contains the reading text.

• 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.

04_0058_01/2RP
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LEGO

You’ve probably seen or heard of LEGO bricks. But have you ever wondered
where this children’s toy comes from or why it’s called LEGO? Actually, the name
is much older than the little plastic bricks that you might know. Let me tell you the
story… 5

Ole Kirk Christiansen, born in 1891, was a skilled carpenter who lived in Billund,
Denmark. He owned his own company, but times were extremely tough and,
eventually, he had to dismiss his employees.

Shortly after, Ole’s wife passed away. Ole was tasked with looking after his four
sons alone, and he knew he had to provide for them. In his free time, he began 10
crafting and making wooden toys for his children. One of the most loved toys was
a duck. Ole’s creation made his sons so happy that they convinced him he
should make toys for a living. He used the leftover wood from his carpentry
business, and never looked back.

Despite the quality of the toys, sales were poor at first. Then, his 12-year-old son, 15
Godtfred Kirk Christiansen, began helping in the business. He was an invaluable
support to his father. Soon, word began to spread that wonderful wooden toys
were being produced in Billund. The company became busier and busier, and
Ole was able to re-hire his former workers.

It was now time to think of a name for the business. In 1934, the company 20
adopted the name LEGO, formed from the Danish words ‘LEg GOdt’ (play well).
In the late 1930s, LEGO began to make a profit. With such high sales, it seemed
nothing could go wrong.

This was not the case, though. In 1942, disaster struck when the LEGO factory
burned to the ground. All the drawings and models were destroyed, and 25
everybody was devastated. However, with Ole’s determination, production began
again and, in 1946, he bought a plastic-moulding machine for toy production. Ole
began to make tiny teddy bears and babies’ toys. In 1949, LEGO began
manufacturing their first building bricks, which the company is now known for.

On a business trip to England in 1954, Godtfred met the manager of a big 30

shopping centre. They talked about toys and the fact that there was a lack of
simple construction toys for children. An idea was born in the mind of Godtfred
Kirk Christiansen – the LEGO System. This is a system of interlocking plastic

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building bricks which has helped children across the globe to build their own
worlds and develop their creative skills. Sales grew rapidly and the company 35
expanded.

The brick in its present form was launched in 1958 and is still unique, offering
limitless possibilities. It’s just a matter of freeing the imagination. LEGO’s Duplo
line was introduced in 1969. It’s a range of simple blocks whose lengths measure
twice the width, height, and depth of standard LEGO blocks, and are aimed at 40
younger children. Almost 10 years later, LEGO produced the first mini-figures,
which have since become a staple in most sets.

LEGO has now been named ‘Toy of the Century’ twice. Their products have
developed a lot over the years – but the foundation remains the traditional,
hardwearing LEGO brick. 45

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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 2024 0058/01/INSERT/A/M/24

 Cambridge Primary Checkpoint


ENGLISH 0058/01
Paper 1 Non-fiction April 2024
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 text.

This document has 12 pages. Any blank pages are indicated.

04_0058_01/5RP
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Section A: Reading

Spend 30 minutes on this section.

Read the text in the insert, and then answer Questions 1–10.

1 Look at the first paragraph (lines 2–5).

Why does the writer ask a question in this paragraph?

[1]

2 Look at the second paragraph (lines 6–8).

The phrase he had to dismiss his employees tells us that Ole’s business was not
doing well.
Give one more quotation from this paragraph that gives us the same idea.

[1]

3 Look at the third paragraph (lines 9–14).

(a) Give one quotation from the third paragraph which repeats the idea in the
second paragraph that Ole is a skilled carpenter.

[1]

(b) Do you think life was difficult for Ole?

Tick () one box.

Yes

No

Explain in your own words why / why not.

Support your explanation with a quotation from the third paragraph.

Explanation in your own words:

Quotation from the text:

[2]

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4 Look at the fourth paragraph (lines 15–19).

(a) Give one word which means ‘low’ in this paragraph.

[1]

(b) Ole could not have managed without his son’s help.
Give a two-word noun phrase that tells us this.

[1]

(c) Why does the writer repeat the word busier ?

[1]

(d) In the last sentence, what does Ole’s action tell us about his character?

[1]

5 Look at the fifth paragraph (lines 20–23).

What do we learn about the name LEGO?
Tick () one box.

It is a combination of words from the Danish and English languages.

