GCSE (9-1) English Language - Pearson Qualifications

GCSE (9-1)EnglishLanguageSample Assessment MaterialsPearson Edexcel Level 1/Level 2 GCSE (9 - 1) in English Language (1EN0)First teaching from September 2015First certification from June 2017Issue 2

Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awardingbody offering academic and vocational qualifications that are globally recognised andbenchmarked.For further information, please visit our qualifications website atqualifications.pearson.com. Alternatively, you can get in touch with us using the detailson our contact us page at qualifications.pearson.com/contactusAbout PearsonPearson is the world's leading learning company, with 35,000 employees in more than 70countries working to help people of all ages to make measurable progress in their livesthrough learning. We put the learner at the centre of everything we do, becausewherever learning flourishes, so do people. Find out more about how we can help youand your learners at qualifications.pearson.comReferences to third party material made in these sample assessment materials are madein good faith. Pearson does not endorse, approve or accept responsibility for the contentof materials, which may be subject to change, or any opinions expressed therein.(Material may include textbooks, journals, magazines and other publications andwebsites.)All information in this document is correct at time of publication.Original origami artwork: Mark BolithoOrigami photography: Pearson Education Ltd/Naki KouyioumtzisISBN 978 1 4469 6310 4All the material in this publication is copyright Pearson Education Limited 2018

Summary of Pearson Edexcel Level 1/Level 2 GCSE (9–1)in English Language SAMsIssue 2 changesSummary of changes made between previous issue and this currentissuePagenumberThese Component 2 changes will be introduced to the June 2019 examination and onwards.Paper 2 assessment time:This has been increased to 2 hours and 5 minutes and the recommendedtime given to Section A is now 1 hour and 20 minutes.Paper 2 Section A Question 2:This is a new question as the AO mapping has changed from AO2 to AO1.The mark total is unchanged and this question is still worth 2 marks.Paper 2 Section A Question 3:Three bullet points have been added to instruct students on what they needto cover to answer the question.Paper 2 Section A Question 5:This is a new question as the AO mapping has changed from AO2 to AO1.The mark total is unchanged and this question is still worth 1 mark.Paper 2 Section A Question 7b:Three bullet points have been added to instruct students on what they needto cover to answer the question.Paper 2 mark scheme:The raw marks allocation table has been updated to show that Questions 2and 5 now assess AO1 and not AO2.Paper 2 Section A Question 2 mark scheme:The mark scheme has been updated to match the changed question.Paper 2 Section A Question 5 mark scheme:The mark scheme has been updated to match the changed question.29, 3030313337454648If you need further information on these changes or what they mean, contact us via ourwebsite at: tml.

ContentsIntroduction1General marking guidance3Paper 15Paper 1: Mark scheme17Paper 225Paper 2: Mark scheme45

IntroductionThe Pearson Edexcel Level 1/Level 2 GCSE (9–1) in English Language is designed for usein schools and colleges. It is part of a suite of GCSE qualifications offered by Pearson.These sample assessment materials have been developed to support thisqualification and will be used as the benchmark to develop the assessment studentswill take.Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language – Sample Assessment MaterialsIssue 2 – March 2018 Pearson Education Limited 20181

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General marking guidance All candidates must receive the same treatment. Examiners must mark the lastcandidate in exactly the same way as they mark the first.Mark schemes should be applied positively. Candidates must be rewarded for whatthey have shown they can do rather than be penalised for omissions.Examiners should mark according to the mark scheme – not according to theirperception of where the grade boundaries may lie.All the marks on the mark scheme are designed to be awarded. Examiners shouldalways award full marks if deserved, i.e. if the answer matches the mark scheme.Examiners should also be prepared to award zero marks if the candidate’s response isnot worthy of credit according to the mark scheme.Where some judgment is required, mark schemes will provide the principles by whichmarks will be awarded and exemplification/indicative content will not be exhaustive.When examiners are in doubt regarding the application of the mark scheme to acandidate’s response, a senior examiner must be consulted before a mark is given.Crossed-out work should be marked unless the candidate has replaced it with analternative response.Marking guidance – specific The marking grids have been designed to assess student work holistically. The gridsidentify the Assessment Objective being targeted by the level descriptors.When deciding how to reward an answer, examiners should consult both theindicative content and the associated marking grid(s). When using a levels-basedmark scheme, the ‘best fit’ approach should be used.Examiners should first decide which descriptor most closely matches the answer andplace it in that levelThe mark awarded within the level will be decided based on the quality of the answerand will be modified according to how securely all bullet points are displayed at thatlevelIn cases of uneven performance, the points above will still apply. Candidates will beplaced in the level that best describes their answer according to the AssessmentObjective described in the level. Marks will be awarded towards the top or bottom ofthat level depending on how they have evidenced each of the descriptor bullet pointsIndicative content is exactly that – it consists of factual points that candidates arelikely to use to construct their answer. It is possible for an answer to be constructedwithout mentioning some or all of these points, as long as they provide alternativeresponses to the indicative content that fulfill the requirements of the question. It isthe examiner’s responsibility to apply their professional judgment to the candidate’sresponse in determining if the answer fulfills the requirements of the question.Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language – Sample Assessment MaterialsIssue 2 – March 2018 Pearson Education Limited 20183

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Pearson Edexcel Level 1/Level 2 GCSE (9–1)English LanguagePaper 1: Fiction and Imaginative WritingSection A: Reading Text InsertSample assessment materials for first teachingSeptember 2015Time: 1 hour 45 minutesPaper Reference1EN0/01Do not return the insert with question paper.Advicethe text before answering the questions in Section A of the question Readpaper.Turn overS47439A 2014 Pearson Education Ltd.2/2/1/1/1/1*S47439A*Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language – Sample Assessment MaterialsIssue 2 – March 2018 Pearson Education Limited 20185

Read the text below and answer Questions 1–4 on the question paper.This is an extract from a short story. The narrator has murdered an old man and hidden hisbody under the floorboards.The Tell-Tale Heart: Edgar Allan PoeI then took up three planks from the flooring of the chamber, and deposited all betweenthe scantlings*. I then replaced the boards so cleverly, so cunningly, that no human eye– not even his – could have detected any thing wrong. There was nothing to wash out– no stain of any kind – no blood-spot whatever. I had been too wary for that. A tub hadcaught all – ha! ha!When I had made an end of these labors, it was four o’clock – still dark as midnight. Asthe bell sounded the hour, there came a knocking at the street door. I went down toopen it with a light heart, for what had I now to fear? There entered three men, whointroduced themselves, with perfect suavity, as officers of the police. A shriek hadbeen heard by a neighbour during the night; suspicion of foul play had been aroused;information had been lodged at the police office, and they (the officers) had beendeputed to search the premises.I smiled, for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was myown in a dream. The old man, I mentioned, was absent in the country. I took my visitorsall over the house. I bade them search – search well. I led them, at length, to his chamber.I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, Ibrought chairs into the room, and desired them here to rest from their fatigues, while Imyself, in the wild audacity of my perfect triumph, placed my own seat upon the veryspot beneath which reposed the corpse of the victim.The officers were satisfied. My manner had convinced them. I was singularly at ease. Theysat, and while I answered cheerily, they chatted of familiar things. But, ere long, I feltmyself getting pale and wished them gone. My head ached, and I fancied a ringing in myears: but still they sat and still chatted. The ringing became more distinct: it continuedand became more distinct: I talked more freely to get rid of the feeling: but it continuedand gained definiteness – until, at length, I found that the noise was not within my ears.No doubt I now grew very pale; but I talked more fluently, and with a heightened voice.Yet the sound increased – and what could I do? It was a low, dull, quick sound – muchsuch a sound as a watch makes when enveloped in cotton. I gasped for breath – and yetthe officers heard it not. I talked more quickly – more vehemently; but the noise steadilyincreased. I arose and argued about trifles, in a high key and with violent gesticulations;but the noise steadily increased. Why would they not be gone? I paced the floor to andfro with heavy strides, as if excited to fury by the observations of the men – but the noisesteadily increased. Oh God! what could I do? I foamed – I raved – I swore! I swung thechair upon which I had been sitting, and grated it upon the boards, but the noise aroseover all and continually increased. It grew louder – louder – louder! And still the menchatted pleasantly, and smiled. Was it possible they heard not? Almighty God! – no, no!They heard! – they suspected! – they knew! – they were making a mockery of my horror!– this I thought, and this I think. But anything was better than this agony! Anything wasmore tolerable than this derision! I could bear those hypocritical smiles no longer! I feltthat I must scream or die! and now – again! – hark! louder! louder! louder! louder!26510152025303540Pearson Edexcel Level 1/Level 2 GCSE (9 – 1) in English Language – Sample Assessment MaterialsS47439AIssue 2 – March 2018 Pearson Education Limited 2018