It was chosen because it is similar to the boy’s name, Godtfred.

It was chosen because it describes the purpose of the product.

It is a phrase put together without gaps.

[1]

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6 Look at the sixth paragraph (lines 24–29).

(a) Explain how the beginning of the sixth paragraph links to the end of the fifth
paragraph.

[2]

(b) Give one word which means ‘very upset’.

[1]

(c) Give one abstract noun.

[1]

7 Look at the seventh paragraph (lines 30–36).

(a) Look at the third sentence. What literary technique is used?

[1]

(b) Give one adverb from the paragraph.

[1]

8 Look at the eighth paragraph (lines 37–42).

(a) Give one relative pronoun.

[1]

(b) Why does the writer use a comparative adjective in this paragraph?

[1]

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9 Look at the final paragraph (lines 43–45).

(a) What verb form is used in the first sentence?

Tick () one box.

simple present passive

simple past passive

present perfect passive

past perfect passive

[1]

(b) How do we know that LEGO is considered to be a successful toy?

[1]

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10 Look at the whole text.

(a) Match the paragraphs with the headings. Two examples have been done for
you.

Heading Paragraph

A successful new brand

Adding new products for a different age group

The start of something 3

Working together

A useful toy 7

Recovering from a serious problem

[3]

(b) Do you think LEGO is a good toy for children?

Tick () one box.

Yes

No

Explain in your own words why / why not.

Support your explanation with a quotation from the text.

Explanation in your own words:

Quotation from the text:

[2]

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Section B: Writing

Spend 30 minutes on this section.

11 Think about a toy you played with when you were a young child. Write a review of
this toy for a children’s magazine.

Think about:

• what the toy is called

• where and when you used to play with the toy
• why you enjoyed / didn’t enjoy playing with the toy
• whether or not you would recommend this toy.

Remember to use the conventions of review writing.

Use the box below to plan your answer.

Write your answer on the lines on the next page.

Space for your plan:

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

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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 2024 0058/01/A/M/24

 Cambridge Primary Checkpoint

ENGLISH 0058/02
Paper 2 Fiction April 2024
INSERT 1 hour

INFORMATION


• This insert contains the reading text.

• 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.

04_0058_02/3RP
© UCLES 2024 [Turn over
 2

Text for Section A, an extract from How to Fool Your Parents by Pete Johnson

Tuesday February 25th

4.30 p.m.

I’d like to make a full confession.

I, Louis – full name Louis the Laugh – did at approximately 3.45 p.m. today say, 5
‘Sir, I am so incredibly sorry and I would like to volunteer for an extra detention1
right here, right now.’

Am I ashamed of myself? Totally. But I had no choice. You see, I’m in an

incredibly desperate situation. No, really…Just hear me out.

It was the last lesson of the day, physics. Yawn! It was with Mr Duncan (known to 10
all as Dunky). Double yawn.

Well, I was feeling drowsier and drowsier. But I really only meant to rest my eyes
for a moment. Most unfortunately my head then slipped down onto my chest...

A power nap is the technical term for what happened next. And if Dunky had left
me alone, I’d have woken up all refreshed – and ready to learn more. Instead he 15
hissed down my ear, ‘You can’t sleep in my class.’

‘If you didn’t speak so loudly I could,’ was what I longed to reply. But I knew this
was a moment which required tact. So I tried to explain that I’d only taken a very
brief power nap.

But he wasn’t listening. Instead sarcasm2 dripped from him as he creaked, ‘I’m 20
very glad you’ve decided to re-join us. Your contributions to the class are so vital’
– the class all chortled away at this (I never say a word in his lessons) – ‘and I
will see you at the end of the lesson to discuss your sleeping arrangements.’

And later I approached Dunky, smiling bravely. He rose up from his desk. He’s
very tall and immensely thin, with a long but somehow scrunched-up face, a truly 25
mouldy grey beard and the tiniest eyes you’ve ever seen – like two little raisins3
glaring down at you.

I had to somehow get on Dunky’s good side, as I needed him to do me a

massive favour. A truly hopeless mission you might think, and you’d be right. But
I had to achieve the impossible. 30

That’s why, when he announced that I had a double detention tomorrow, I

gushed, ‘Thank you so much, Mr Duncan, I so deserve it.’

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Then I uttered the words I told you about before and I can’t bear to repeat ever
again.

And guess what Dunky said after my truly amazing offer. Nothing. He merely 35
pointed a gnarled hand at the desk in front of him.

And ever since, I have been sitting here, filling page after page with lines4. And I
didn’t stop once – well, not until he tottered off for a moment.

HOLD UP. He’s coming back.

More soon. 40

4.50 p.m.

I proudly took my lines up to Dunky. ‘Five and a half pages there,’ I said. ‘And no
hardship at all. Just happy to be here with you.’ He hardly even glanced at what
I’d written.

So I said, ‘I want to assure you, Mr Duncan, your lesson wasn’t any more boring 45
than usual. I mean, it wasn’t boring at all,’ I added hastily. ‘In fact, it was
fascinating. Especially ...’ I tried to remember one thing he’d said and couldn’t, so
spluttered, ‘Well, there were so many highlights I can’t pick just one.’ Then I
smiled winningly at him.

Glossary
1
detention: keeping a student in after class or after school as punishment
2
sarcasm: using words to mean the opposite of what they usually mean in order
to be funny
3
raisin: a small dried grape, often used in baking
4
lines: a school punishment where students must repeatedly copy out one line of
text

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 2024 0058/02/INSERT/A/M/24

 Cambridge Primary Checkpoint


ENGLISH 0058/02
Paper 2 Fiction April 2024
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 text.

This document has 12 pages. Any blank pages are indicated.

04_0058_02/4RP
© UCLES 2024 [Turn over
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Section A: Reading

Spend 30 minutes on this section.

Read the text in the insert, and answer Questions 1–7.

1 Look at lines 2–11.

(a) Why does Laugh start with a capital letter?

[1]

(b) Give one example from lines 2–9 where Louis is talking directly to the reader
in an informal tone.

[1]

(c) Explain in your own words what Louis thinks about physics lessons.
Support your explanation with a quotation from the text.

Explanation in your own words:

Quotation from the text:

[2]

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2 Look at lines 14–23.

(a) Give one word which means:

(i) the ability to say something in a way that won’t make people angry:

[1]

(ii) laughed:

[1]

(b) Give one past continuous verb form.

[1]

(c) Which literary techniques are used in these lines?

Tick () two boxes.

alliteration

metaphor

onomatopoeia

repetition

rhyme

[2]

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3 Look at lines 24–32.

(a) The word later tells the reader that time has passed.
What has happened between the end of the previous paragraph and the
beginning of this paragraph?

[1]

(b) Give a two-word phrase from these lines which tells us Louis is not as
confident as he is pretending to be.

[1]

(c) Give one simile from this section.

[1]

(d) Give one verb from these lines which implies that Louis spoke quickly.

[1]

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4 Look at lines 33–34:

Then I uttered the words I told you about before and I can’t bear to repeat ever
again.

Which words does this refer to?

Tick () one box.

‘… I would like to volunteer for an extra detention …’

Am I ashamed of myself?

‘If you didn’t speak so loudly …’

… I had a double detention tomorrow …

[1]

5 Look at lines 35–40.

(a) What does Louis do when Mr Duncan leaves the room?

[1]

(b) The writer uses capital letters and three short sentences at the end of this part.
What is the effect of this on the reader?

[1]

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6 Look at lines 41–49.

(a) Give one word which means ‘trouble’.

[1]

(b) The word hastily means ‘quickly’.

Why does Louis act hastily in the conversation with Mr Duncan?
Give two reasons.

Reason 1:

Reason 2:
[2]

(c) Do you think Louis has done enough to please Mr Duncan now?
Tick () one box.

Yes

No

Explain your choice.

Give a quotation from the text to support your answer.

Explanation in your own words:

Quotation from the text:

[2]

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7 Look at the whole text.

(a) Do you think the writer wants us to like Mr Duncan’s personality?

Tick () one box.

Yes

No

Explain your choice.

Give a quotation from the text to support your answer.

Explanation:

Quotation from the text:

[2]

(b) This extract is structured into short paragraphs.

Give one more feature of text organisation that is used in this extract.
Explain how this helps the reader.

Feature of text organisation:

How it helps the reader:

[2]

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Section B: Writing

Spend 30 minutes on this section.

8 Write a story about a day at school when something funny happened.

You might want to think about:

• what happened
• who was involved
• why it was funny
• what happened next.

Use the box below to plan your answer.

Write your answer on the lines on the next page.

Space for your plan:

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

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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 2024 0058/02/A/M/24